Learner strategies in the language classroom: which strategies, when and how?
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Other Title
Authors
Reinders, Hayo
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2004
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
ESL
Learner stategies
Learner stategies
ANZSRC Field of Research Code (2020)
Citation
Reinders, H. & Lowen, S. (2004). Learner strategies in the language classroom: which strategies, when and how? Guidelines (Supplement to RECL Journal), 26:1, 31-35. NOTE: This is research undertaken for the University of Auckland prior to the author being affiliated with the Unitec Institute of Technology.
Abstract
Like most teachers you probably help your students to make their learning more efficient and enjoyable. In so doing you are teaching them learner strategies. Many teachers are now interested in teaching strategies in a structured way by setting aside time in the curriculum for a focus on the how of learning rather than the what. This raises all sorts of questions: when is a good time to discuss strategies, should strategies be taught separately or be integrated, which strategies are best taught first? This article discusses some of the options and shows some practical ways of including a focus on strategies in your teaching.
Publisher
Sage Publications Ltd.
Permanent link
Link to ePress publication
DOI
Copyright holder
Sage Publications Ltd.
Copyright notice
This is a pre-print of an article submitted for consideration in RELC Guidelines © 2004.