Anna Uhl Chamot (Ph.D., University of Texas at Austin) is Project Director of learning strategy studies at Interstate Research Associates in McLean, VA.
Learning Strategies in Foreign Language Instruction
Article first published online: 31 DEC 2008
© 1989 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 22, Issue 1, pages 13–22, February 1989
How to Cite
Chamot, A. U. and Kupper, L. (1989), Learning Strategies in Foreign Language Instruction. Foreign Language Annals, 22: 13–22. doi: 10.1111/j.1944-9720.1989.tb03138.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
This paper summarizes the findings of a three year project which investigated the use of learning strategies by foreign language students and their teachers,1 and suggests specific classroom applications for learning strategy instruction. Three studies were conducted under this project: (a) a Descriptive Study, which identified learning strategies used in studying foreign languages, (b) a Longitudinal Study, which identified differences in the strategy use of effective and ineffective language learners and analyzed changes in strategy use over time, and (c) a Course Development Study, in which foreign language instructors taught students how to apply learning strategies. Classroom applications discussed in the paper include guidelines for developing students' metacognition and motivation through the identification and discussion of their existing language learning strategies, and techniques for modeling and practicing additional strategies that can help students become more effective and independent language learners.