Learning Strategies in Foreign Language Instruction

Authors

  • Anna Uhl Chamot,

    1. Interstate Research Associates, VA
    Search for more papers by this author
    • 2

      Anna Uhl Chamot (Ph.D., University of Texas at Austin) is Project Director of learning strategy studies at Interstate Research Associates in McLean, VA.

  • Lisa Kupper

    1. Interstate Research Associates, VA
    Search for more papers by this author
    • 3

      Lisa Kupper (M.A. candidate, George Mason University) is a research associate at Interstate Research Associates in McLean, VA.


Abstract

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.

Ancillary