This book investigates some of the learning processes of students of French and German as they begin language learning at an advanced level, a stage which is frequently problematic. By looking at the learning strategies employed by both successful and less successful language students, the author elucidates some of the key cognitive and affective processes which facilitate advanced level language learning. The implications of this for the classroom are discussed in detail, leading to practical recommendations for learning and teaching strategies. A central theme is the need to teach explicitly the proficient use of learning strategies, and suggestions are made as to how this may be achieved in the language classroom.
Foreword vii(2) Dr Bob Powell Preface ix(1) Acknowledgements x 1 Introduction 1(9) 2 Bridging the Gap: Language Learning Difficulties 10(27) Introduction 10(1) Communicative Competence 11(3) Practical Implications 14(2) Proficiency at Advanced Level 16(4) Key Findings 20(8) Gender Differences 28(2) Implications for the Classroom 30(7) 3 Learning Strategies: Processing Language and Managing Change 37(55) Introduction 37(1) The Good Language Learner Revisited: Beginnings 38(2) Recent Developments in Learning Strategy Research 40(3) Investigating Learning Strategies: Methods and Approaches 43(5) Key Findings 48(33) Gender Differences in Strategy Use 81(2) Implications for the Classroom 83(8) Conclusion 91(1) 4 Affective Concerns and the Question of Gender 92(32) Introduction 92(4) Attitudes and Motivation 96(3) Gender 99(4) Key Findings 103(13) Implications for the Classroom 116(6) Conclusion 122(2) 5 The Role of the Teacher: Teaching Language or Teaching Learning? 124(23) Introduction 124(3) Key Findings: Easing the Transition 127(10) Teachers Views of Learning and Learners 137(2) Implications for the Classroom 139(8) 6 Students in the Round: Looking at Individuals 147(15) Introduction 147(1) Student M (Female) 147(4) Student P (Female) 151(3) Student F (Male) 154(3) Student H (Male) 157(5) 7 Conclusion 162(10) Introduction 162(6) The Way Forward 168(3) Final Thoughts 171(1) Appendices 172(44) Appendix A.1 Glossary 172(3) Appendix A.2 Definitions of Learning Strategies Used by Students 175(9) Appendix B: Research Instruments 184(12) Appendix C: Materials Used in the Think-Aloud Interview 196(6) Appendix D: Subjects Involved in the Study 202(3) Appendix E: Tables of Results 205(11) References 216(10) Index 226
Suzanne Graham read Modern Languages at the University of Oxford. After teaching French and German to advanced level in schools, she completed a doctorate in foreign languages education at the University of Bath. She currently works as a freelance educational researcher in foreign language learning and teaching and has been involved in projects at the universities of Warwick and Bath, investigating areas ranging from target language testing to the professional developmental needs of language teachers.
