Abstract
This paper reports the findings of a small-scale research project focusing upon learning strategies employed by six Year 9 ‘good language learners’ in two mainstream secondary schools in Southampton. The pupils completed language learning tasks and semi-structured interviews were conducted to elicit pupil use of metacognitive and cognitive learning strategies. In addition, teachers were interviewed informally concerning their views on language learning strategies. The data is analysed and used to profile a range of strategies used by ‘good language learners’ and to suggest implications for the National Curriculum for Modern Foreign Languages as well as teaching materials and methodology.
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