Language learning strategies and voices in time 3. In what way have language learning strategies been incorporated in voices in time 3?. And how do voices in time 3 relate to what Norwegian curriculum policies state about language learning strategies?

Abstract

Learning strategies is a topic that has become more and more important in the field of education. To teach students learning strategies is viewed as a significant part of the teaching of many subjects in school. Learning strategies are also important when it comes to the teaching of languages. Given that I have studied for five years in order to become an English teacher, I wanted to work on something which could be relevant for my future as a teacher. For this reason I have chosen to write about Learning strategies and Language Learning strategies. During one of my practice periods as a teacher student I worked at a Lower Secondary School which used the textbook set Voices in Time 3 in the teaching of English in the 10th grade. I found that Voices in Time 3 was different to other textbook sets I had worked with before, and found it interesting that strategies was an important feature of Voices in Time 3. For these reasons the purpose of this thesis has been to answer the following three research questions: 1. In what way has the author incorporated Language Learning strategies in Voices in Time 3? 2. How do the results of the analysis of Voices in Time 3 relate to what Norwegian Curriculum policies state about Learning strategies and Language Learning strategies? 3. To what degree do 10th graders use the Tools which Voices in Time 3 encourages them to use in their learning of English?

Denne masteroppgaven omhandler læringsstrategier, språklæringsstrategier og læreboksettet Voices in Time 3. I en av praksisperiodene mine som lærerstudent underviste jeg på en ungdomsskole hvor de brukte læreboksettet Voices in Time 3 i undervisningen av Engelsk. Dette læreboksettet skilte seg ut fra andre lærebøker jeg hadde erfaring med fra før og har mye fokus på læringsstrategier. Jeg ønsket også å skrive en masteroppgave om noe som jeg kan få bruk for i mitt kommende yrke som lærer. På bakgrunn av dette har jeg valgt å skrive en oppgave hvor jeg har prøvd å finne svar på følgende tre problemstillinger: 1. På hvilken måte har forfatteren innlemmet språklæringsstrategier i Voice in Time 3? 2. Hvordan samsvarer resultatene av analysen av Voices in Time 3 med det norsk læreplan sier om læringsstrategier og språklæringsstrategier? 3. I hvilken grad tar elever i bruk strategiene: Tools, som de blir oppfordret til å bruke i Voices in Time 3?