THE CHALLENGE OF LEARNING TO LEARN IN FOREIGN LANGUAGES TEACHERS PRE SERVICE TRAINING

Abstract

This text, aiming at filling a gap in recent learning strategies related studies, reports a study conducted to measure if and to what extent strategies practiced by undergraduates majoring in French and English were incorporated in their study routines. A questionnaire provided data for quantitative analysis and language learning histories contributed with qualitative information on the process. Both were produced after three to five semesters of its first instruction in a discipline called Learning to Learn Foreign Languages. Results show that a great deal of strategies, beforehand unknown to the students, were incorporated in their routines. A special role was given to the metacognitive strategies, which focus on reflection skills. Results also stress that the challenges enhanced by a reflective posture in the Brazilian context, demand, on the one hand, the benefits of a strategic teaching integrated to language teaching and, on the other hand, an early insertion in teaching practicum.

Keywords

• Learning to Learn Foreign Languages
• Learning strategies
• Strategies use assessment