Keywords
learning strategies
gifted student
How to Cite
Abstract
The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cogni-tive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are in-cluded in the university teacher training and handbooks only to a very li-mited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.
References
Cichoń, M. 2002. „Uczyć się uczyć: autonomizacja studentów I roku filologii romańskiej”, w: Wilczyńska, W. red). Wokół autonomizacji w dydaktyce języków obcych. Badania i refleksje. Poznań: Wydawnictwo UAM. 23-34.
Cyr, P. 1998. Les stratégies d’apprentissage. Paris: CLE International.
Mezzadri, M. 2003. I ferri del mestiere. (Auto) formazione per l’insegnante di lingue. Pe-rugia: Guerra Edizioni. Welland Ontario: ed. Soleil.
Naiman, N., M. Fröhlich, H. H. Stern, A. Todesco 1978: The Good Language Learner. Toronto: Ontario Institute for Studies in Education.
Wilczyńska, W. 1999. Uczyć się czy być nauczanym? O autonomii w przyswajaniu języka obcego. Warszawa – Poznań: PWN.
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