Clusters and Sequences of Foreign Language Learning Strategies in Reading, Writing, Speaking and Listening in their Relation to Achievement

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00073843" target="_blank" >RIV/00216224:14410/14:00073843 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14410/14:00074126

Výsledek na webu

<a href="http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/32160/" target="_blank" >http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/32160/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Clusters and Sequences of Foreign Language Learning Strategies in Reading, Writing, Speaking and Listening in their Relation to Achievement

Popis výsledku v původním jazyce

The main research aim was to uncover the typical clusters and sequences of learner strategies in typical foreign language tasks for the four language skills (reading, writing, listening, speaking). To fulfill the aim quantitative and qualitative data collection and data analysis were used. Data sample consisted of students of the last year of lower secondary compulsory comprehensive education (ISCED 2) in the region of South-Moravia (probability sampling) in the Czech Republic. The students completed ten selected tasks from standardised English language test KET (2008) and filled in bubble templates in order to report their strategy use. For each language skill, typical strategy clusters and sequences were derived. The aim was to analyse the data according to categories derived from students? views / terminology and try to interconnect the achieved findings with the framework of learner strategy theory.

Název v anglickém jazyce

Clusters and Sequences of Foreign Language Learning Strategies in Reading, Writing, Speaking and Listening in their Relation to Achievement

Popis výsledku anglicky

The main research aim was to uncover the typical clusters and sequences of learner strategies in typical foreign language tasks for the four language skills (reading, writing, listening, speaking). To fulfill the aim quantitative and qualitative data collection and data analysis were used. Data sample consisted of students of the last year of lower secondary compulsory comprehensive education (ISCED 2) in the region of South-Moravia (probability sampling) in the Czech Republic. The students completed ten selected tasks from standardised English language test KET (2008) and filled in bubble templates in order to report their strategy use. For each language skill, typical strategy clusters and sequences were derived. The aim was to analyse the data according to categories derived from students? views / terminology and try to interconnect the achieved findings with the framework of learner strategy theory.

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