NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828031
Record Type: Journal
Publication Date: 2007-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0957-1736
Exploring Progression: Reading and Listening Strategy Instruction with Near-Beginner Learners of French
Harris, Vee
Language Learning Journal, v35 n2 p189-204 Dec 2007
Cross-study comparison of the impact of strategy instruction (SI) is problematic because of differences in learning settings, the periods of time over which it is undertaken and the nature of the SI itself. Few studies indicate how the choice of skill areas and strategies has been tailored to meet the learners' age, stage and proficiency level, and few explicitly invite learners' views of the effectiveness of the SI. This exploratory article reports on initial findings of a research project funded by the Denis Lawton Award, Society for Educational Studies, to implement strategy instruction with secondary school pupils learning French. A sample of 60 pupils aged 12 to 13 underwent a programme of reading and listening strategy instruction over a nine-month period. Measures were taken of reading and listening comprehension and attitudes to French before and after the intervention, and results compared to a group of students not receiving the intervention. The strategy intervention pupils were also invited through questionnaires and interviews to comment on the SI. Whilst the findings suggest that the strategy intervention significantly improved pupils' comprehension and motivation, pupils' views of the SI indicate issues to be addressed in the design of SI to meet the needs of this level of learner. (Contains 3 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A