“Self-regulation” in prospettiva CLIL: uno studio di caso

Giovanna Carloni

“Self-regulation” in prospettiva CLIL: uno studio di caso

Giovanna Carloni

Abstract

This paper aims to investigate self-regulation enhancement within a CLIL course targeted to teach academic listening and reading skills. Explicit learning strategies instruction was implemented to promote learners’ skills to autonomously manage academic studies in Italian as a second language in a university setting. Students’ cognitive styles were also catered for while carrying out learning strategies instruction. Findings show that learners reached a high degree of self-regulation in terms of reading skills while tackling academic materials in Italian as a second language; on the other hand, a slightly lower degree of autonomy was detected in learners in terms of academic listening skills.

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Linguæ & - Rivista di lingue e culture moderne
Registered by Tribunale di Milano (06/04/2012 n. 185)
Online ISSN 1724-8698 - Print ISSN 2281-8952

Dipartimento di Scienze della Comunicazione, Studi Umanistici e Internazionali: Storia, Culture, Lingue, Letterature, Arti, Media
Università degli Studi di Urbino Carlo Bo

Editor-in-Chief: Roberta Mullini
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