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A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study

dc.contributores-ES
dc.creatorHitt, Lea
dc.creatorVéliz, Mauricio
dc.date2018-08-13
dc.date.accessioned2019-04-15T13:02:45Z
dc.date.available2019-04-15T13:02:45Z
dc.identifierhttp://ediciones.ucsh.cl/ojs/index.php/lyl/article/view/1537
dc.identifier10.29344/0717621X.31.1537
dc.identifier.urihttp://revistaschilenas.uchile.cl/handle/2250/30674
dc.descriptionThis study attempts to uncover the Language Learning Strategies (LLSs) utilized byproficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Católica Silva Henríquezes-ES
dc.relationhttp://ediciones.ucsh.cl/ojs/index.php/lyl/article/view/1537/1421
dc.rightsCopyright (c) 2018 Literatura y Lingüísticaes-ES
dc.sourceLiteratura y Lingüística; Núm. 31 (2015): Literatura y Lingüística; 245-268es-ES
dc.sourceLiteratura y Linguística; Núm. 31 (2015): Literatura y Lingüística; 245-268en-US
dc.source0717-621X
dc.source0716-5811
dc.subjectes-ES
dc.subjectLanguage Learning Strategies (LLSs), metacognition.es-ES
dc.subjectes-ES
dc.titleA study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case studyes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeArtículo revisado por pareses-ES


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