Reports on a qualitative study conducted in the Japanese foreign language context about good foreign language learners, in which strategy use is analyzed in 67 books reporting on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese foreign language context and that the issue of some…

This study was conducted in a private language school in Auckland, New Zealand to investigate the relationship between course level and reported frequency of language learning strategy use by speakers of other languages and to look for patterns of strategy use according to course level and other learner variables (Author/VWL)

Offers a brief overview of the field of individual differences in language learning, especially as they are reflected in learning styles, learning strategies, and affective variables. Touches on areas for further research. (Author/VWL)

Aimed to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners currently do to remember vocabulary learned. Questionnaires, interviews, and examination of student records were carried out. Some learners reported making interesting lists of various types, which differed according to the linguistic…

Outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. The graphing types are then matched to 12 text types. Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. (15 references)…

Examines Heinrich Schliemann's method of acquiring a second language primarily by means of conscious learning. It is revealed that Schliemann probably obtained a great deal of comprehensible input in English. (nine references) (GLR)

The medieval writer, the nun Hildegard von Bingen, learned Latin without any formal instruction in it. Her case is described as an example of language acquisition by hearing it read, sung, and expounded and by visualizing it as though it were written down in a kind of phonetic script. (21 references) (Author/LB)

Investigates whether the consistent use of a vocabulary reinforcement technique referred to as "second-hand cloze" can result in a significant improvement in long-term retention of words. It is suggested that, although the second-hand cloze embodies some characteristics of other memorization techniques, it also overcomes their shortcomings. (21…

Addresses the problem of poor listening skills in English-as-a-foreign-language (EFL) learners. A strategy to rectify the problem is suggested, and a set of procedures for a remedial course is outlined. (Author/CB)

Outlines a new framework for teaching second-language teacher trainees that requires less time than the simple information transmission model and fewer manpower resources. The "loop-input" model entails mirroring the content of training sessions in the process of these sessions. (Author/CB)

A detailed, nonimpressionistic assessment checklist is presented for teach-yourself language packages. Two example research applications are given: a survey of a range of course packages, and an analysis of the patterns of materials used by an individual learner of Hungarian. (39 references) (Author/LB)

Assesses the effects of on-line advice messages that suggest learning strategies to the user. Results support the proposition that the design of learner-controlled interactive video materials for language teaching may be potentially helpful to students who do not come to a database environment equipped with effective language-learning strategies.…

Examines the components constituting autonomy in second language learning. The article focuses on helping students make and execute choices in the domains of communication, learning, and their personal life. These components form the basis of a conceptual framework for coordinating strategies to help learners develop autonomy. (24 references)…

Examines compensation strategies--techniques for dealing with knowledge gaps between learner and interlocutor--used by French learners of English and relates them to synoptic and ectenic learning. Suggests reasons that ectenic learners, who need conscious control of what they are learning, seem to communicate meanings of words to judges better…

Some 107 students participated in a study exploring factors that influence satellite-delivered language achievement. Of the factors (motivation, learning style, learning strategy use, gender, previous language learning experience, and course level), student motivation was by far the most significant determiner, followed by learning strategy use.…