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