Hostname: page-component-6bb9c88b65-s7dlb Total loading time: 0 Render date: 2025-07-18T01:51:05.679Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning to learn: an overview

Published online by Cambridge University Press:  23 December 2008

Irma Huttunen
Irma Huttunen
Affiliation:
Department of Teacher Education, University of Oulu
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
Council of Europe
Information
Language Teaching , Volume 29 , Issue 2 , April 1996 , pp. 86 - 89
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Ahlstrom, et al. (1990). Presentation of the Swedish project STRIMS. In Biddle, M. & Malmberg, P. (eds.), Report on Workshop 2A: Learning to learn. Investigating learner strategies and learner autonomy. Doc. Cc-Lang (91), pp. 40–47, 82–85.Google Scholar
Allwright, D. (1993). Learning to learn languages, revisiting awareness. In Huttunen, I. (ed.), 39–40.Google Scholar
Common European Framework of Reference for Language Learning and Teaching. Draft 1 of a Framework Proposal. Doc. Cc-Lang (95) 5 rev. III.Google Scholar
Dam, L & Gabrielsen, G. (1988). Developing learner autonomy in a school context. In Holec, H. (ed.), 19–30.Google Scholar
Van Ek, J. & Trim, J. (1991a). Threshold Level 1990.Google Scholar
Van Ek, J. & Trim, J. (1991b). Waystage 1990.Google Scholar
Girard, D. & Trim, J. (eds.) (1988). Project No. 12: Learning and teaching modern languages for communication. Final report of the Project Group (Activities 1982–1987).Google Scholar
Holec, H. (ed.) (1988a). Autonomy and self-directed learning: present fields of application.Google Scholar
Holec, H. (1988b). Introduction. In Holec, H., (ed.), 5–18.Google Scholar
Holec, H. (1993). Autonomy revisited. In Huttunen, I., (ed.). 35–38.Google Scholar
Holec, H. (in press). Self-directed learning: an alternative form of training. In Strategies in language learning and use.Google Scholar
Huttunen, I. (1988). Towards learner autonomy in a school context. In Holec, H., (ed.), 31–40.Google Scholar
Huttunen, I. (ed.) (1993). Report on Workshop 2B: Learning to learn languages: investigating learner strategies and learner autonomy. Doc. Cc-Lang (93).Google Scholar
Lampola, R. (1992). Report on Workshop 6A. Learning to learn languages in vocationally oriented education. Doc. CC-LANG (92).Google Scholar
Little, D. (in press). Strategic competence considered in relation to strategic control of the language learning process. In Strategies in language learning and use.Google Scholar
McGhie, M. & Cantley, R. (1993). Developing reflective process in foreign language learning. Report described in Huttunen, I., (ed.).Google Scholar
Palamidesi, Cesaretti F. & Galli, De'paratesi N. (1995). Report on Workshop 13A: Language and culture awareness in language learning/teaching (L2 and LI) for the development of learner autonomy (age 11–18). Strasbourg: Council for Cultural Co-operation. Doc. Cc-Lang (95).Google Scholar
Palamidesi, Cesaretti F. (1995). First progress report of the research and development programme of Workshop 13A. Doc. Cc-Lang (95) 6–1.Google Scholar
Richterich, R. (in press). Strategic competence. In Strategies in language learning and use.Google Scholar
Sheils, J. (1988). Communication in the modern languages classroom.Google Scholar
Sheils, J., Clancy, M. & O'laoire, M. (1993). Promoting autonomous language learning in Irish post-primary schools. Report described in Huttunen, I., (ed.).Google Scholar
Trim, J. (1981). Modern languages programme 1911–1981.Google Scholar
Trim, J. (1988a). Preface. In Holec, H., (ed.), 3–4.Google Scholar
Trim, J. (1988b). Consolidated report of the programme of international workshops for trainers of teachers of modern languages 1984–87.Google Scholar
Westhoff, G. (1993). Learning strategies and learner autonomy. In Huttunen, I., (ed.), 45–52.Google Scholar
Allwright, D. & Bailey, K. (1991). Focus on the language class-room. An introduction to classroom research for language teachers. Cambridge: C.U.P.Google Scholar
Allwright, R. (1982). Perceiving and pursuing learners' needs. In Geddes, M., & Sturtridge, G. (eds.), Individualisation. Modern English Publications.Google Scholar
Erikson, R. (1993). Teaching language learning. In-service training for communicative teaching and self-directed learning in English as a foreign language. Gothenburg: Goteborg studies in Educational Sciences 92.Google Scholar
Gabrielsen, G., Nipper, A. & Poulsen, E. (1995). Undervisnings differentiering engelsk, fransk, tysk. Vejle: Kroghs forlag.Google Scholar
Huttunen, I. (1986). Towards learner autonomy in foreign language learning in senior secondary school. Oulu, University of Oulu: Acta Universitatis Ouluensis, Series E, no. 3.Google Scholar
Huttunen, I. (ed.) (1994). Miten oppilas kehittyisi paremmaksi kielten oppijaksi? [How could a student become a better learner of languages?] Reports of the Council of Europe's Modern Language Project. Oulu: University of Oulu, Faculty of Educational Sciences. 55/1994.Google Scholar
Huttunen, I. (forthcoming) Metacognition in the process of development towards learner autonomy. University of Uppsala.Google Scholar