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script document icon outlines 80Zoe Gavriilidou and Alexandros Papanis

Democritus University of Thrace

 


The purpose of the present study was to identify the range of strategies reported to be used by university students learning English as foreign language and to determine whether the reported strategies vary, depending on the proficiency in foreign language, gender, knowledge of more than one foreign language and career orientation of the students. 117 students filled in a questionnaire. The results showed that university students use learning strategies to a high degree. No significant effects of gender, career orientation and knowledge of more than one language was found. On the contrary, there was a significant effect of language proficiency on the use of metacognitive strategies.

Edited by:
Angeliki Psaltou-Joycey

Supervised by:
Zoe Gavriilidou

The present guide is the collaborative work of university teachers, and EFL primary and secondary school teachers who have completed postgraduate studies, all specialising in applied linguistics and language learning strategy research. It is the fruition of the inspiration and initiative of Prof. Zoe Gavriilidou, who is academically responsible for the THALES project, a major project currently in progress in Greece that is co-financed by Greece and the European Union. The project is run collaboratively by four university Departments, and aims primarily at investigating the strategic profiles of learners of primary and lower secondary schools in Greece learning English as a foreign language (EFL), as well as the strategic profiles of Muslim learners attending minority schools in Thrace, North-Eastern Greece, learning both Greek as a second language and EFL. Besides having this primary aim, the project’s additional aim is to explore the strategic profiles of EFL teachers in Greece, given these are formed through the general teaching practices they promote and depict the degree of adoption of language strategy instruction and its integration in their EFL classes.

script document icon outlines 80Étude Comparée des Suites NN en Frençais et en Grec
(Élaboration d’un lexique bilingue)
Volume I

2 Octobre 1997

Edited by:
Gavriilidou Zoe and
Petrogiannis Konstadinos

Proof reading:
Lydia Mitits and Anna Sarafianou

The papers selected for this volume explore Language Learning Strategy (LLS) use by upper elementary and junior secondary students attending public schools in Greece. More specifically, they provide evidence of the exploratory phase of a large-scale project entitled “Adaptation of the SILL in Greek and Turkish and strategic profiling of primary and secondary school learners and teachers-S.I.L.L.G.T.", under the Thales grant scheme and within the National Strategic Reference Frame 2007-2013.

script document icon outlines 80Zoe Gavriilidou* and Angeliki Psaltou-Joycey**

Democritus University of Thrace*,
Aristotle University of Thessaloniki**


The present article offers a brief overview of the field of language learning strategies by following the growth of relevant research over the past thirty years or so, which developed alongside the increased attention to learner-centred instructional models of foreign language teaching. As such, it highlights key concepts, relates the use of strategies to other learner variables, and touches on the issue of strategy instruction and its effect on language learning.