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Language Learning Strategies Used by Adolescents Studying French in New York Schools
Author(s) -
Ramírez Arnulfo G.
Publication year - 1986
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1986.tb03108.x
Subject(s) - memorization , psychology , vocabulary , task (project management) , reading (process) , test (biology) , language acquisition , mathematics education , linguistics , paleontology , philosophy , management , economics , biology
Students studying French at Levels I, II, and III in a rural and urban school setting indicated on a questionnaire their use of learning strategies associated with classroom behaviors, individual study tactics, and social interactional behaviors. Successful learning behaviors related to communicative abilities, reading performance, and achievement on a standardized test were found to vary due to the nature of the task. Years of language study also influenced the use/need of different sets of strategies. Eight strategies contributed differentially to the overall success of these learners: (1) asking for clarification/verification, (2) using inferencing skills or deductive reasoning, (3) creating opportunities for practice, (4) memorizing, (5) using vocabulary learning techniques, (6) employing available linguistic knowledge and contextual cues, (7) being able to self‐monitor performance, and (8) practicing.