{"title":"让男孩进步。","authors":"Vee Harris","doi":"10.1080/09571739885200271","DOIUrl":null,"url":null,"abstract":"This article argues that offering boys greater choice over what they learn may be one means of addressing their underachievement in modern languages. They may be unable to profit from such independence, however, unless they are also given explicit guidelines as to how to go about their learning.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"18 1","pages":"56-62"},"PeriodicalIF":2.2000,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200271","citationCount":"13","resultStr":"{\"title\":\"Making Boys Make Progress.\",\"authors\":\"Vee Harris\",\"doi\":\"10.1080/09571739885200271\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article argues that offering boys greater choice over what they learn may be one means of addressing their underachievement in modern languages. They may be unable to profit from such independence, however, unless they are also given explicit guidelines as to how to go about their learning.\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":\"18 1\",\"pages\":\"56-62\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1998-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/09571739885200271\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571739885200271\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739885200271","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
This article argues that offering boys greater choice over what they learn may be one means of addressing their underachievement in modern languages. They may be unable to profit from such independence, however, unless they are also given explicit guidelines as to how to go about their learning.
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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