Strategies and the Language Learner

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Campo DC	Valore
dc.identifier	ECF_article_946
dc.title	Strategies and the Language Learner. Issues in Language Testing
dc.contributor.author	Aillon Tania
dc.contributor.author	CASAGRANDE NAIR
dc.contributor.author	Calafiore Ilenia Maria
dc.contributor.author	Costalunga Nicola
dc.contributor.author	D’Este Claudia
dc.contributor.author	Marino Anna
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2012/2/strategies-and-the-language-learner/
dc.description.abstract	The active role of the learner in the language learning process has been thoroughly acknowledged in the past fifty years. The discussion on the centrality of the learner in the acquisi- tion of a second (L2) or foreign language (FL) is essentially based on the postulate that the charac- teristics of the learner affect the way in which the second or foreign language is acquired and that successful learners appear to have common personal features. Research on the language learner has demonstrated that every person learning a language has his or her own peculiar features and considerable personal baggage which must be taken into account throughout the learning pro- cess. Individual differences in foreign and second language learning can be identified in character- istics such as age, gender and aptitude, and in factors such as motivation, styles and strategies. This paper will first focus on the development of research on the language learner and on the main issues concerning language learner’s aptitude, motivation, and, in particular, on learner strategies. Age, styles and gender will not be considered as research on these characteristics also involves a deep analysis of sociological and psychological issues which are beyond the aim of this paper. The second part will concentrate on language learner strategies involved in language testing situations and on how the use of these strategies affects the test, its quality and, namely, its validity.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Num. 2 \| 2012
dc.issued	2012-07-01
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/19p
dc.peer-review	yes

Articolo
open access peer reviewed

Issues in Language Testing

Claudia D’Este

Ilenia Maria Calafiore Instituto Seneca - Centro de Posgrado

Anna Marino NCCR on the move, University of Neuchatel

Nicola Costalunga Università del Salento

Tania Aillon Universidad Mayor de San Simon

NAIR CASAGRANDE Universidade Federal da Bahia (UFBA)

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abstract

The active role of the learner in the language learning process has been thoroughly acknowledged in the past fifty years. The discussion on the centrality of the learner in the acquisi- tion of a second (L2) or foreign language (FL) is essentially based on the postulate that the charac- teristics of the learner affect the way in which the second or foreign language is acquired and that successful learners appear to have common personal features. Research on the language learner has demonstrated that every person learning a language has his or her own peculiar features and considerable personal baggage which must be taken into account throughout the learning pro- cess. Individual differences in foreign and second language learning can be identified in character- istics such as age, gender and aptitude, and in factors such as motivation, styles and strategies. This paper will first focus on the development of research on the language learner and on the main issues concerning language learner’s aptitude, motivation, and, in particular, on learner strategies. Age, styles and gender will not be considered as research on these characteristics also involves a deep analysis of sociological and psychological issues which are beyond the aim of this paper. The second part will concentrate on language learner strategies involved in language testing situations and on how the use of these strategies affects the test, its quality and, namely, its validity.

Pubblicato

01 Luglio 2012

Lingua

permalink http://doi.org/10.14277/2280-6792/19p

Copyright: © 2012 Claudia D’Este, Ilenia Maria Calafiore, Anna Marino, Nicola Costalunga, Tania Aillon , NAIR CASAGRANDE. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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