The impact of strategy training on Assumption University's learners of French
The impact of strategy training on Assumption University's learners of French
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2014
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Assumption University
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eng
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 6, 1 (June 2014), 20-25
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Abstract
Research in second language learning has
shown that learners who use learning strategies are more
likely to achieve effective learning, and has highlighted
the importance of strategy training in language education.
The principal objective of this research is to evaluate the
impact of a 14 hours training module to language learning
strategies integrated in a conversation class for the benefit
of Assumption University’s students of French. The
research was organized in three stages: (1) an
identification of the language learning strategies used
most commonly by a sample of 25 Assumption
University’s learners of French. The data were collected
through the Oxford’s (1990) Strategy Inventory for
language learning (SILL) questionnaire. (2) The
implementation of strategy training elaborated from the
Cohen’s (1998) Strategy-Based Instruction (SBI) model
and adapted to students of French. (3) An evaluation of
the impact of the training through a second administration
of the SILL questionnaire to the participants at the end of
training. The evaluation showed an overall increase in the
mean scores strategy uses. It is hoped that this research
will provide teachers with tools that will enable them to
help students become more effective and independent
language learners, and offer new perspectives on strategy
training in second and foreign language class.
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In English ; only abstract in English.
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