STUDENT RESPONSES TO LEARNING-STRATEGY INSTRUCTION IN THE FOREIGN-LANGUAGE CLASSROOM

This paper describes a study which is investigating the teaching of le arning strategies to high school and college students enrolled in begi nning level Japanese classes and high school students in beginning lev el Russian and Spanish classes. Learning strategy instructional materi als correlated to each curriculum were implemented by participating te achers, and the effect of the instruction on students was analyzed. Th e focus of this paper is on students' self-reports of strategy use aft er instruction and their evaluation of the usefulness of the strategie s taught.