how to define objectives, how to use the tools s/he has available, how to evaluate his/her
progress, etc. (1980,42)
skills
KNOWLEDGE
|
LANGUAGE COMPETENCE * |
Ж-What is a language? V -How is it used? ■ -etc. |
|
LANGUAGE J LEARNING < |
f⅛hat is the process of -What is learning I behaviour? L^etc. |
OPERATIONALIZATION
Ofknowledge
Apply the acquired
language and
learning
knowledge for
the definition of an
actual learning
programme.
consciousness-raising activities
VIA
practice
language and learning activities
GOAL
s elf-direction
experience
Fig. 2.2 Learning to learn scheme according to Holec (1996)
In a slightly different perspective, Dickinson (1988,46) identifies three areas of
learner training.
1) training in processes, strategies, and activities
2) instruction designed to heighten awareness of the nature of the
target language, and instruction in a descriptive metalanguage and
3) instruction in aspects of the theory of language learning and language
acquisition (1988,48)
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