Exploring reading and listening strategies in foreign language learning

Abstract

The present paper focuses on conducting bibliographical research regarding language learning strategies and more specifically, reading strategies and listening strategies within the context of foreign language learning. The paper delves into the definitions, and the typical characteristics of these strategies, as well as the classification of them. The bibliographical research seeks to illustrate the teaching implications that surface, and provides guidance on explicit and implicit strategy instruction concerning the curriculum, the teaching resources, the teachers and the learners. Through their facilitative and counselling role educators are encouraged to endorse the strategy-based instruction, which can yield diverse educational benefits, that can motivate, and assist learners to become active, strategic, autonomous, and self-evaluative in order for their reading and listening skills to be enhanced.