Foreign Language Learning Strategies: Learner Strategy Use and Teacher Strategy Support

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00073624" target="_blank" >RIV/00216224:14410/14:00073624 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/31986/" target="_blank" >http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/31986/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Foreign Language Learning Strategies: Learner Strategy Use and Teacher Strategy Support

Popis výsledku v původním jazyce

Supporting pupils in learning to learn is a condition for responsible teaching as well as sustainable learning. Relationship between support of learning strategies by teachers and strategy use by learners was investigated by quasi-standardised foreign language learning strategy inventories at lower and upper secondary level in the Czech Republic. Strategies were classified on the basis of four language skills and psychological functions of strategies in information processing. The results showed that teachers support strategies more than pupils use them. The most supported were reading strategies and the most used were translation strategies. Learners differed in strategy use based on different teachers. Further results from this research are expectedto enrich our current knowledge about strategies in connection with language skills and teacher support of strategies in the school conditions.

Název v anglickém jazyce

Foreign Language Learning Strategies: Learner Strategy Use and Teacher Strategy Support

Popis výsledku anglicky

Supporting pupils in learning to learn is a condition for responsible teaching as well as sustainable learning. Relationship between support of learning strategies by teachers and strategy use by learners was investigated by quasi-standardised foreign language learning strategy inventories at lower and upper secondary level in the Czech Republic. Strategies were classified on the basis of four language skills and psychological functions of strategies in information processing. The results showed that teachers support strategies more than pupils use them. The most supported were reading strategies and the most used were translation strategies. Learners differed in strategy use based on different teachers. Further results from this research are expectedto enrich our current knowledge about strategies in connection with language skills and teacher support of strategies in the school conditions.

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

2014

Kód důvěrnosti údajů

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