Evaluace používání strategií učení cizímu jazyku a jeich efektivity na gymnáziích v ČR (zpráva z výzkumu)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F07%3A00021826" target="_blank" >RIV/00216224:14410/07:00021826 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Assessing the use of foreign language learning strategies and their effectiveness at the upper secondary comprehensive schools in the Czech Republic

Popis výsledku v původním jazyce

The use and effectiveness of foreign language learning strategies (FLLS) was assessed by SILL inventory constructed on the basis of Oxford FLLS taxonomy (1990) at upper secondary comprehensive schools in the Czech Republic. The article describes using of85 strategies: direct (memory strategies, cognitive, compensation strategies) and indirect strategies (metacognitive, affective, social). The strategies were used at average only seldom. 40% of the SILL strategies are not used at all, 85% are used not enough. Direct strategies were significantly more used than indirect strategies. The significantly most used group of strategies were compensatory strategies, the least used were affective and memory strategies. Half of the 606 learners were not interested how to learn effectively or better, most of them do not have goals in learning and do not plan learning. From the 85 strategies only 46 was found to correlate with some of the indicators of learning effectiveness. In addition 87% of the

Název v anglickém jazyce

Assessing the use of foreign language learning strategies and their effectiveness at the upper secondary comprehensive schools in the Czech Republic

Popis výsledku anglicky

The use and effectiveness of foreign language learning strategies (FLLS) was assessed by SILL inventory constructed on the basis of Oxford FLLS taxonomy (1990) at upper secondary comprehensive schools in the Czech Republic. The article describes using of85 strategies: direct (memory strategies, cognitive, compensation strategies) and indirect strategies (metacognitive, affective, social). The strategies were used at average only seldom. 40% of the SILL strategies are not used at all, 85% are used not enough. Direct strategies were significantly more used than indirect strategies. The significantly most used group of strategies were compensatory strategies, the least used were affective and memory strategies. Half of the 606 learners were not interested how to learn effectively or better, most of them do not have goals in learning and do not plan learning. From the 85 strategies only 46 was found to correlate with some of the indicators of learning effectiveness. In addition 87% of the

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/LC06046" target="_blank" >LC06046: Centrum základního výzkumu školního vzdělávání</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2007

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EARLI Conference 28.8. až 1.9.2007, Developing Potentials for Learning

ISBN

978-963-482-837-2

ISSN

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e-ISSN

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Počet stran výsledku

4

Strana od-do

264-264

Název nakladatele

University of Szeged, Eötvös Loránd University, Hungarian Academy of Science

Místo vydání

Budapest, Hungary

Místo konání akce

Budapest, Hungary

Datum konání akce

28. 8. 2007

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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