“Self-regulation” in prospettiva CLIL: uno studio di caso
This paper aims to investigate self-regulation enhancement within a CLIL course targeted to teach academic listening and reading skills. Explicit learning strategies instruction was implemented to promote learners’ skills to autonomously manage academic studies in Italian as a second language in a u...
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| Format: | Article |
| Language: | English |
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LED - Edizioni Universitarie di Lettere Economia Diritto
2011-06-01
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| Series: | Linguae &. Rivista di Lingue e Culture Moderne |
| Online Access: | http://www.ledonline.it/index.php/linguae/article/view/278 |
| Summary: | This paper aims to investigate self-regulation enhancement within a CLIL course targeted to teach academic listening and reading skills. Explicit learning strategies instruction was implemented to promote learners’ skills to autonomously manage academic studies in Italian as a second language in a university setting. Students’ cognitive styles were also catered for while carrying out learning strategies instruction. Findings show that learners reached a high degree of self-regulation in terms of reading skills while tackling academic materials in Italian as a second language; on the other hand, a slightly lower degree of autonomy was detected in learners in terms of academic listening skills. |
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| ISSN: | 2281-8952 1724-8698 |