Differences in Reported Foreign Language Learner Strategy Use Across Educational Levels
| Název česky | Rozdíly v uváděném používání žákovských strategií učení napříč stupni vzdělávání |
|---|---|
| Autoři | |
| Rok publikování | 2011 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Learning strategies constitute an important concept in the theory of foreign language acquisition. The use of foreign language learning strategies and its contexts were investigated at the end of primary education, lower secondary education, and higher secondary comprehensive education (according to ISCED 97) in the Czech Republic. Adopted Strategy Inventory for Language Learning – SILL (Oxford 1990) was applied in a cross-sectional research which focused on how the reported use of strategies differs and what specific characteristics of the three groups of learners were. The research concentrated on both direct (memory, cognitive and compensatory) and indirect (metacognitive, affective and social) strategies and also examined variables potentially influencing strategy use as well as variables influenced by strategy use. The differences in strategy use among the groups were significant in many aspects. The relation between strategy use and the variables that influence strategy choice and use (gender, strategy instruction etc.) or variables that are influenced by the strategy use (achievement) seems to be predominantly stable across the groups. |
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