MFL teaching and learning strategies are numerous, and an effective language learner uses a combination of strategies. However, low-ability students’ problem in language learning is the lack of strategies that are an essential tool in helping students become independent learners. Unfortunately, I have seen the least willing students when they encounter a problem they abandon the task and say ‘I can’t do it- I hate French, I am no good at French’. During my placement work, I have noticed several problems, some students did not know how to use the dictionary, or they got into the panic when they had to read to a short text and hurried up to take a dictionary without thinking. Less willing students should be convinced that the difficulties and the lack of motivation they have experienced due to lack of learning strategies, rather than lack of their ability. Consequently, students need effective time to be taught skills as well as strategies to make a positive impact on their performance. In order to do so, the learning objectives indicate to the class what they are going to do, giving a link between the current lesson and prior knowledge, as well as, they serve to differentiate for different ability levels so as to involve all the students in the MFL classroom activities.
Firstly the teacher selects what learning objectives to be assessed and selects the suitable assessment to use. Then s(he) determines the criteria to be used relatively to the planned objectives and chooses activities from the teaching material suitable for assessment. Afterwards, the teacher goes on assessing students’ work and recording the results and s(he)gives feedback and evaluates the assessment process.
In the part of evaluation, the teacher and students can review together which of the strategies was operative, which skill should be practiced more, or which strategy is enjoyable, helpful as consequences of the feedback. As a result, the teacher has information how to plan the next activities. It is very important how the teacher organizes the teaching process to facilitate day-to-day assessment and in order to do so, the teacher must know well her/his students’ ability and competences. In addition, it is important that the teacher keeps the record of students’ performance to follow their progress and to increase their attainments. Students should recognize that learning is related to objectives of the lesson, and these objectives are related to a bigger context.