Arnulfo G. Ramírez (Ph.D., Stanford University) is Associate Professor of Language Education and Linguistics at the State University of New York at Albany.
Language Learning Strategies Used by Adolescents Studying French in New York Schools
Article first published online: 31 DEC 2008
© 1986 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 19, Issue 2, pages 131–138, April 1986
How to Cite
Ramírez, A. G. (1986), Language Learning Strategies Used by Adolescents Studying French in New York Schools. Foreign Language Annals, 19: 131–138. doi: 10.1111/j.1944-9720.1986.tb03108.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT: 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.