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This article discusses the influence of learner characteristics on learning new language and provides some tips for improving the educational process. Also, it describes the effectiveness of language learning styles and strategies for supporting the improvement of English classes

The article deals with the problem of determining the methodological aspects of implementing the shadowing technique in teaching English for improving student foreign language competence. The integration ofUkraineinto the world economic field, getting education and highly paid job abroad, developing intercultural contacts of all social groups are today’s realities and significantly expand the functions of a foreign language. Once being only an academic subject, now it has become the dominant sign of the modern educational system regarding the professional development of personality.Thus, in order to achieve a professional level of knowledge of a foreign language, learners must be competent both in language vocabulary, grammar, and also in language styles and the main types of verbal and non-verbal means of communication. Besides, it is important to keep students’ interest and motivation in learning a foreign language.Such researchers as I. Bom, D. Jonson, A. Lypkina, T. Matis, S. Mishurovska, O. Popova, H. Selevko, L. Vashenko, K. Ushakova and others state that finding the right approach to form and keep motivation is the most important issue in modern theory and practice of teaching English. The advantages and disadvantages of using traditional and innovative methods in teaching foreign languages are considered by O. Baieva, I. Bekh, N. Martynova, L. Rubenstein, H. Shchukina, M. Sumarish, H. Onaha, O. Pometun, M. Tanaka and others. But the analysis of scientific papers determines the lack of complex studies of the highlighted issue and the need to implement the shadowing technique in teaching English. The purpose of the study is to determine the methodological aspects of implementing the shadowing technique in teaching English and find out the advantages and disadvantages of this technique.Modern requirements for the educational process determine new interactive conditions between a teacher and a student. In terms of studying foreign languages, lots of factors influence the mastery of language skills, the correct combination of which contributes to obtaining the most productive results and makes it possible to study the language in various aspects. The dominant position among these factors is occupied by the methods of teaching a foreign language. There are three main groups of methods for studying foreign languages: 1) humanistic (Total Physical Response, Silent Method, Community Language Learning (Counseling), Suggestopedia, etc.); 2) communicative (Situational Language Teaching (Oral Approach), Multiple Intelligence Approach, Neuro-Linguistic Programming, Lexical Syllabus, Competency-Based Language Teaching, Cooperative Language Learning, Content-Based Instruction, Task Based Language Learning, Drama and Theatre Approach, etc.); and 3) traditional (Direct Method (Natural Approach), Grammar Translation Method, Cognitive Code Method, Audio-Lingual Method, etc.).In modern application of the Audio-Lingual method, it is relevant to use the shadowing technique, which instantly changes the passive aspect of activity to active one. This technique allows learners to develop listening comprehension skills, learn the foreign language grammar intuitively and subconsciously, associate a sound image of a word with its spelling, acquire fluency in speech, enrich one’s vocabulary, etc. As well, implementing the shadowing technique improves self-discipline and teaches students to study the language regularly; helps to absorb new information faster and improve memory through multiply and conscious repetition.

本研究では、大学生の学習活動における自律的（自己決定的）な動機づけと自己効力感の関連性を検討した。大学生112名（男性47名、女性65名）が調査に参加した。構造方程式モデリングの結果、内発的動機づけは自己効力感とは関連せず、直接的に適応的な学習行動を促進し、不適応的な学習行動を抑制する傾向が示された。外発的動機づけにおいては、能力認知に関する信念が行動開始に重要な役割を果たしていることが示唆された。自律性の高い外発的動機づけは、どのような自己効力感を知覚するかによって、学習行動が異なる。自律性の比較的低い外発的動機づけは、自己効力感と相互に作用することによって、学習行動につながるが、全く自律性のない外発的動機づけは、自己効力感や学習行動と関連せず、自己効力感以外の調整要因を検討する必要性が示唆された。, The present study considers autonomous (self-determined) motivation and self-efficacy in relation to undergraduate students' academic learning. 112 (47 men and 65 women) Japanese undergraduate students participated. The structural equation modeling suggested that intrinsic motivation is the most important factor for adaptive self-regulatory learning. However self-efficacy may function as an important factor to guide learning processes for individuals who are in a state of extrinsic types of motivation. Selfefficacy perceived by students with identified regulation influenced the learning strategies they adopted; self-efficacy for academic achievement positively related to deep processing strategy, whereas self-efficacy for controlling behavior to surface processing strategy. The results of the relation between introjected regulation and selfefficacy suggested that the beliefs that one can understand the materials and achieve good grades stimulates learning motivation of the students with introjected regulation, and these students' perceived capability to carry out a variety of self-regulatory behaviors promote their learning behaviors., 論文(Original Research Article)

La ludificación en el entorno de aprendizaje semipresencial constituye una innovación de alto impacto en las posibilidades de aprendizaje. Se considera que comparte aspectos con el blended learning, en relación con el aumento de la motivación y la optimización en la obtención de resultados respecto a una actividad para estimular el aprendizaje. En este sentido, este trabajo plantea un análisis de publicaciones en bases de datos internacionales en las que se aborda la cuestión de la ludificación en el entorno de blended learning. Para ello se realiza una revisión de literatura científica, aplicando la documentación como método para la sistematización. El estudio que se presenta analiza 34 aportaciones entre 2012 y 2017* indexadas en las bases de datos WOS y Scopus, utilizando una estrategia de búsqueda basada en cuatro criterios: público (destinatario), tópico, diseño metodológico y conclusiones principales. Los resultados demuestran que las publicaciones reseñadas se centran en estudiantes de educación superior, especialmente del ámbito de la ingeniería, exponen prototipos y modelos, y presentan diseños metodológicos en los que predomina el marco teórico-conceptual, seguido de estudios empírico cuantitativos. Se deduce, en consecuencia, entre otros aspectos, la necesidad de seguir impulsando la convergencia ente ludificación y blended learning, dado el efecto positivo que conlleva en relación con la motivación, retroalimentación y en la adquisición de competencias por parte de los estudiantes. The use of gamification in the blended learning environment constitutes an innovation that greatly impacts learning possibilities. It shares features with blended learning, such as an increase in motivation and the optimization of results with respect to an activity that stimulates learning. In this sense, this paper outlines an analysis of publications in international databases in which the subject of gamification is addressed within the blended learning environment. This scientific literature review has been prepared using documentation as a method of systematization. This research analyzes 34 contributions between 2012 and 2017* indexed in the WOS and Scopus databases, using a search strategy with four criteria: recipients, topic, methodological design and main conclusions. Results demonstrate that the documented publications are focused on higher education students, especially in the area of engineering, display prototypes and models and feature methodological designs, in which the conceptualtheoretical framework predominates, followed by empirical and quantitative research. Amongst other outcomes, this paper concludes that there is a need to continue boosting the convergence between gamification and blended learning, due to its positive effects related to motivation, feedback and the acquisition of competencies by students.

The day is approaching when the Olympic and Paralympic Games will be held in Tokyo. To welcome people from abroad, the Japanese government has been working on various improvements to make a better environment for them. To improve Japanese people's English ability or skills is one of the government's main targets to achieve. However, as some data on Japanese people's English ability show, it cannot be said that Japanese people have had enough ability or skills to use English well. Therefore, in this paper, I will look for a better way to improve learners' English ability or skills, highlighting learning strategy of English. In addition, I aim to find what strategies teachers should use to teach learners who are not good at and do not like learning English, or learners who need remedial education.

The day is approaching when the Olympic and Paralympic Games will be held in Tokyo. To welcome people from abroad, the Japanese government has been working on various improvements to make a better environment for them. To improve Japanese people's English ability or skills is one of the government's main targets to achieve. However, as some data on Japanese people's English ability show, it cannot be said that Japanese people have had enough ability or skills to use English well. Therefore, in this paper, I will look for a better way to improve learners' English ability or skills, highlighting learning strategy of English. In addition, I aim to find what strategies teachers should use to teach learners who are not good at and do not like learning English, or learners who need remedial education.

We systematically searched five databases to assess the potential of concept mapping based technologies to promote self -regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative analysis assessing how each technology affects self regulated learning through cognitive, metacognitive, and motivation strategies, according to Schraw et al. (2006)'s model. We suggest concept mapping technologies may affect self-regulated learning through enhancing these strategies to varying degrees. Computer software was particularly useful for developing cognitive strategies through ease of use. Teaching agents were particularly useful for developing metacognitive strategies by coupling visualisation of knowledge patterns with performance monitoring, aided by a teaching metaphor. Finally, mobile devices and teaching agents were most effective in enhancing motivation. Effects on knowledge gains remain unclear due to small sample sizes. (C) 2017 Elsevier Ltd. All rights reserved.

La ludificación en el entorno de aprendizaje semipresencial constituye una innovación de alto impacto en las posibilidades de aprendizaje. Se considera que comparte aspectos con el blended learning, en relación con el aumento de la motivación y la optimización en la obtención de resultados respecto a una actividad para estimular el aprendizaje. En este sentido, este trabajo plantea un análisis de publicaciones en bases de datos internacionales en las que se aborda la cuestión de la ludificación en el entorno de blended learning. Para ello se realiza una revisión de literatura científica, aplicando la documentación como método para la sistematización. El estudio que se presenta analiza 34 aportaciones entre 2012 y 2017* indexadas en las bases de datos WOS y Scopus, utilizando una estrategia de búsqueda basada en cuatro criterios: público (destinatario), tópico, diseño metodológico y conclusiones principales. Los resultados demuestran que las publicaciones reseñadas se centran en estudiantes de educación superior, especialmente del ámbito de la ingeniería, exponen prototipos y modelos, y presentan diseños metodológicos en los que predomina el marco teórico-conceptual, seguido de estudios empírico cuantitativos. Se deduce, en consecuencia, entre otros aspectos, la necesidad de seguir impulsando la convergencia ente ludificación y blended learning, dado el efecto positivo que conlleva en relación con la motivación, retroalimentación y en la adquisición de competencias por parte de los estudiantes., The use of gamification in the blended learning environment constitutes an innovation that greatly impacts learning possibilities. It shares features with blended learning, such as an increase in motivation and the optimization of results with respect to an activity that stimulates learning. In this sense, this paper outlines an analysis of publications in international databases in which the subject of gamification is addressed within the blended learning environment. This scientific literature review has been prepared using documentation as a method of systematization. This research analyzes 34 contributions between 2012 and 2017* indexed in the WOS and Scopus databases, using a search strategy with four criteria: recipients, topic, methodological design and main conclusions. Results demonstrate that the documented publications are focused on higher education students, especially in the area of engineering, display prototypes and models and feature methodological designs, in which the conceptualtheoretical framework predominates, followed by empirical and quantitative research. Amongst other outcomes, this paper concludes that there is a need to continue boosting the convergence between gamification and blended learning, due to its positive effects related to motivation, feedback and the acquisition of competencies by students.

Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of self-efficacy. Therefore, the aim of this study was to investigate the effects of the self-regulated vocabulary learning process on self-efficacy. A total of 303 learners of English as a Foreign Language from two universities participated in the study. They completed a questionnaire measuring the process of self-regulated learning (i.e. forethought, performance or volitional control, and self-reflection). They also completed a vocabulary test as a measure of learning outcome. Correlation analysis was employed to evaluate the relationships between various variables investigated in the study. The results showed that self-regulated learning process can boost self-efficacy and increase vocabulary knowledge. The pedagogical implications of the current study are discussed mainly in terms of incorporating instructions aimed at enhancing self-efficacy and self-regulation in vocabulary teaching., This research was made possible by a Grant-in-aid for Scientific Research (No. 24720276) from the Japan Society for the Promotion of Science.

Cet article aborde le travail à la maison des lycéens en se référant à la théorie de l’apprentissage autorégulé. Lors de notre étude, 202 élèves de seconde ont répondu à une question ouverte destinée à mieux connaître les stratégies utilisées pour réguler leur effort. Identifier des buts qui donnent sens au travail, se protéger de la distraction et planifier le travail à faire constituent trois compétences-clés pour s’autoréguler. La comparaison entre élèves en difficulté et bons élèves montre que ces derniers ont beaucoup plus développé de compétences de planification et d’organisation du travail. This article tackles the issue of high-school students’ homework based on the theory of self-regulated learning. For our study, 202 ten-graders have answered an open question asked to better know the strategies they use to regulate their effort. Identifying the goals that give sense to the work; protecting themselves from being distracted; and planning the work to be done are three key-skills to self-regulation. Comparing low achievers with good students shows that the latter have developed far more work planning and organizing skills in their work. Este artículo estudia el trabajo en casa de los alumnos de instituto refiriéndose a la teoría del aprendizaje autorregulado. Durante nuestro estudio, 202 alumnos de cuarto de ESO respondieron a una pregunta abierta con el fin de conocer mejor las estrategias utilizadas para regular el esfuerzo. Identificar metas que dan un sentido al trabajo, protegerse de la distracción y planificar el trabajo que se debe hacer constituyen tres competencias clave para autorregularse. La comparación entre alumnos en dificultad y buenos alumnos pone de manifiesto que los segundos desarrollaron muchas más competencias de planificación y de organización del trabajo. Dieser Artikel befasst sich mit der Hausarbeit der Gymnasiasten und bezieht sich dabei auf die Theorie des sebstregulierten Lernens. Bei unserer Studie haben 202 Gymnasiasten eine offene Frage beantwortet, damit wir die Strategien besser kennen, die sie benutzen, um ihre Anstrengungen zu regulieren. Die Ziele erkennen, die der Arbeit einen Sinn geben, sich vor Zerstreuungen schützen, und die zu bewältigende Arbeit planen sind drei Schlüsselkompetenzen, um sich selbst zu regulieren. Ein Vergleich zwischen Schülern mit Schwierigkeiten und guten Schülern zeigt, dass Letztere die Fähigkeiten zur Planung und Organisierung viel weiter entwickelt haben.

本研究の目的は，第一に日本人EFL学習者（高校生）が用いているメタ認知方略と関連諸要因は英語力別により差があるのかどうかを明らかにすることであり，第二に英語力別にみるとメタ認知方略の使用を喚起するのはどの要因であるのかを明らかにすることである。1999年4月に新潟県の公立高校3年生151名を対象に，約15分で集団調査を実施した。その集計結果を基に既にメタ認知方略2因子，学習スタイル2因子，性格特性5因子，動機づけ4因子を抽出した（北條，2000）。ここではさらに回帰分析，分散分析を行い，メタ認知方略と関連諸要因との関連や，英語力別による違いを検討した。その結果，英語力上位群は主に動機づけによりメタ認知方略の使用を喚起されるのに対して，英語力下位群は性格特性によりメタ認知方略使用が喚起されていることが明らかになった。, Little research has been done on the relationship between the meta-cognitive strategies and other factors considering different levels of learners; students with higher English ability and those with poorer ability. The main purpose of this study is to investigate whether any difference can be seen between better learners and poorer learners in the use of meta-cognitive strategies and other factors related to the strategies of Japanese EFL high school students. The second purpose of this study is to compare how each meta-cognitive strategy was evoked by the factor related, such as learning style, personality and motivation. First, data on the factors mentioned above were gathered from one hundred and fifty-one third year high school students in April of 1999 using a questionnaire consisting of forty items total. Secondly, the data were analyzed by factor analysis,extracting 2 factors for meta-cognitive strategies, while 2, 5 and 4 factors were extracted for learning style, personality and motivation respectively. Thirdly, analysis of variance was administered to all the factors extracted above, showing that only one meta-cognitive strategy was used more frequently by better learners, while 3 factors of motivation showed significant difference and tendencies between the two groups. Finally, regression analysis proved that the use of each meta-cognitive strategy was evoked by different factors of learning style, personality and motivation. The use of each meta-cognitive strategy by better learners was mostly related to motivation factors, while the use of the strategies by poorer learners was mostly related to learning styles and personality factors.

本研究の目的は，日本人EFL学習者（高校生）が用いているメタ認知方略を下位分類し，その上でその下位分類と関連諸要因がどのように関係しているのかを明らかにすることである。調査は新潟県内の公立高校3年生151名を対象に1999年4月に実施した。データは因子分析，回帰分析により分析した。まず因子分析の結果，メタ認知方略2因子が抽出された。学習スタイル，性格特性，動機づけについてはそれぞれ2因子，5因子，4因子がすでに抽出されている（北條，2000）。以上の因子を用いて回帰分析を行った結果，メタ認知方略の使用を促すのは，関連諸要因のうち特に動機づけであることが明らかになった。, In Japan, little empirical research has been done on metacognitive strategies used by Japanese EFL learners. Metacognitive strategies are one category of learning strategies. The main purpose of this study is to subcategorize metacognitive learning strategies used by Japanese EFL high school students. The second purpose of the study is to investigate how each subcategory is related with other factors, such as learning style, personality, motivation, and gender. Firstly, data on the factors mentioned above were gathered from one hundred and fifty-one high school students in April of 1999, using a questionnaire consisting of forty items as a total. Secondly, factor analysis extracted 2 factors for metacognitive strategies, while other factors for learning style, personality, and motivation were already extracted in a preceding study by the author (Hojo, 2000). Thirdly, regression analysis was administered, using all the factors mentioned above as well as gender. The results revealed that each subcategory of metacognitive strategies was evoked by motivation factors in particular.

本研究の目的は，日本人EFL学習者（高校生）が用いている語彙学習方略を下位分類し，その上でその下位分類と関連諸要因がどのように関係しているのかを明らかにすることである。調査は新潟県内の公立高校3年生 151名を対象に1999年4月に実施した。データは因子分析，回帰分析により分析した。まず因子分析の結果，語彙学習方略5因子，学習スタイル2因子，性格特性5因子，動機づけ4因子を抽出した。次に回帰分析の結果，語彙学習方略の使用を促すのは，関連諸要因の内容は，語彙学習方略5因子それぞれで異なるが，動機づけと性格特性の諸因子であることが明らかになった。, It has been reported that vocabulary learning and vocabulary learning strategies will be potential areas of study in EFL learning environment. In Japan, however, little empirical research has been done especially on vocabulary learning strategies. The main purpose of this study is to subcategorize vocabulary learning strategies used by Japanese EFL high school students. The second purpose of the study is to investigate how each subcategory is related with other factors, such as learning style, personality, motivation, and gender. Firstly, data on the factors mentioned above were gathered from one hundred and fifty-one high school students in April of 1999, using a questionnaire consisting of fifty-nine items as a total. Secondly, the data were analyzed by factor analysis, extracting 4, 2, 5 and 4 factors for vocabulary learning strategies, learning style, personality, and motivation, respectively. Thirdly, regression analysis was administered, using all the factors extracted above and gender. The results revealed that use of each subcategory of vocabulary strategies was evoked by different combination of the factors of personality and motivation.

本研究の目的は，日本人EFL学習者が外国語（英語）を学習するときに用いている学習方略とその関連諸要因の関係を明らかにすることである。そのため，1996年7月に高校3年生328名を対象に，Ellisにより提唱されている，学習方略とその関連諸要因のモデルを参考に，学習方略と学習方略に関連する諸要因の関係を検討した。ここでいう関連諸要因とは，英語学習の知覚的学習スタイル好性，性格特性（低外向性，冒険心，自尊心，権威主義，動機づけ），英語の到達度である。その結果，学習方略と以上の諸要因は複雑に影響し合っていることが明らかになった。, The purpose of this study is to investigate how learning strategies used by Japanese EFL highschool students are interrelated with other variables, partially based on the second language acquisition model proposed by Ellis. The variables, such as their learning styles, particularly, perceptual ones, personality and motivation were examined. Firstly, data on the factors mentioned above were gathered from three hundred twenty-eight highschool students in July of 1996, using a questionnaire consisting of forty-one items total. Secondly, the data were analyzed by factor analysis, extracting 3 factors for learning strategies, 3 for perceptual learning style pref-erence, 4 for personality, and 4 for motivation. Lastly, regression analysis was performed with these factors, also including the subjects' English test scores of reading and writing as an index of achievement of English. The results revealed that learning strategies were interrelated among these factors in a complicated way.

日本人EFL学習者が外国語（英語）を学習するときに用いている学習方略を調査するための調査項目として，著者は先行研究において最終的に17項目を選定した。1996年7月に高校3年生328名を対象に，学習方略と学習方略に関連する諸要因（英語学習の知覚的学習スタイル好性，性格特性（外向性，冒険心，自尊心，権威主義），動機づけについての計41項目から成るアンケート調査を実施した。その結果，学習方略3要因，知覚的学習スタイル好性3要因，性格特性4要因，動機づけ4要因が抽出された。, In the field of the second language acquisition, there have been several studies on learning strategies found in Japan. The findings of foreign studies report a close relationship with other factors, such as learning style, motivation, personality and so on. Though not much research in Japan has been done on this relationship, the author has tried to prepare or validate appropriate questionnaire items for these factors as well as for learning strategies. The purpose of this study is to investigate learning strategies, learning styles, particularly, perceptual ones, personality and motivation of Japanese EFL highschool students with the questionnaire items prepared by the author. Firstly, data on the factors mentioned above were gathered from three hundred twenty-eight highschool students in July of 1996, using a questionnaire consisting of forty-one items total. Then, the data were analyzed by factor analysis, extracting 3 factors for learning strategies, 3 for perceptual learning style preference, 4 for personality, and 4 for motivation.

日本人EFL学習者のうち中学生が外国語（英語）を学習するときに用いている学習方略とその関連要因として動機づけ，知覚的学習スタイル好性，性格特性を調査するための項目を検討するため，先行研究の結果を参考に，それぞれ27，8，6，14項目，計55項目に関して，1997年3月に中学生59名を対象に調査を実施し，データは因子分析により分析した。その結果，各要因についてそれぞれ4因子，4因子，2因子，3因子を抽出し，それぞれ22，8，6，11項目の計47項目が含まれていた。, In the field of the second language acquisition, learning strategies are reported to be closely related with other factors, such as learning style, motivation, personality and so on. Though not much research has been done on the relationship between learning strategies used by Japanese EFL students and these factors, the author has tried to investigate the relationship as well as to develop appropriate questionnaire items for these factors. However, in order to expand the framework of the studies, younger subjects, such as junior highschool students, must be included in the research studies. To achieve the goal, the preparation of appropriate questionnaire items for the target subjects is necessary. The purpose of this study was to prepare or validate questionnaire items suitable for investigating learning strategies, learning styles, particularly, perceptual ones, and motivation of Japanese EFL junior highschool students. Firstly, data on the factors mentioned above were gathered from fifty-nine junior highschool students in March of 1997, using a trial questionnaire consisting of fifty-five items as a total. Then, the data were analyzed by factor analysis, extracting 4 factors for learning strategies, 4 for motivation, 2 for perceptual learning style preference, and 3 for personality. These factors included 22, 8, 6, 11 items, respectively, totaling 47 items, which must and will be further examined with more subjects, since the number of the subjects of this study was not enough.

学習方略は，他の要因と複雑に関連し合っているといわれている。そのうち本研究では，知覚的学習スタイル好性，動機づけ，性格特性について，将来的に日本人EFL学習者の学習方略とのかかわりを調査するため，この3種類の要因を測定する調査項目を選択することを目的としている。性格特性については，先行研究の結果を参考としたが，知覚的学習スタイル好性と動機づけについては1996年5月に本学1年生52名，50名をそれぞれ対象者として調査を実施し，因子分析により結果を分析した。その結果，知覚的学習スタイル好性について3因子6項目，動機づけについて4因子8項目を抽出した。性格特性については，4因子10項目を採用した。, In the field the second language acquisition, learning strategies have been reported to be closely related with other factors, such as learning style, motivation, personality and so on. However, little research has been done on the relationship between learning strategies used by Japanese EFL students and these factors. In order to investigate the relationship, the development of questionnaire items for these factors was crucial. The purpose of this study was to develop or prepare questionnaire items which were suitable for investigating learning styles, particularly, perceptual ones, and motivation of Japanese EFL students. Firstly, data on perceptual learning style were gathered from fifty-two university freshmen in May of 1996, using a trial questionnaire consisting of twelve items. The data were analyzed by factor analysis, extracting three factors, each of which was comprised of two items respectively. Secondly, data on motivation were collected from fifty university freshmen in May of 1996, using another trial questionnaire, consisting of ten items. The factor analysis was administered to the data. The result of the analysis found four factors, each of which included two items respectively. Lastly, concerning personality items, they were chosen based on the results of previous study, in which the items suitable for Japanese EFL students at the level on junior highschool through junior college were selected through pilot studies. Four factors (ten items) were chosen as personality factors.

L’article présente les résultats d’une enquête menée en 2002/2003 auprès d’environ 650 étudiants de sciences en deuxième année d’étude à l’Université Joseph Fourier de Grenoble. L’enquête comporte 55 questions visant à réunir des données d’ordre non seulement linguistique mais aussi sociologique et culturel afin de mieux connaître les pratiques d’apprentissage des langues (et en particulier de l’anglais) de cette population. L’article présente des résultats détaillés pour un certain nombre de questions ainsi qu’une analyse. Des suggestions sont émises dans le domaine de la définition des objectifs, d’un travail sur les pratiques culturelles et de la mise en place d’un environnement linguistique riche. The paper presents the results of a survey carried out in 2002/3 involving 650 second-year students majoring in science at Grenoble Joseph Fourier University. The survey consists of 55 multiple choice and open questions. The aim was to collect linguistic and sociocultural data in order to understand better the students’ linguistic background and language learning practices. The survey focuses on languages learnt at school, i.e. English and other languages. The paper presents detailed results and an analysis for a selection of questions. This leads to suggestions in the field of objective definition, cultural practices and establishing a language-rich environment.

The results of a study carried out on 362 EFL learners pointed to important connection of motivation with language learning strategies. The connections were found to decrease with incresing age of the learner.

The article analyses correlation between language learning strategies and affective characteristics of the learners.

2nd World Conference on Educational Sciences (WCES-2010) -- FEB 04-08, 2010 -- Bahceschir Univ, Istanbul, TURKEY WOS: 000282002804061 Investigating the relationship between the perceived learning strategies of prospective teachers and their interaction and monitoring anxiety, the present study was conducted in the Faculty of Education at Ahi Evran University. The study revealed that prospective teachers are inclined to use all the learning strategies cited in the measuring instrument. It further found that prospective teachers have medium levels of interaction and monitoring anxiety, and that individuals with interaction anxiety also possess monitoring anxiety. According to study results, prospective students have medium level anxiety for both interaction and monitoring, and monitoring anxiety scores are higher than interaction anxiety scores. (C) 2010 Elsevier Ltd. All rights reserved.