VLČKOVÁ, Kateřina and Marie DOSKOČILOVÁ. Differences in Reported Foreign Language Learner Strategy Use Across Educational Levels. In 14th Biennial Conference of EARLI 2011 (Evropská asociace výzkumu učení a vyučování) – Education for a Global Networked Society, Exeter, UK. 2011.
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Basic information
Original name Differences in Reported Foreign Language Learner Strategy Use Across Educational Levels
Name in Czech Rozdíly v uváděném používání žákovských strategií učení napříč stupni vzdělávání
Authors VLČKOVÁ, Kateřina and Marie DOSKOČILOVÁ.
Edition 14th Biennial Conference of EARLI 2011 (Evropská asociace výzkumu učení a vyučování) – Education for a Global Networked Society, Exeter, UK, 2011.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW Book of abstract and extened summaries
Organization unit Faculty of Education
Keywords (in Czech) strategie učení se cizímu jazyku; primární vzdělávání; všeobecné sekundární vzdělávání; dotazník
Keywords in English Language Education (Foreign and second); Learning to learn; Self regulation; Learning Strategies
Tags International impact, Reviewed
Changed by Changed by: doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D., učo 23594. Changed: 20. 2. 2012 15:26.
Abstract
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.
Abstract (in Czech)
Strategie učení cizímu jazyku byly zkoumány na konci primárního, nižšího a vyššího všeobecného sekundárního vzdělávání pomocí adaptovaného dotazníku SILL, který rozlišuje strategie přímé a nepřímé. Sledovány byly proměnné potenciálně ovlivňující používání strategií a proměnné ovlivňované používáním strategií žáky. Tyto vztahy se jeví jako stabilní napříč danými soubory.
Links
LC06046, research and development projectName: Centrum základního výzkumu školního vzdělávání (Acronym: RECES)
Investor: Ministry of Education, Youth and Sports of the CR, Research Centre on Schooling
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