Rozdíly v používání strategií učení se cizímu jazyku mezi žáky 5. ročníku, 9. ročníku ZŠ a na gymnáziích
| Title in English | Differences in Foreign Language Strategy Use at Primary, Lower and Upper Secondary Level of Comprehensive Education |
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| Authors | |
| Year of publication | 2010 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Learning strategies are presented as an important concept in the theory of foreign language acquisition. The use of foreign language learning strategies and its contexts are investigated at the end of primary education, lower secondary education, and higher secondary comprehensive education in the Czech Republic. Adopted Strategy Inventory for Language Learning was applied in a cross-sectional research which focused on how the use of strategies changed and what the specific characteristics of the three groups of learners were. The research focused on both direct (memory, cognitive and compensatory) and indirect (metacognitive, affective and social) strategies. |
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