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Language Learning Strategies and its Implications for Second Language Teaching

dc.creatorCano de Araúz, Olda
dc.date2009-07-01
dc.date.accessioned2016-05-03T14:50:54Z
dc.date.available2016-05-03T14:50:54Z
dc.identifierhttp://revistas.ucr.ac.cr/index.php/rlm/article/view/9454
dc.identifier.urihttps://hdl.handle.net/10669/23579
dc.descriptionEffective language learners are aware of the strategies they use and why they use them. Likewise, skilled language learners select those strategies that work well for specific tasks. Less effective learners are also aware of their learning strategies, but employ them randomly, without a careful selection or focus of a particular strategy for an assigned task. Could less effective learners have more opportunities of becoming effective learners if they have the means of targeting their learning strategies to specific tasks? Language learning strategy instruction can help EFL students "learn better" by raising students' awareness of language learning strategies, by highlighting the relationship between strategy use and language learning tasks, and by increasing students' existing language learning strategies.en-US
dc.description.es-ES
dc.formatapplication/pdf
dc.languageeng
dc.publisherEscuela de Lenguas Modernas, Universidad de Costa Ricaes-ES
dc.relationRevista de Lenguas Modernas;
dc.rightsCopyright (c) 2014 Revista de Lenguas Modernases-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 11es-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 11en-US
dc.source16591933
dc.titleLanguage Learning Strategies and its Implications for Second Language Teachingen-US
dc.typeartículo original
dc.coverageCRCen-US


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