| Summary: | <p class="Abstract">The reality for years has shown that in the French pedagogy department, <span style="font-size: 1rem;">there are always “weak” students. Although they have finally graduated, </span><span style="font-size: 1rem;">they must repeat language skills subjects several times and spend their </span><span style="font-size: 1rem;">studies up to 14 semesters. So we have to find a way to help them </span><span style="font-size: 1rem;">improve their skills and shorten their periods of study. One of the ways </span><span style="font-size: 1rem;">to do this is to first learn about their linguistic intuitions and learning </span><span style="font-size: 1rem;">strategies. The purpose of this study is to describe the linguistic </span><span style="font-size: 1rem;">intuitions and learning strategies used by students in the French </span><span style="font-size: 1rem;">pedagogy department who are “weak”. This research is a descriptive </span><span style="font-size: 1rem;">study. Data on language intuition tests are obtained on verbal thinking </span><span style="font-size: 1rem;">skills and abstract thinking skills, and data on learning strategies are </span><span style="font-size: 1rem;">obtained from questionnaires. The results showed that 50% of </span><span style="font-size: 1rem;">respondents were included in the low-income category of the verbal </span><span style="font-size: 1rem;">reflection and abstract thinking tests, while the learning strategies used </span><span style="font-size: 1rem;">by respondents are memory, cognitive, compensation, metacognitive, </span><span style="font-size: 1rem;">emotional, and social. The most widely used strategy is cognitive and the </span><span style="font-size: 1rem;">least used is social.</span></p>
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