Apprendre a apprendre les langues (Learning To Learn Languages).

Autor/in	Holec, H.
Titel	Apprendre a apprendre les langues (Learning To Learn Languages).
Quelle	(1992), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Techniques; Educational Objectives; Educational Strategies; Foreign Countries; Independent Study; Learning Strategies; Second Language Instruction; Second Language Learning; Second Languages; Student Motivation; Student Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Ausland; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Schulische Motivation
Abstract	The role of learning strategies in independent learning, particularly second language learning, is discussed. It is argued that "learning to learn" is a necessary, although not sufficient, condition for independent learning. It is also not innate, but must be taught. The learner must learn to define his objectives, accomplish them, evaluate progress, and manage learning processes. The objectives may be linguistic knowledge, sociocultural information, or development of specific abilities. "Learning to learn" can occur in a variety of ways: before beginning, after having begun, or parallel with the learning of the language itself; collectively or individually; extensively or intensively. Training in "learning to learn" involves becoming familiar with already internalized understanding, developing metacognitive awareness, and expanding on prior learning. Ten instructional activities designed to develop these skills and cognition in learners are described briefly. (Contains 6 references.) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01