Reflection and strategies in foreign language learning

Against the background of current concerns for a learner-centred, consciousness-raising approach to foreign language learning, this book explores at a theoretical and empirical level the relationship between metacognitive skills and successful language learning. Using data both from the Trinity College Dublin Modern Languages Research Project and from a longterm study of individual learners, the book asks: what do learners actually focus their attention on during learning? What do they do when facing second language production problems? What is meant by language learning strategies, and what influence does learners' analytical thinking have on the learning process?