By Henry Joseph Monck Mason
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This is where motivation and strategy use start to become inseparable again and the studies become less clear. Do these successful learners feel good about the target language or the target culture because they are making progress? Alternatively, does the fact that they are making progress make them feel good about the target language and target culture? THE LEARNER'S STRATEGIES AND THE TEACHER'S STRATEGIES 39 There is strong evidence to suggest that sex is a variable in strategy use with females showing greater strategy use.
2. Repeating words to yourself in class (perhaps when you hear them for the first time). 3. Memorizing a list of vocabulary items by using some sort of system. 4. Answering questions in your head directed at other people (in the classroom). Here are some strategies that learners have said they use (or have been recorded as using) at the more indirect end of the curriculum: 1. Making mental associations when trying to memorize difficult words by writing them on a piece of paper, sticking it on an object and then making an association between the word and the object.
I will therefore start with a very brief comparison of these two countries. PAUSE FOR THOUGHT Look at Table LI in which some differences in teaching styles and contexts between Italy and England are identified. In the righthand column jot down a few key words as to how this might have an effect on the learners* approach and strategies for learning. 1 Educational differences between England and Italy Contextual difference for the learning In England the first foreign language learnt is French, in Italy the first foreign language learnt is English.
A grammar of the Irish language by Henry Joseph Monck Mason