“Self-regulation” in prospettiva CLIL: uno studio di caso

• Main Author: Giovanna Carloni
• Format: Article
• Language: English
• Published: LED - Edizioni Universitarie di Lettere Economia Diritto 2011-06-01
• Series: Linguae &. Rivista di Lingue e Culture Moderne
• Online Access: http://www.ledonline.it/index.php/linguae/article/view/278

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.