中学语言学习者对策略使用的认知

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Journal Pub Date : 1999-12-01 DOI:10.1080/09571739985200261

Wasyl Cajkler, Barbara Thornton

{"title":"中学语言学习者对策略使用的认知","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":"{\"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}","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

摘要

作为行动研究项目的一部分，意大利、西班牙和英国的一组教师专注于在他们自己的课堂上进行互动。他们的调查是通过对学生认知的调查和他们自己的教学录像来进行的。本文反映了在马略卡岛(8)、意大利(20)和英国(19)的一系列中学中进行的与学习者策略有关的调查。这项调查是苏格拉底/Lingua欧洲合作项目的一部分，该项目将这三个地区联系起来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Language learner perceptions of strategy use in secondary schools

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

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