Strategie di studenti universitari nell’apprendimento delle lingue Verso un modello transculturale di competenza strategica

In this study, a multicultural sample of university students enrolled in an immersion course Language Sciences responded to the Strategy Inventory for Learning provide data about their language learning strategy preferences. The outcomes reveal preference metacognitive and cognitive strategies as well social compensation strategies. Memory affective are significantly less used. A interdependence hypothesis is proposed interpret these outcomes, which line with those found cross-cultural literature.