Abstract

The reality for years has shown that in the French pedagogy department, there are always “weak” students. Although they have finally graduated, they must repeat language skills subjects several times and spend their studies up to 14 semesters. So we have to find a way to help them improve their skills and shorten their periods of study. One of the ways to do this is to first learn about their linguistic intuitions and learning strategies. The purpose of this study is to describe the linguistic intuitions and learning strategies used by students in the French pedagogy department who are “weak”. This research is a descriptive study. Data on language intuition tests are obtained on verbal thinking skills and abstract thinking skills, and data on learning strategies are obtained from questionnaires. The results showed that 50% of respondents were included in the low-income category of the verbal reflection and abstract thinking tests, while the learning strategies used by respondents are memory, cognitive, compensation, metacognitive, emotional, and social. The most widely used strategy is cognitive and the least used is social.

Keywords

linguistic intuition, learning strategy, “weak” student

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