Language Learning Strategies Use by Secondary Foreign Language Students.

Institution	National Capital Language Resource Center, Washington, DC.
Titel	Language Learning Strategies Use by Secondary Foreign Language Students.
Quelle	(1996), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Chinese; Classroom Techniques; German; High School Students; High Schools; Interviews; Japanese; Learning Strategies; Metacognition; Participant Observation; Questionnaires; Russian; Second Language Instruction; Second Language Learning; Spanish; Study Skills; Teaching Methods + Suchen Sie Ihr Suchwort? China; Chinesen; Klassenführung; Deutscher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Japaner; Japanisch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teilnehmende Beobachtung; Fragebogen; Russisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Spanisch; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated over a 3-year period the learning strategies high school students reported using for learning a second language. The learning strategies used across languages and modalities are described. The report is organized by instrument--questionnaires, small group interviews, individual think-aloud interviews--and presents the data for the various languages and levels of study accordingly. Students of all languages are consciously aware of the techniques they use to learn a language. When implementing learning strategies, teachers should build on students' existing knowledge of strategies. Students should be included in the instructional process by allowing them to identify and share their most effective techniques for different language tasks. Questionnaire data reveal that students can benefit from using strategies more often, but that in order to do so, students need to have the metacognitive knowledge of why and when each strategy is effective. Increased metacognition of how strategies work across the skill areas may help students make appropriate strategy choices. (Contains five Tables, 17 figures, and five appendices--the questionnaires, the group interview guide, student quotations from group interviews, the think aloud interview guide, and the learning strategies coding scheme for think aloud interviews.) (KFT)
Anmerkungen	National Capital Language Resource Center, 2011 Eye Street, N.W., Suite 200, Washington, DC 20006. Tel: 202-973-1086.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01