Describes study conducted using high school foreign language students to identify and examine effects on learning of three learning strategies--practicing, monitoring, and inferencing. Results suggest strategies have positive role in classroom, but their use is related to attitude not aptitude of language learner.

Examines the subprocesses of reading, as identified in first- and second-language reading research, and the two types of input required, i.e., data from the text and learner stored data. It is argued that, through activities designed to work with each one of the subprocesses in turn, attention can be focused on the subprocess as well as the…

Examines the disposition of the Socrates program in relation to the teaching and learning of languages and, in a general way, to teaching projects. The article focuses on the development of tools for teaching languages, exchange programs, evaluation of linguistic competitions, projects to promote the learning of languages, and supporting…

By closely examining how different parts of language function to shape meaning in historical texts, English as a Second or other Language students not only develop strategies to improve their reading and other linguistic skills but also achieve grade-level standards in the content area. (Author/VWL)

Investigates proficient and less-proficient readers comprehension monitoring. Findings show that proficient readers displayed more competency in monitoring their ongoing thinking processes, because they tended to monitor their reading processes at all times in order to compensate for words that had not been previously decoded. (Author/VWL)

Discusses "hermeneutics" and "inner speech" in an attempt to broaden the current theoretical basis for describing foreign language listening as a dynamically interpretive language process. A pedagogical model is proposed for the teaching of academic listening skills in the foreign language classroom. (Author/CB)

In a study of psycholinguistic factors, 47 students' learning of German under repetition, keyword, or "own" strategy conditions was investigated. Native-to-foreign learning is shown to be easier the more the foreign language words conform to the phonological and orthographic patterns of the native language; the relationships are less…

Two researchers respond to a previous "TESOL Quarterly" article that assessed the state of the art of research and classroom applications of learning strategies, and the author of the article responds to those comments. (71 references) (JL)

This article questions the presentation of rules in the classroom and explores some of the different senses of the term "rule." After making some basic distinctions, the article considers implications for the classroom and suggests there is no single approach to the presentation of grammar rules, and that learners should be encouraged to…

Discusses how collaborative learning helps English-as-a-Second-Language students both acquire language and become part of the academic community. (11 references) (GLR)

Argues that multi-media does not, by itself, guarantee accelerated learning and enhanced motivation unless there is a clear pedagogical progression and learning strategy. Describes and analyzes didactic dimensions to be considered in designing a multi-media tool, based on the authors' experiences as software authors and language trainers. (DSK)

Presents comparative think-aloud protocols of beginning level language learners listening to an oral test. Argues that successful listeners use more metacognitive strategies and use these strategies to interact at a deeper level with a text to construct meaning. Outlines an instructional model for developing metastrategic awareness. (Author/VWL)

Reviews the literature on general learning strategies as they pertain to the UG (universal grammar)- or non-UG debate and the second-language acquisition process and discusses this literature in the context of the literature on learning strategies from psychological research. (Author/JL)

This article presents parts two and three of a three-part article that explores the role that school language learning can play in the development of literacy, as well as the role that the teaching of literacy can play in language learning. (Author/VWL)

Some strategies for teaching culturally responsive mathematics to English Language Leaner (ELL) students are discussed and illustrated. These strategies help students perceive and describe their world, their community, and themselves using mathematics and language.