The success of any teaching-learning enterprise is judged in terms
of long terms gains of learners which distinguish successful from
successful learners. The question which has intrigued many a
researcher and practitioner in education in general and in the
field of foreign language learning in particular has been whether
there are certain learning strategies which successful learners use
to make their learning more endurable. The research in the nature
of learning strategies in the field of L2 has been a burgeoning
field. Although a lot is known on the links between learning
strategies and important variables in EFL educations (including
proficiency level, gender, motivation, etc.), there is yet much to
be discovered to clarify the definite place of language learning
strategies in L2 acquisition. This research-driven book was
complied to bridge a gap in this area by tackling the problem of
the link and interaction between age, level of education and the
use of learning strategies in L2. The audience of the book are both
practitioners and researchers in the field of SLA.
General
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