By C Desessard
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Additional resources for Le Latin sans peine
Within the diary entries by far the most recurrent strategies were in the metacognitive group (examples include organising and evaluating strategies), comprising 40% of total reported strategy use. The high frequency of metacognitive strategies is attributed to individual learner characteristics, namely Joan’s interests as a learner and her understanding of the contribution of metacognitive strategies to her experience as a language learner. The study provides a fascinating look into the world of the independent language learner in a TL immersion context.
Shelley and C. White (eds) Distance Education and Languages: Evolution and Change (pp. 55–71). Clevedon: Multilingual Matters. White, C. (2006) Robinson Crusoe and the challenges of supported distance language learning. In T. Lamb and H. Reinders (eds) Supporting Independent Learning: Issues and Interventions (pp. 55–72). Frankfurt: Peter Lang. White, C. (2007) Autonomy, independence and control: Mapping the future of distance language learning. In D. ) Learner Autonomy 10: Integration and Support (pp.
Littlewood, W. (1997) Self-access: Why do we want it and what can it do? In P. Benson and P. Voller (eds) Autonomy and Independence in Language Learning (pp. 79–92). London: Longman. McDonough, S. (1995) Strategy and Skill in Learning a Foreign Language. London: Arnold. indd 22 9/1/2008 6:51:57 AM Language Learning Strategies in Independent Language Learning 23 Meskill, C. (1991) Language learning strategies advice: A study of the effects of on-line messaging. System 19, 277–287. Mozzon-McPherson, M.
Le Latin sans peine by C Desessard