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008			010808s1999 enk ob 001 0 eng d
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020			_a9780415178686 _q(pbk. ; _qalk. paper)
020			_a0415178681 _q(pbk. ; _qalk. paper)
020			_a1134683316
020			_a1280334037
020			_a9781280334030
020			_a1134683308
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050		4	_aPB35 _b.G783 1999eb
055	1	3	_aPB35 _b.G783 1999eb
082	0	4	_a418/.0071/2 _221
100	1		_aGrenfell, Michael, _d1953-
245	1	0	_aModern Languages and Learning Strategies : _bin Theory and Practice / _cMichael Grenfell and Vee Harris.
260			_aLondon ; _aNew York : _bRoutledge, _c1999.
300			_ax, 165 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references (pages 153-159) and index.
505			_aPart One -- 1. Modern-languages teaching: in search of methodology -- 2. What it is to know, what it is to learn -- 3. Learners' strategies -- Part Two -- 4. Strategy instruction -- 5. Strategy instruction in action -- Conclusion
511			_aMichael Grenfell is Senior Lecturer in Educational Studies at the Centre for Language in Education at the University of Southampton. Vee Harris is Lecturer in Modern Languages in Education at Goldsmiths College, University of London.
520			_a"Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. Research into language teaching and learning suggests that certain individuals have unconsciously developed a wide range or tactics or strategies to make their learning effective - the are 'good' language learners. Much of the research so far has focused on adult learners of English. This book extends the research to secondary school pupils learning French, German or Spanish and discusses the principles underlying Learning Strategies. Practical examples are also provided of how strategies can be taught to help teachers get the best results from their pupils. It is divided into two sections. The first section sets out Learning Strategies as part of a theoretical understanding of how languages are learned. It traces curriculum reform in Modern Foreign Languages in recent times and the rise of the Communicative Approach. It argues that learners need to learn 'how to learn' if they are to use language independently. The strategies of a group of learners at different points in their learning are explored as a way of showing what strategies look like in practice. The second section gives guidelines for classroom activities involving Learning Strategies and shows how Strategy Instruction may be undertaken by teachers in order to help learners make use of them. Details are included of the work of five case study teachers employing such instruction in their classrooms. The book concludes with reflections on the current political and educational climate, arguing for the need to link theory and practice, both in educational research and teachers' continuing professional development." (Book Cover)
546			_aEnglish.
588	0		_aPrint version record.
650		0	_aLanguages, Modern _xStudy and teaching.
650		6	_aLangues vivantes _xÉtude et enseignement.
650		7	_aLanguages, Modern _xStudy and teaching. _2fast _0(OCoLC)fst00992480
700	1		_aHarris, Vee, _d1949-
942			_2z _cBK