STUDENT RESPONSES TO LEARNING-STRATEGY INSTRUCTION IN THE FOREIGN-LANGUAGE CLASSROOM

This paper describes a study which is investigating the teaching of learning strategies to high school and college students enrolled in beginning level Japanese classes and high school students in beginning level Russian and Spanish classes. Learning strategy instructional materials correlated to each curriculum were implemented by participating teachers, and the effect of the instruction on students was analyzed. The focus of this paper is on students' self-reports of strategy use after instruction and their evaluation of the usefulness of the strategies taught.