ORIGINAL ARTICLE
TOWARDS STRATEGIC SELF-REGULATION IN SECOND/
FOREIGN LANGUAGE LEARNING
PART I. THE ‘GOOD LANGUAGE LEARNER’ ISSUE
1
Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu
i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii
Publication date: 2019-07-23
Corresponding author
Małgorzata Dąbrowska
Małgorzata Dąbrowska, Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii, ul. Sidorska 95/97, 21-500 Biała Podlaska, e-mail: malda@vp.pl, tel. 83 344 99 00
Małgorzata Dąbrowska, Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii, ul. Sidorska 95/97, 21-500 Biała Podlaska, e-mail: malda@vp.pl, tel. 83 344 99 00
Rozprawy Społeczne/Social Dissertations 2016;10(4):46-54
KEYWORDS
‘good’ language learnersless successful language learnersindividual differenceslearning strategieslearning self-regulation
ABSTRACT
The main aim of this series of three articles is to explore the question of what it is that makes
‘good’ language learners, what individual factors can influence the learner’s success in
second/foreign language learning, and what teachers and learners can learn from those who
succeed in this complex task. In Part I., the author reviews a number of research studies on the
‘Good Language Learner’ issue conducted since the 1960s; she also attempts to summarize
the main characteristics, strategies, and behaviours of successful and unsuccessful learners.
Part II. presents an overview of studies focused on the role of selected individual differences
and shows how the variables may influence the process and outcomes of language learning;
it also indicates which strategies and behaviours of ‘good’ learners can be taught and learnt
in the classroom. In Part III., the author explores the issue further and presents the results
of her empirical studies aimed at identifying the features and strategies of both successful
students of English as a foreign language and learners with lower achievements. The
pedagogical implications for language teaching and learning discussed within the series are
closely related to the ideas of strategies-based and styles-and-strategies-based instruction in
language education, self-regulated or autonomous language learning, and continued lifelong
learning
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