Lower intermediate: listening and writing strategies

Set against a background of crisis in MFL learning in England over the past 10 years, and in particular with age groups in non-compulsory stages of education, the study was carried out in two phases.

In the first phase, the study sought to describe the language learner strategies (LLS) used by year 12 students of French in listening and writing tasks. In the second phase, and informed by the findings of phase 1, the project team carried out an intervention, probably the largest ever with this population, in order to measure whether LLS training in listening and writing enhanced proficiency in those two skills. A sample of 37 students was used in Phase 1 and 150 students in phase 2.

Strategic behaviour is considered to develop out of a learner’s relative understanding of what is involved in the complex process of language learning. LLS are generally thought to consist of the cognitive and metacognitive behaviours which learners deploy in language learning tasks and language use tasks. LLS are considered to be “treatable”, that is, susceptible to instruction.

Parts of this study are published in:

Graham, S. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning. 58/4, 747–783.

and also:

Graham, S. and Macaro, E. (2007) Designing year 12 strategy training in listening and writing strategies: from theory to practice. Language Learning Journal, 35/2, 153-174.

Page last modified: August 18, 2016