Journal of Education & Social Policy

Towards an Individualized Language Classroom: Identifying Language Learning Strategies of Young Language Learners by Means of Diagnostic Interviews
Gudrun Keplinger

Abstract
The article provides the theoretical background to an ongoing project carried out in the context of teacher training at a university college of education in Austria. It describes the preparatory steps which are taken in order to successfully determine young language learners’ language learning strategies by means of diagnostic interviews. The discussion evolves around the importance of strategies for both learners and teachers as defined in various national and international documents. The literature review shows that especially young learners need to be encouraged to employ memory and affective strategies so that their language learning is successful.

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