Relationship between cognitive strategies and educational achievement in french language among third-year high school students

الملخص EN

The aim of this study is to find out the relationship between cognitive learning strategies and scholar achievement in French language course as being a foreign language among a sample of third-year secondary school students' literary stream; in addition, it seeks to give answers to the following question: Is there a positive correlation between cognitive learning strategies and scholar achievement in French language? This study has been conducted to the whole studied sample; it consists of 110 pupils in whom 30 pupils had withdrawn (incomplete questionnaire), as a result the real number of samples is 80.

This study is limited to secondary school of Oued Souf city (Algeria).

The study applies Oxford's second language learning strategies questionnaire and it resulted as follows: Yes, there is a positive correlation relationship between cognitive learning strategies and scholar achievement in French language.