{"title":"What pupils do: the role of strategic planning in modern foreign language learning","authors":"Faye Fleming, Geoff Walls","doi":"10.1080/09571739885200201","DOIUrl":null,"url":null,"abstract":"This paper reports the findings of a small-scale research project focusing upon learning strategies employed by six Year 9 ‘good language learners’ in two mainstream secondary schools in Southampton. The pupils completed language learning tasks and semi-structured interviews were conducted to elicit pupil use of metacognitive and cognitive learning strategies. In addition, teachers were interviewed informally concerning their views on language learning strategies. The data is analysed and used to profile a range of strategies used by ‘good language learners’ and to suggest implications for the National Curriculum for Modern Foreign Languages as well as teaching materials and methodology.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200201","citationCount":"30","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739885200201","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 30
Abstract
This paper reports the findings of a small-scale research project focusing upon learning strategies employed by six Year 9 ‘good language learners’ in two mainstream secondary schools in Southampton. The pupils completed language learning tasks and semi-structured interviews were conducted to elicit pupil use of metacognitive and cognitive learning strategies. In addition, teachers were interviewed informally concerning their views on language learning strategies. The data is analysed and used to profile a range of strategies used by ‘good language learners’ and to suggest implications for the National Curriculum for Modern Foreign Languages as well as teaching materials and methodology.
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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