Learner strategies in the language classroom: which strategies, when and how?

Reinders, Hayo

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Date
2004
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.
Permanent link to Research Bank record:
https://hdl.handle.net/10652/2453
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.
Keywords:
ESL, Learner stategies
ANZSRC Field of Research:
200303 English as a Second Language
Copyright Holder:
Sage Publications Ltd.
Copyright Notice:
This is a pre-print of an article submitted for consideration in RELC Guidelines © 2004.
Rights:
This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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