The aim of this masters' thesis is to show the important role that is played by learning strategies as one of the key factors of successful language learning of Slovenian and French. In the theoretical part I present the importance of integrating learning cognitive, metacognitive and affective strategies in achieving the main objective of language learning, which is the development of communicative language skills in the context of receptive, interactive and productive activities, as well as the role of the teacher in this. In order to evaluate the teacher's, I also examine whether learning strategies are present in the national curricula for both Slovenian and French. As it turns out, the national curricula recognizes learning strategies as an indispensable part of language learning and therefore provides with a sufficiently comprehensive resource on the uses and methods of teaching the strategies to enable teachers to succesfully integrate them into their lessons.
In the empirical part of the thesis, I research the extent to which the teachers of Slovenian and French instruct their pupils in the use of learning strategies in primary and secondary schools, what is their attitude towards teaching learning strategies and whether there is a difference in use of learning strategies depending on the subject and the level of schooling. Based on the analysis of semi-structured interviews with twelve teachers of Slovenian and French across Slovenia, most of the hypotheses made regarding the cross-curricular differences in teaching learning strategies are confirmed. By classifying learning strategies into cognitive, metacognitive and affective strategies, teachers of Slovenian have recorded a nearlly half-smaller set of learning strategies compared to teachers of French. While the six interviewed teachers of Slovenian teach learning strategies primarily in the context of reading and writing activities, the teachers of French integrate them relatively well throughout all learning activities. While analysing the extent of use of learning strategies by the level of schooling, I recorded a higher proportion of learning strategies among primary school teachers. Surprisingly, the range of metacognitive learning strategies has not increased during the transition from primary to secondary school.
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