Bibliografie - správa publikací, které cituji
VLČKOVÁ, Kateřina, Karolína PEŠKOVÁ, Klára KOSTKOVÁ, Miroslav JANÍK a Kateřina ŠVEJDÍKOVÁ. Žákovské strategie při učení se anglickému jazyku a jejich vztah k úspěšnosti. Online. 1., elektronické vyd. Brno: Masarykova univerzita, 2014, 479 s. ISBN 978-80-210-7595-5. Dostupné z: https://dx.doi.org/10.5817/CZ.MUNI.M210-7595-2014.
Podrobněji:
https://is.muni.cz/publication/1350480
Bibliografie |
---|
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. DOI: 10.1598/RT.61.5.1 |
Al-Otaibi, G. N. (2004). Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation (Disertační práce). USA: Indiana University of Pennsylvania. |
Anderson, N. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75(4), 460–472. DOI: 10.1111/j.1540-4781.1991.tb05384.x |
Anderson, N. J., & Vandergrift, L. (1996). Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (s. 3–18). Manoa: NFLRC, University of Hawaii Press. |
Anthony, E. (1963). Approach, method, and technique. ELT Journal, 17(2), 63–67. DOI: 10.1093/elt/XVII.2.63 |
Armengol-Castells, L. (2001). Text-generating strategies of three multilingual writers: A protocol-based study. Language Awareness, 10(2–3), 91–106. DOI: 10.1080/09658410108667028 |
Artelt, C. (1999). Lernstrategien und Lernerfolg – Eine handlungsnahe Studie. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 31(2), 86–96. |
Artelt, C. (2000a). Strategisches Lernen. Münster: Waxmann. |
Artelt, C. (2000b). Wie prädiktiv sind retrospektive Selbstberichte über den Gebrauch von Lernstrategien für strategisches Lernen? Zeitschrift für Pädagogische Psychologie, 14(2–3), 72–84. |
Artelt, C. (2006). Lernstrategien in der Schule. In H. Mandl & H. F. Friedrich (Eds.), Handbuch Lernstrategien (s. 337–351). Göttingen: Hogrefe. |
Artelt, C., Demmrich, A., & Baumert, J. (2001). Selbstreguliertes Lernen. In Deutsches PISA Konsortium (Eds.), PISA 2000 (s. 217–298). Opladen: Leske & Budrich. |
Atkinson, J. W., & Raynor, J. O. (1974). Motivation and achievement. Washington: Winston. |
Bacon, S. (1992). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75(2), 398–412. DOI: 10.2307/344077 |
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. |
Bachman, L. F., & Cohen, A. D. (Eds.). (1998). Interfaces between SLA and language testing research. Cambridge: Cambridge University Press. |
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press. |
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (s. 353–394). New York: Longman. |
Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299–328. DOI: 10.1177/0033688205052143 |
Baumert, J. (1993). Lernstrategien, motivationale Orientierung und Selbstwirksamkeitsüberzeugungen im Kontext schulischen Lernens. Unterrichtswissenschaft, 21(4), 327–354. |
Baumert, J., & Köller, O. (1996). Lernstrategien und schulische Leistungen. In J. Möller & O. Köller (Eds.), Emotionen, Kognitionen und Schulleistung (s. 137–154). Weinheim: Psychologie Verlags Union. |
Baumert, J., Heyn, S., & Köller, O. (1992). Das Kieler Lernstrategien-Inventar (KSI). Kiel: Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel. |
Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J. (1997). The skill use of interaction strategies: Creating a framework for improved small-group communication interaction in the language classroom. System, 25(2), 203–213. DOI: 10.1016/S0346-251X(97)00009-2 |
Berne, J. E. (2004). Listening comprehension strategies: A review of literature. Foreign Language Annals, 37(4), 521–533. DOI: 10.1111/j.1944-9720.2004.tb02419.x |
Bialystok, E. A. (1981). The role of conscious strategies in second language proficiency. The Modern Language Journal, 65(1), 24–35. |
Bílá kniha – Národní program rozvoje vzdělávání v ČR (2001). Praha: Ministerstvo školství, mládeže a tělovýchovy České republiky. |
Bimmel, P., & Rampillon, U. (2000). Lernautonomie und Lernstrategien. Fernstudieneinheit 23. München: Langenscheidt. |
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463–494. DOI: 10.2307/3586295 |
Bongaerts, T., & Poulisse, N. (1989). Communication strategies in L1 and L2: Same or different? Applied Linguistics, 10(3), 253–268. DOI: 10.1093/applin/10.3.253 |
Brown, H. D. (1994). Principles of language learning and teaching. Englewood Cliff: Prentice Hall Regents. |
Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman. |
Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: Wiley. |
Busse, A., Neuhaus, G., & Steffens, R. (2001). Schreibstrategien und Schreibprozesse Förderung der Schreibkompetenz. Bönen: Verlag für Schule und Weiterbildung. |
Campbell, R., & Wales, R. (1970). The study of language acquisition. In J. Lyons (Ed.). New horizont in linguistics (s. 242–260). Harmondsworth: Penguin Books. |
Campione, J. C., & Armbruster, B. B. (1985). Acquiring information from texts: An analysis of four approaches. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills. (Vol. 1, s. 470–497). Hillsdale, NJ: Erlbaum. |
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. Oxford: Oxford University Press. DOI: 10.1093/applin/1.1.1 |
Candlin, C. N., & Hall, D. R. (Eds.) (2001). Applied linguistics in action series. London: Pearson Education Limited. |
Carrier, K. (2003). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal, 27(3), 383–408. DOI: 10.1080/15235882.2003.10162600 |
CERMAT (2011). Výsledky maturitní generálky. Praha: CERMAT. Dostupné z http://www.novamaturita.cz |
Clennel, C. (1995). Communication strategies of adult ESL learners: A discourse perspective. Prospect, 10(3), 4–20. |
Cohen, A. D. (1998). Strategies in learning and using second language. London: Longman. |
Cohen, A. D., & Macaro, E. (Eds.) (2007). Language learners strategies: 30 years of research and practice. Oxford: Oxford University Press. |
Cohen, A. D., & Oxford, R. L. (2001). Learning style survey for young learners: Assessing your own learning styles. In A. D. Cohen, & S. J. Weaver (2006), Styles- and strategies-based instruction (s. 29–31). Minneapolis: Centre for Advanced Research on Language Acquisition, University of Minnesota. |
Cohen, A. D., & Oxford, R. L. (2002). Young learners' language strategy use survey. In A. D. Cohen, & S. J. Weaver (2006), Styles- and strategies-based instruction (s. 75–78). Minneapolis: Centre for Advanced Research on Language Acquisition, University of Minnesota. |
Cohen, A. D., & Weaver, S. J. (2006). Styles- and strategies-based instruction. A teachers' guide. Minneapolis: Centre for Advanced Research on Language Acquisition, University of Minnesota. |
Cohen, A. D., Weaver, S. J., & Li, T.-Y. (1996). The impact of strategies based instruction on speaking a foreign language. Minneapolis, USA: University of Minnesota. |
Congjun, M. (2005). A taxonomy of ESL writing strategies. In Proceedings redesigning pedagogy: Research, policy, practice (s. 1–10). Singapore: QUT. |
Conrad, J. Ch. (2003). Lernstrategien als Voraussetzung eines modernen, schülerorientierten Fremdsprachenunterrichts: Klassifikationen, Trainingsprogramme und die Rolle der Lehrbücher (Disertační práce). Duisburg: Universität Duisburg-Essen. |
Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (s. 111–141). New York: Springer-Verlag. |
Creß, U. (1999). Personale und situative Einflussfaktoren auf das selbstgesteuerte Lernen Erwachsener. Regensburg: Roderer. |
Creß, U., & Friedrich, H. F. (2000). Selbst gesteuertes Lernen Erwachsener. Eine Lernertypologie auf der Basis von Lernstrategien, Lernmotivation und Selbstkonzept. Zeitschrift für Pädagogische Psychologie, 14(4), 194–205. |
Creswell, J. W., & Plano Clark, V. L. (2007). Mixed methods research. London: SAGE. |
Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151–176. DOI: 10.1177/1362168809103446 |
Čáp, J., & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál. |
Česká školní inspekce (2012a). Testovaní žáci základních škol uspěli nejvíce v češtině, výsledky z matematiky a angličtiny byly slabší. Hospodářské noviny, 13. 6. 2012. Dostupné z http://domaci.ihned.cz/c1-56137250-testovani-zaci-zakladnich-skol-uspelinejvice-v-cestine-vysledky-z-matematiky-a-anglictiny-byly-slabsi |
Česká školní inspekce, Národní systém inspekčního hodnocení vzdělávací soustavy – NIQES (2012b). Závěrečná zpráva o přípravě, průběhu a výsledcích první celoplošné generální zkoušky ověřování výsledků žáků v počátečním vzdělávání (ve školním roce 2011/2012 pilotovaném na úrovni 5. a 9. ročníků základních škol). Praha: ČŠI. Dostupné z http://www.csicr.cz/getattachment/79e210f8-7e52-4d62-b56e-730f1266f8d9 |
Česká školní inspekce, Národní systém inspekčního hodnocení vzdělávací soustavy – NIQES (2014). Výsledky výběrového testování. Dostupné z http://www.niqes.cz/Niqes/media/Testovani/Zprávy/TZ-vyberove-testovani-2014-NIQES.pdf |
Dadour, E. S., & Robbins, J. (1996). University-level studies using strategy instruction to improve speaking ability in Egypt and Japan. In R. L. Oxford, Language learning strategies around the world: Cross-cultural perspectives. Manoa: University of Hawaii Press. |
Dakowska, E. (2003). Current controversies in foreign language didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego. |
Dansereau, D. F. (1978). The development of learning strategy curriculum. In H. F. O'Neill (Ed.), Learning strategies (s. 1–29). New York: Academic Press. |
Dansereau, D. F. (1985). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills (s. 209–239). Hillsdale: Erlbraum. |
Deardorff, D. K. (2009). Implementing intercultural competence assessment. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (s. 2–52). Thousand Oaks: SAGE. |
Doležalová, J., Najvarová, V., & Najvar, P. (2008). Čtenářské strategie studentů pedagogických fakult. In T. Svatoš, & J. Doležalová (Eds.), Pedagogický výzkum jako podpora proměny současné školy (s. 333–344). Hradec Králové: Gaudeamus. |
Dörney, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55–85. DOI: 10.2307/3587805 |
Dörney, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Erlbaum. |
Dörney, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173–210. DOI: 10.1111/0023-8333.51997005 |
Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspective (s. 61–74). Honolulu: University of Hawai'i. |
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. |
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. |
Erler, L., & Finkenbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (s. 186–206). Oxford: Oxford University Press. |
Escribe, Ch., & Huet, N. (2005). Knowledge accessibility, achievement goals, and memory strategy maintenance. British Journal of Educational Psychology, 75(1), 87–104. DOI: 10.1348/000709904X19227 |
Eurydice (2010). Genderové rozdíly ve výsledcích vzdělávání: Opatření a současná situace v Evropě. Brusel: Eurydice, Evropská komise. |
Faerch, C., & Kasper, G. (Eds.) (1987). Introspection in second language research. Philadelphia: Multilingual Matters. |
Fantini, A. E. (2000). A central concern: Developing intercultural competence. In Report by the intercultural communicative competence (s. 25–42). Brattleboro: World Learning. Dostupné z http://www.adam-europe.eu/prj/2935/prd/8/1/develop-I-com.pdf |
Fantini, A. E. (2009). Assessing intercultural competence: Issues and tools. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (s. 456–476). Thousand Oaks: SAGE. |
Field, J. (2000). Finding one's way in the fog: Listening strategies and second language learners. Modern English Teacher, 9(1), 29–34. |
Friedrich, H. F. (1995). Analyse und Förderung kognitiver Lernstrategien. Empirische Pädagogik, 9(2), 115–153. |
Fujita, J. N. (1985). A preliminary inquiry into the successful and unsuccessful listening strategies of beginning college Japanese students (Disertační práce). Columbus: The Ohio State University. |
Geisler-Brenstein, E., & Schmeck, R. R. (1996). The revised inventory of learning processes: A multifaced perspective on individual differences in learning. In M. Birenbaum, & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (s. 283–317). Boston: Dordrecht. |
Gillette, B. (1994). The role of learner goals in L2 success. In J. P. Lantolf, & G. Appel, Vygotskian approaches to second language research (s. 195–213). Westport: Greenwood Publishing Group. |
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185–206. DOI: 10.1016/S0346-251X(02)00004-0 |
Gordon, L. (2008). Writing and good language learners. In C. Griffith (Ed.), Lessons from good language learners (s. 244–254). Cambridge: Cambridge University Press. |
Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Heinemann: Macmillan. |
Grabe, W., & Kaplan, R. (1999). The writing course. In J. F. Lee, & B. Vanpatten (Eds.), Beyond methods: Components of second language teacher education (s. 172–197). New York: McGraw-Hill. |
Grenfell, M., & Harris, V. (1999). Modern language learning strategies in theory and practice. London: Routledge. |
Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press. |
Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch, & G. Kasper (Eds.), Introspection in second language research (s. 54–81). Clevedon: Multilingual Matters. |
Halbach, A. (2000). Finding out about students learning strategies by looking at their diaries: A case study. System, 28, 85–96. DOI: 10.1016/S0346-251X(99)00062-7 |
Halliday, M. (1970). Langauge structure and language function. In Lyons, J. (Ed.). New Horizont in linguistics (s. 140–165). Harmondsworth: Penguin Books. |
Harmer, J. (1991). The practice of English language teaching. Singapore: Longman. |
Harmer, J. (1994). The practice of English language teaching. London: Longman. |
Harmer, J. (2004). How to teach writing. Harlow: Longman. |
Harmer, J. (2006). The practise of English language teaching. Harlow: Longman. |
Harmer, J. (2007). How to teach English. Harlow: Longman. |
Hartl, P., & Hartlová, H. (2000, 2004). Psychologický slovník. Praha: Portál. |
Heckhausen, H. (1991). Motivation and action. New York, NY: Springer-Verlag. |
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. |
Heine, L. (2005). Lautes Denken als Forschungsinstrument in der Fremdsprachenforschung. Zeitschrift für Fremdsprachenforschung, 16(2), 163–185. |
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2), 110–123. DOI: 10.1016/0346-251X(77)90087-2 |
Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál. |
Hrabal, V., & Pavelková, I. (2010a). Dotazník postojů ke školním předmětům I (pro žáky). In V. Hrabal, & I. Pavelková, Jaký jsem učitel (s. 185). Praha: Portál. |
Hrabal, V., & Pavelková, I. (2010b). Dotazník postojů ke školním předmětům II – předpoklady ke školnímu výkonu (pro žáky). In V. Hrabal, & I. Pavelková, Jaký jsem učitel (s. 187). Praha: Portál. |
Hrabal, V., & Pavelková, I. (2010c). Dotazník učební motivace DUM 1 Ž (pro žáky). In V. Hrabal, & I. Pavelková, Jaký jsem učitel (s. 195). Praha: Portál. |
Hrabal, V., & Pavelková, I. (2010d). Dotazník výkonové motivace MV – 6 Ž (pro žáky). In V. Hrabal, & I. Pavelková, Jaký jsem učitel (s. 191–193). Praha: Portál. |
Huang, X. H., & van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8(3), 287–307. DOI: 10.1093/applin/8.3.287 |
Hughes, R. (2011). Teaching and Researching Speaking. 2nd edition. Harlow: Pearson Education Limited. |
Hughes, R. (2013). Teaching and researching speaking. New York: Routledge. |
Hwang, M.-H. (2003). Listening comprehension problems and strategy use by secondary learners of English in Korea (Disertační práce). Colchester: University of Essex. |
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holme (Eds.). Sociolinguistics (s. 269–293). Harmondsworth: Penguin Books Iramaneerat, Ch., Smith, Jr., E. V., & Smith, R. M. (2008). An introduction to rash measurement. In J. W. Osborne (Ed.), Best practices in quantitative methods (s. 50–70). Thousand Oaks: SAGE. |
Chamot, A. U. (1987). The learning strategies of ESL students. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (s. 71–85). Hemel Hempstead: Prentice Hall. |
Chamot, A. U. (1999). How children in language immersion programs use learning strategies. In M. A. Kassen (Ed.), Language learners of tomorrow: Process and promise! (s. 29–59). Lincolnwood: National Textbook Company. |
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26. Dostupné z http://e-flt.nus.edu.sg/v1n12004/chamot.htm |
Chen, Y. (2005). Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. TESL-EJ, 8(4), 1–20. Dostupné z http://www.tesl-ej.org/wordpress/issues/volume8/ej32/ej32a2/ |
Chien, C., & Wei, L. (1998). The strategy use in listening comprehension for EFL learners in Taiwan. RELC Journal, 29(1), 66–91. DOI: 10.1177/003368829802900105 |
Chudak, S. (2007). Lernerautonomie fördernde Inhalte in ausgewählten Lehrwerken DaF für Erwachsene. Überlegungen zur Gestlatung und zur Evaluation von Lehr- und Lernmaterialien. Possener Beiträge zur Germanistik. Frankfurt am Main: Peter Lang. |
Chvál, M. (2014). Školní důraz na akademický úspěch: TIMSS 2011 jako sonda do reformy v České republice. Pedagogická orientace, 2015 (v tisku). |
Janíková, V. (2007). Autonomní učení a lexikální strategie při osvojování cizích jazyků: teoretická východiska, doporučení pro praxi, styly a strategie učení, lexikální strategie v teorii a praxi. Brno: Masarykova univerzita. |
Janíková, V. (2008). Učíme se učit cizí jazyky. Brno: Masarykova univerzita. |
Janíková, V., & Michels-McGovern, M. (2000). Aspekte des Hochschulfachs Methodik und Didaktik des Unterrichts Deutsch als Fremdsprache im Überblick. Brno: Masarykova univerzita. |
Jiménez-Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54–77. DOI: 10.1111/1473-4192.00037 |
Kaplan, R. (1983). Contrastive rhetoric: Some implications for the writing process. In A. Freedman, et al. (Eds.), Learning to write: First language/second language (s. 136–161). London: Longman. |
Kasper, G., & Kellerman, E. (Eds.) (1997). Communication strategies, psycholinguistic and sociolinguistic perspectives. Harlow: Longman. |
Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal, 73(2), 135–149. DOI: 10.1111/j.1540-4781.1989.tb02535.x |
Key (KET) for schools: Handbook for teachers (2008). Cambridge: Cambridge English Language Assessment, University of Cambridge. |
Key (KET) for schools: Handbook for teachers (2014). Cambridge: Cambridge English Language Assessment, University of Cambridge. |
Khaldieh, S. A. (2000). Learning strategies and writing processes of proficient vs. Lessproficient learners of Arabic. Foreign Language Annals, 33(5), 522–533. DOI: 10.1111/j.1944-9720.2000.tb01996.x |
Khanji, R. (1996). Two perspectives in analyzing communication strategies. IRAL, 34(2), 144–154. |
Kitajima, R. (1997). Referential strategy training for second language reading comprehension of Japanese texts. Foreign Language Annals, 30(1), 84–97. DOI: 10.1111/j.1944-9720.1997.tb01319.x |
Klauer, K. J. (1988). Teaching for learning to learn: A critical appraisal with some proposals. Instructional Science, 17(4), 351–367. DOI: 10.1007/BF00056221 |
Knight, S., Pardon, Y., & Waxman, H. (1985). The cognitive reading strategies of ESL students. TESOL Quarterly, 19(4), 789–792. DOI: 10.2307/3586677 |
Kostková, K. (2012). Rozvoj interkulturní komunikační kompetence. Brno: Masarykova univerzita. |
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Routledge. |
Larios, J. R. de, Murphy, L., & Manchón, R. M. (1999). The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a foreign language. Journal of Second Language Writing, 8(1), 13–44. DOI: 10.1016/S1060-3743(99)80111-8 |
Larsen-Freeman, D., & Cameron, L. (2008). Complex system and applied linguistics. Oxford: Oxford University Press. |
Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177–190. DOI: 10.1111/1467-9817.00195 |
Laviosa, F. (2000). The listening comprehension processes and strategies of learners of Italian: A case study. Rassegna Italiana di Linguistica Applicata, (2), 129–159. |
Leutner, D., & Leopold, C. (2006). Selbstregulation beim Lernen aus Sachtexten. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien (s. 162–171). Göttingen: Hogrefe. |
Liddell, H. G., & Scott, R. (1940). A Greek-English lexicon. Oxford: Clarendon Press. |
Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press. |
Lojová, G., & Vlčková, K. (2011). Styly a strategie učení ve výuce cizích jazyků. Praha: Portál. |
Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London: Continuum. |
Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: Focus on source of knowledge and on success. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (s. 165–185). Oxford: Oxford University Press. |
Malíř, F. (1971). Didaktiky cizích jazyků jako vědní obory. K problematice jejich předmětu. Praha: Academia. |
Mandl, H., & Friedrich, H. F. (Eds.) (2006). Handbuch Lernstrategien. Göttingen: Hogrefe. |
Manchón, R. M. (1997). Learners' strategies in L2 composing. Communication and Cognition, 30(1–2), 91–114. |
Manchón, R. M., Larios, J. R. de, & Murphy, L. (2007). A review of writing strategies: Focus on conceptualizations and impact of first language. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (s. 229–250). Oxford: Oxford University Press. |
Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál. |
Marrie, B., & Netten, J. E. (1991). Communication strategies. Canadian Modern Language Review, 47(3), 442–462. |
Mayer, R. E. (1988). Learning strategies: An overview. In C. E. Weinstein, E. T. Guetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (s. 11–22). San Diego: Academic Press. |
Mcmullena, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37(3), 418–433. DOI: 10.1016/j.system.2009.05.001 |
Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the secondlanguage learner. San Diego: Dominie Press. |
Metzig, W., & Schuster, M. (1998). Lernen zu lernen. Lernstrategien wirkungsvoll einsetzen. Berlin: Springer. |
Ministerstvo školství, mládeže a tělovýchovy – MŠMT. (2005). Národní plán výuky cizích jazyků na období 2005–2008. Praha_ MŠMT. Dostupné z http://www.syka.cz/files/ narodni_plan_vyuky_ciz_jaz.pdf |
Munby, J. (1981). Communicative sylabus design. Cambridge: Cambridge University Press. |
Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education. |
Najvarová, V. (2008). Čtenářská gramotnost žáků 1. stupně základní školy (Disertační práce). Brno: Masarykova univerzita. |
Nakatani, Y. (2005). The effect of awareness-raising training on oral communication stratégy use. Modern Language Journal, 89(1), 76–91. DOI: 10.1111/j.0026-7902.2005.00266.x |
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116–136. DOI: 10.1111/j.1540-4781.2009.00987.x |
Nakatani, Y., & Goh, C. (2007). A review of oral communication strategies: Focus on interaction and psycholinguistic perspectives. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (s. 207–227). Oxford: Oxford University Press. |
Olshavsky, J. E. (1977). Reading as problem solving: An investigation of strategies. Reading Research Quarterly, 12(4), 654–674. DOI: 10.2307/747446 |
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. |
O'Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418–437. DOI: 10.1093/applin/10.4.418 |
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–46. DOI: 10.1111/j.1467-1770.1985.tb01013.x |
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. (1985b). Learning strategy application with students of English as a second language. TESOL Quarterly, 19(3), 557–584. DOI: 10.2307/3586278 |
Osada, N. (2001). What strategy do less proficient learners employ in listening comprehension?: A reappraisal of bottom-up and top-down processing. Journal of the Pan-Pacific Association of Applied Linguistics, 5(1), 73–90. |
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row. |
Oxford, R. L. (1994). Language learning strategies: An update. ERIC Clearinghouse on Language and Linguistics. Dostupné z http://www.ed.gov/databases/ERIC_Digest |
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291–300. DOI: 10.1111/j.1540-4781.1989.tb06367.x |
Pardon, Y. N., & Waxman, H. C. (1988). The effects of ESL students' perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22(1), 146–150. DOI: 10.2307/3587068 |
Parry, K. (1993). The social construction of reading strategies: New directions for research. Journal of Research in Reading, 16(2), 148–158. DOI: 10.1111/j.1467-9817.1993.tb00044.x |
Pešková, K. (2012). Vizuální prostředky pro výuku reálií v učebnicích němčiny. Brno: Masarykova univerzita. |
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. DOI: 10.1037/0022-0663.82.1.33 |
Pintrich, P. R., & Garcia, T. (1994). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement (s. 371–492). Greenwich: JAI Press. |
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). The motivated strategies for learning questionnaire (MSLQ). Ann Arbor: NCRIPTAL, University of Michigan. |
Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41–50. DOI: 10.1037/0022-0663.82.1.41 |
Pokorný, P., et al. (2005). Hermeneutika jako teorie porozumění. Praha: Vyšehrad. |
Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good stratégy users coordinate metacognition and knowledge. In R. Vasta & G. Whitehurst (Eds.), Annals of child development (s. 89–129). Greenwich: JAI Press. DOI: 10.1016/0883-0355(89)90069-4 |
Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing. What it is and how education can promote it. International Journal of Educational Research, 13(8), 857–867. |
Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modelling. Cambridge: Cambridge University Press. |
Raimes, A. (1983). Techniques in teaching writing. New York: Oxford University Press. |
Rámcový vzdělávací program pro základní vzdělávání (2007, 2013). Praha: Výzkumný ústav pedagogický v Praze. Dostupné z http://www.msmt.cz/vzdelavani/skolstvi-v-cr/skolskareforma/ramcove-vzdelavaci-programy |
Rampillon, U. (1985). Lerntechniken im Fremdsprachenunterricht. Ismaning: Max Hueber Verlag. |
Rampillon, U. (1996). Lerntechniken im Fremdsprachenunterricht. München: Max Hueber Verlag. |
Reiss, M.-A. (1985). The good language learner: Another look. Canadian Language Revue, 41(3), 511–523. |
Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6(2), 105–137. DOI: 10.1016/S1060-3743(97)90030-8 |
Ridgway, T. (2000). Listening strategies: I beg your pardon? ELT Journal, 54(2), 179–185. DOI: 10.1093/elt/54.2.179 |
Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In H. F. O'Neill, Jr. (Ed.), Learning strategies (s. 165–205). New York: Academic Press. |
Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, 17(2), 219–240. DOI: 10.2307/3586651 |
Richards, J. C., & Rodgers, T. S. (1999). Approaches and methods in language teaching. Cambridge: Cambridge University Press. |
Robbins, J. (1996). Between “Hello” and “See you later”: Development of strategies for interpersonal communication in English by Japanese EFL students. Ann Arbor: University of Michigan. |
Rossiter, M. J. (2005). Developmental sequences of L2 communication strategies. Applied Language Learning, 15(1–2), 55–66. |
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachibility. Language learning, 41(2), 235–273. DOI: 10.1111/j.1467-1770.1991.tb00685.x |
Rubin, J. (1975). What the „good language learner“ can teach us. TESOL Quarterly, 9(1), 41–51. DOI: 10.2307/3586011 |
Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11(2), 118–131. |
Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78(2), 199–221. DOI: 10.1111/j.1540-4781.1994.tb02034.x |
Rubin, J., & Wenden, A. L. (Eds.). (1987). Learner strategies in language learning. Herefordshire: Prentice Hall International. |
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259–291. DOI: 10.1016/S1060-3743(00)00028-X |
Savignon, S. J. (1991). Communicative language teaching: state of the art. TESOL Quarterly, 25(2), 261–277. DOI: 10.2307/3587463 |
Scio (2012). Srovnání výsledků testů žáků 9. tříd základních škol v letech 2005 a 2011. Výzkumná zpráva společnosti Scio. Praha: Scio. Dostupné z https://www.scio.cz/download/analyzy/zprava_Scio_srovnani_9tr_2005_2011.pdf |
Scio (2013). Test klíčových kompetencí na 2. stupni ZŠ 2010/11 – 2011/12: vybraná zjištění. Dostupné z https://www.scio.cz/download/analyzy/kk_souhrn.pdf |
Scio (2014). Scio Computer Adaptive Test of English (SCATE): souhrnná zpráva z testování 2013/2014. Praha: Scio. Dostupné z https://www.scio.cz/download/skoly/SCATE/SZ_AJ_final.pdf |
Scrivener, J. (1994). Learning teaching. Portsmouth: Heinemann. |
Scrivener, J. (2011). Learning teaching. Oxford: Macmillan Education. |
Seel, N. (Ed.) (2011). Encyclopedia of the sciences of learning. New York: Springer. |
Shmais, W. A. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2), 1–17. |
Schiefele, U. (2005). Prüfungsnahe Erfassung von Lernstrategien und deren Vorhersagewert für nachfolgende Lernleistungen. In C. Artelt, & B. Moschner (Eds.), Lernstrategien und Metakognition. Implikationen für Forschung und Praxis (s. 13–42). Münster: Waxmann. |
Schiefele, U., Streblow, L., Ermgassen, U., & Moschner, B. (2003). Lernmotivation und Lernstrategien als Bedingungen der Studienleistung. Zeitschrift für Pädagogische Psychologie, 17(3–4), 185–198. |
Silverman, D. (2011). Interpreting qualitative data. London: SAGE. |
Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readings. The Reading Matrix, 1(1). Dostupné z http://www.readingmatrix.com/articles/singhal/ |
Sinkavich, F. J. (1994). Metamemory, attributional style, and study strategies: Predicting classroom performance in graduate students. Journal of Instructional Psychology, 21(2), 172–182. |
Song, M. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41–54. |
Souvignier, E., & Gold, A. (2004). Lernstrategien und Lernerfolg bei einfachen und komplexen Leistungsanforderungen. Psychologie in Erziehung und Unterricht, 51(4), 309–318. |
Společný evropský referenční rámec pro jazyky. Council for Cultural Co-operation, Education Committee, Modern Languages Division (2001). Olomouc: Univerzita Palackého v Olomouci. |
Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31(3), 304–318. |
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press. |
Streblow, M., & Schiefele, U. (2006). Lernstrategien im Studium. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien (s. 352–365). Göttingen: Hogrefe. |
Sutter, W. (1989). Strategies and styles. Aalborg: Danish Refugee Council. |
Šebestová, S. (2011). Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: videostudie. Brno: Munipress. |
Švec, V. (1998). Klíčové dovednosti ve vyučování a výcviku. Brno: Masarykova univerzita. |
Švejdíková, K., & Vlčková, K. (2013). Current problems of the concept of foreign language learning strategies. In Education and languages in Europe / Bildung und Sprachen in Europa. Austria: Forschung und Wissenschaft – Erziehungswissenschaft Bd. 17 (s. 459–468). Münster: LIT Verlag. |
Tarone, E. (1980). Communication strategies, foreign talk and repair in interlanguage. Language Learning, 30(2), 417–431. DOI: 10.1111/j.1467-1770.1980.tb00326.x |
Tarone, E. (1983). Some thoughts on the notion of “communication strategy”. In C. Faerch, & G. Kasper (Eds.), Strategies in interlanguage communication. London: Longman. |
Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press. |
Tercanlioglu, L. (2004). Exploring gender effect on adult foreign language learning strategies. Issues in Educational Research, 14(2), 181–193. |
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331–342. |
Thornbury, S. (2002). How to teach vocabulary. Essex: Pearson. |
Thornbury, S. (2007). How to teach vocabulary. Harlow: Longman. |
Usó-Juan, E., & Martínez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: Mouton de Gruyter. |
van Ek, J. A. (1986). Objectives for modern language learning. Strasbourg: Council of Europe. |
Vandergrift, L. (1996). Listening strategies of core French high school students. Canadian Modern Language Review, 52(2), 200–223. |
Vandergrift, L. (1997). The strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387–409. DOI: 10.1111/j.1944-9720.1997.tb02362.x |
Vandergrift, L. (1998). Successful and less successful listeners in French: What are the strategy differences? The French Review, 71(3), 370–395. |
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(4), 73–78. DOI: 10.1093/elt/53.3.168 |
Vandergrift, L. (2003a). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463–496. DOI: 10.1111/1467-9922.00232 |
Vandergrift, L. (2003b). From prediction to reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59(3), 425–440. DOI: 10.3138/cmlr.59.3.425 |
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24(1), 3–25. DOI: 10.1017/S0267190504000017 |
Vašátová, G. (2013). Poslechové strategie a styly učení v anglickém jazyce u žáků 9. ročníku (Diplomová práce). Brno: Masarykova univerzita. |
Victori, M. (1995). EFL writing knowledge and strategies: An interactive study (Nepublikovaná disertační práce). Barcelona: Universitat Autonoma de Barcelona. |
Vlčková, K. (2002). Nepřímé strategie učení cizímu jazyku (Diplomová práce). Brno: Filozofická fakulta Masarykovy univerzity. Dostupné z https://is.muni.cz/auth/th/23594/ffm/text.pdf |
Vlčková, K. (2007). Strategie učení cizímu jazyku. Výsledky výzkumu používání a efektivity strategií na gymnáziích. Brno: Paido. |
Vlčková, K. (2009). Strategie učení: výzkumné oblasti, přístupy a metody. In M. Janíková, & K. Vlčková, et al., Výzkum výuky: tematické oblasti, výzkumné přístupy a metody (s. 97–116). Brno: Paido. |
Vlčková, K. (2010). Žákovské strategie učení cizímu jazyku ve všeobecném vzdělávání (průřezový výzkum) (Habilitační práce). Brno: Masarykova univerzita. Dostupné z http://is.muni.cz/do/rect/habilitace/1441/Vlckova/habilitace/HABILITACNI_PRACE_2010.pdf |
Vlčková, K., & Bradová, J. (2014). Slabý vztah strategií učení a výsledků vzdělávání: problém operacionalizace a měření? Studia paedagogica, 19(3), 9–28. |
Vlčková, K., & Přikrylová, J. (2011). Dotazník strategií učení se cizímu jazyku pro žáky 5.–9. tříd základní školy. In Cesta ke kvalitě: Portál evaluačních nástrojů. Praha: Národní ústav odborného vzdělávání. Dostupné z http://www.nuov.cz/ae/dotaznik-strategii-uceni-cizimu-jazyku |
Vlčková, K., Berger, J., & Völkle, M. (2013). Classification theories of foreign language learning strategies: An exploratory analysis. Studia paedagogica, 18(4), 93–113. DOI: 10.5817/SP2013-4-6 |
Vollmeyer, R., & Rheinberg, F. (1998). Motivationale Einflüsse auf Erwerb und Anwendung von Wissen in einem computersimulierten System. Zeitschrift für Pädagogische Psychologie, 12, 11–23. |
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. |
Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. IRAL, 38(1), 71–81. DOI: 10.1515/iral.2000.38.1.71 |
Wallace, C. (2001). Reading. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to TESOL (s. 21–27). Cambridge: Cambridge University Press. |
Weinert, F. (1984). Metakognition und Motivation als Determinanten der Lerneffektivität. In F. Weinert, & R. H. Kluwe (Eds.), Metakognition, Motivation und Lernen (s. 9–21). Stuttgart: Kohlhammer. |
Weinstein, C. E. (1987). LASSI user's manual for those administering the learning and study strategies inventory. Clearwater: H & H. |
Weinstein, C. E. (1988). Assessment and training of students learning strategies. In R. R. Smeck (Ed.), Learning strategies and learning styles (s. 292–316). New York: Plenum Press. |
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (s. 315–327). New York: Macmillan. |
Wen, Q., & Johnson, R. K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied Linguistics, 18(1), 27–48. DOI: 10.1093/applin/18.1.27 |
Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of second language learners. Language Learning, 37(4), 573–597. DOI: 10.1111/j.1467-1770.1987.tb00585.x |
Wenden, A. L. (1991). Metacognitive strategies in L2 writing: A case for task knowledge. In J. E. Alatis (Ed.), Georgetown university round table on languages and linguistics 1991 (s. 302–322). Washington, D. C.: Georgetown University Press. |
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press. |
Wild, K.-P., Schiefele, U., & Winteler, A. (1992). LIST – Inventar zur Erfassung von Lernstrategien im Studium. München: Universität der Bundeswehr, Institut für Erziehungswissenschaft und Pädagogische Psychologie. |
Williams, J., Inscoe, R., & Tasker, T. (1997). Communication strategies in an international context: The mutual achievement of comprehension. In G. Kasper, & E. Kellerman (Eds.), Communication strategies, psycholinguistic and sociolinguistic perspectives (s. 304–322). Harlow: Longman. |
Williams, M., & Burden, L. R. (2007). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press. |
Wolff, D. (1991). Lerntechniken und die Förderung der zweitsprachigen Schreibfähigkeit. Der Fremdsprachliche Unterricht, 25(2), 34–39. |
Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224–235. DOI: 10.1037/0022-0663.90.2.224 |
Wong-Fillmore, L. (1976). The second time around: Cognitive and social strategies in second language acquisition (Disertační práce). Stanford: University of Stanford. |
Yamohammadi, L., & Seif, S. (1992). More on communication strategies: Classification, resources, frequency and underlying processes. IRAL, 30(3), 223–232. |
Young, M.-Y. C. (1996). Listening comprehension strategies used by university level Chinese students learning English as a second language (Disertační práce). Colchester: University of Essex. |
Young, M.-Y. C. (1997). A serial ordering of listening comprehension strategies used by advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, 7, 35–53. |
Zamri, M. (2004). Strategi pembelajaran bahasa Melayu di kalangan pelajar sekolah menengah (Disertační práce). Malajsie: Universiti Kebangsaan Malaysia. |