{"title":"Language learner perceptions of strategy use in secondary schools","authors":"Wasyl Cajkler, Barbara Thornton","doi":"10.1080/09571739985200261","DOIUrl":null,"url":null,"abstract":"As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on interaction in their own classrooms. Their investigations were informed by a survey of pupil perceptions and by videotaping of their own lessons. This article reflects on the investigation undertaken in relation to learner strategies in a range of secondary schools in Majorca (8), Italy (20) and the UK (19). The investigation was conducted as part of a Socrates/Lingua European Co-operation Project linking the three areas.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"20 1","pages":"45-50"},"PeriodicalIF":2.2000,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200261","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739985200261","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: 9
Abstract
As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on interaction in their own classrooms. Their investigations were informed by a survey of pupil perceptions and by videotaping of their own lessons. This article reflects on the investigation undertaken in relation to learner strategies in a range of secondary schools in Majorca (8), Italy (20) and the UK (19). The investigation was conducted as part of a Socrates/Lingua European Co-operation Project linking the three areas.
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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