Comparison of English and German foreign language learner strategy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F12%3A00057547" target="_blank" >RIV/00216224:14410/12:00057547 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14410/12:00058012

Výsledek na webu

<a href="http://ifa.amu.edu.pl/eurosla22/sites/default/files/EUROSLA22_boa.pdf" target="_blank" >http://ifa.amu.edu.pl/eurosla22/sites/default/files/EUROSLA22_boa.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Comparison of English and German foreign language learner strategy

Popis výsledku v původním jazyce

INTRODUCTION: Learning strategies capture a wide range of linguistic behaviours and most often are defined as sets of ?conscious thoughts and actions that a learner takes to achieve a learning goal? (Chamot 2004), or as ?operations to acquire, retain, retrieve or perform? (Rigney 1978). Strategies are most often classified according to psychological functions. In our research, Oxford?s (1990) classification is used. Strategies are divided into direct (memory, cognitive, compensatory) and indirect (metacognitive, affective, social) ones. Our research question was: Does the use of learner strategies differ according to the acquired foreign language (English or German)? METHODS: The research is based on adapted, enlarged inventory SILL (Oxford 1990). Research sample comprised 1482 pupils at the end of primary education, 2384 pupils at the end of lower secondary comprehensive education, and 1038 students at the end of upper secondary comprehensive education.

Název v anglickém jazyce

Comparison of English and German foreign language learner strategy

Popis výsledku anglicky

INTRODUCTION: Learning strategies capture a wide range of linguistic behaviours and most often are defined as sets of ?conscious thoughts and actions that a learner takes to achieve a learning goal? (Chamot 2004), or as ?operations to acquire, retain, retrieve or perform? (Rigney 1978). Strategies are most often classified according to psychological functions. In our research, Oxford?s (1990) classification is used. Strategies are divided into direct (memory, cognitive, compensatory) and indirect (metacognitive, affective, social) ones. Our research question was: Does the use of learner strategies differ according to the acquired foreign language (English or German)? METHODS: The research is based on adapted, enlarged inventory SILL (Oxford 1990). Research sample comprised 1482 pupils at the end of primary education, 2384 pupils at the end of lower secondary comprehensive education, and 1038 students at the end of upper secondary comprehensive education.

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F0432" target="_blank" >GAP407/12/0432: Strategie učení se cizímu jazyku a výsledky vzdělávání: Analýza shluků a sekvencí strategií</a><br>

Návaznosti

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

Rok uplatnění

2012

Kód důvěrnosti údajů

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