Teaching classroom learning strategies : some preliminary considerations

Abstract

The aim of this paper is to draw attention to some considerations which need to be taken into account before introducing classroom language learning strategies into one’s teaching. The possibility that learners already know more about managing their language learning than is currently thought must be considered ; a major cause of the mismatch between what they know and what they do may be found in the social inhibitions classrooms typically arouse in people (teachers as well as learners). The general analyses need to be checked afresh for each classroom group, not based on generalities, or on other people’s data. Finally the concept of “ exploratory practice” is proposed : it is a set of principles and procedures that offers teachers and learners a sustainable and highly promising way both of performing the necessary diagnoses and administering the appropriate treatment, without getting in the way of the teaching or of the learning.