VLČKOVÁ, Kateřina and Miroslav JANÍK. Comparison of English and German foreign language learner strategy. In EUROSLA22: 22nd Annual Conference of the European Second Language Association: Expanding discipline boundaries. 2012.
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Basic information
Original name Comparison of English and German foreign language learner strategy
Name in Czech Srovnání strategií učení žáků v angličtině a němčině
Authors VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution) and Miroslav JANÍK (203 Czech Republic, belonging to the institution).
Edition EUROSLA22: 22nd Annual Conference of the European Second Language Association: Expanding discipline boundaries, 2012.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study Pedagogy and education
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/00216224:14410/12:00058012
Organization Pedagogická fakulta – Repository – Repository
Keywords (in Czech) strategie učení; němčina; angličtina; cizí jazyk
Keywords in English foreign language learning strategies; German; English
Links GAP407/12/0432, research and development project.
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 1/9/2020 14:04.
Abstract
INTRODUCTION: Learning strategies capture a wide range of linguistic behaviours and most often are defined as sets of “conscious thoughts and actions that a learner takes to achieve a learning goal” (Chamot 2004), or as “operations to acquire, retain, retrieve or perform” (Rigney 1978). Strategies are most often classified according to psychological functions. In our research, Oxford’s (1990) classification is used. Strategies are divided into direct (memory, cognitive, compensatory) and indirect (metacognitive, affective, social) ones. Our research question was: Does the use of learner strategies differ according to the acquired foreign language (English or German)? METHODS: The research is based on adapted, enlarged inventory SILL (Oxford 1990). Research sample comprised 1482 pupils at the end of primary education, 2384 pupils at the end of lower secondary comprehensive education, and 1038 students at the end of upper secondary comprehensive education. The inventory for the primary pupils consisted of 28 items with a 3-point frequency scale (Cronbach alpha 0.74); for lower (alpha = 0.90) and upper (alpha = 0.80) secondary students of 67 items with a 5-point scale. Students were asked to report their strategy use in a preferred foreign language which was mostly English. RESULTS: Differences in overall strategy use were found only among pupils at primary level. Pupils learning English reported to use strategies more than pupils learning German. Nevertheless, lower secondary pupils learning German reported using memory, affective, and social strategies more than pupils learning English. Relations were significant but extremely weak (R = 0.05). The upper secondary students preferring English tended to use more cognitive strategies, and students who preferred German used more memory and affective strategies. Students at all levels also differed in the use of some single strategies.
Abstract (in Czech)
Příspěvek zjišťoval rozdíly v používání strategií učení se žáky v němčině a angličtině. Výzkum byl založen na dotazníkovém šetření vycházejícím z klasifikace strategií učení R. L. Oxford (1990). Zkoumáno bylo 1482 žáků 5. ročníků, 2384 žáků v 9. ročníku základní školy a 1038 žáků předposledních ročníků gymnázií. Inventář strategií pro žáky primárního stupně obsahoval 28 položek na tří bodové škále (Cronbach alpha 0.74); v 9. ročníku (alpha 0.90) a v předposledních ročnících gymnázií (alpha 0.80) byla použita 67 položková baterie na 5 bodové škále. Žáci uváděli používání strategií v preferovaném jazyce, což byla obvykle angličtina. Rozdíly v používání strategií v angličtině a němčině byly na obecné úrovni zjištěny pouze v 5. ročníku. Žáci, kteří se učili anglicky, uváděli vyšší míru používání strategií než žáci učící se jako první/hlavní cizí jazyk němčinu. Dílčí rozdíly na úrovni jednotlivých strategií byly zjištěny na všech 3 úrovních vzdělávání; vztahy byly sice signifikantní, ale extrémně slabé.
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