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Against the background of current concerns for a learner-centred, consciousness-raising approach to foreign language learning, this book explores at a theoretical and empirical level the relationship between metacognitive skills and successful language learning. Using data both from the Trinity College Dublin Modern Languages Research Project and from a longterm study of individual learners, the book asks : what do learners actually focus their attention on during learning ? What do they do when facing second language production problems ? What is meant by language learning strategies, and what influence does learners' analytical thinking have on the learning process ?