Reflection and strategies in foreign language learning. A study of four university-level ab initio learners of German"

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 ?