Modern Languages and Learning Strategies: In Theory and Practice 1st Edition by Michael Grenfell (PDF)

Description

Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. This book looks firstly at the ways in which languages can be taught, and secondly at case studies that highlight the practical methods that will help teachers get the best results. The case studies included show that the best learners are those who have developed learning strategies that help them succeed. These learning strategies are examined through practical examples carried out in classrooms, and advice is given about ways in which teachers can ensure that all their pupils have the opportunity to develop these skills. Lots of suggestions are made about the various activities teachers can carry out in order to make learning enjoyable and positive. In some cases, the results are shown to be very encouraging and any language teacher should be left with a feeling not only of renewed enthusiasm for their subject area but also a deeper understanding of how to enable learners to reach their full potential.

User’s Reviews

Reviews from Amazon users which were colected at the time this book was published on the website:

⭐As a former teacher of Physics and Mathematics, and a current educational manager in these areas, this book might not seem directly related to my day to day concerns. But working in International Education means that language acquisition by students, and strategies for teaching intelligent, and motivated (usually) students who have, however, limited English language proficiency are central parts of my work. What I like about this book are its clarity and even handedness – it covers a variety of strategies (e.g. repetition, self-testing, visual imagery, looking for cognates etc.) and discusses the extent to which students use them, how easy they are to implement, and the ways they can be introduced to students, practised, and made a permanent part of the student’s tool kit. Importantly, while the authors are clearly advocating for the explicit teaching of learning how to learn, they are aware of the barriers that exist, and also raise the question of the extent to which the teaching of learning strategies takes away from the teaching of the subject matter itself. Weaknesses of the book include the usual parochial concern with the Education department of their home country, which do not concern readers in different systems, and it’s datedness now – written just after the turn of the century, it pays scant attention to the ICT revolution.

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