KOSTKOVÁ, Klára, Karolína PEŠKOVÁ, Kateřina VLČKOVÁ and Miroslav JANÍK. Clusters and Sequences of Foreign Language Learning Strategies in Reading, Writing, Speaking and Listening in their Relation to Achievement. In European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe. 2014.
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Basic information
Original name Clusters and Sequences of Foreign Language Learning Strategies in Reading, Writing, Speaking and Listening in their Relation to Achievement
Name in Czech Shluky a sekvence žákovských strategií čtení, psaní, mluvení a poslechu v anglickém jazyce ve vazbě na úspěšnost
Authors KOSTKOVÁ, Klára (203 Czech Republic, belonging to the institution), Karolína PEŠKOVÁ (203 Czech Republic, belonging to the institution), Kateřina VLČKOVÁ (203 Czech Republic, guarantor, belonging to the institution) and Miroslav JANÍK (203 Czech Republic, belonging to the institution).
Edition European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe, 2014.
Other information
Original language English
Type of outcome Konferenční abstrakta
Field of Study Pedagogy and education
Country of publisher Portugal
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/00216224:14410/14:00073843
Organization Pedagogická fakulta – Repository – Repository
Keywords (in Czech) shluky; sekvence; žákovské strategie; komiksové šablony; úspěšnost
Keywords in English clusters; sequences; learner strategies; templates; achievement
Links GAP407/12/0432, research and development project.
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 1/9/2020 21:25.
Abstract
The main research aim was to uncover the typical clusters and sequences of learner strategies in typical foreign language tasks for the four language skills (reading, writing, listening, speaking). To fulfill the aim quantitative and qualitative data collection and data analysis were used. Data sample consisted of students of the last year of lower secondary compulsory comprehensive education (ISCED 2) in the region of South-Moravia (probability sampling) in the Czech Republic. The students completed ten selected tasks from standardised English language test KET (2008) and filled in bubble templates in order to report their strategy use. For each language skill, typical strategy clusters and sequences were derived. The aim was to analyse the data according to categories derived from students’ views / terminology and try to interconnect the achieved findings with the framework of learner strategy theory.
Abstract (in Czech)
Hlavním cílem výzkumu bylo zjistit typické shluky a sekvence žákovských strategií učení se angličtině ve vazbě na úspěšnost řešení jazykových úloh na konci základního vzdělávání. Bylo užito kvalitativních a kvantitativních metod, přičemž zaměření příspěvku je v kvalitativní části výzkumu. Výzkumný vzorek byl sestaven náhodným výběrem v Jihomoravském kraji. Strategie byly zjišťovány pomocí tzv. templates, do nichž žáci zapisovali své výpovědi o tom, jak postupovali při řešení 10 typických úloh ze standardizovaného jazykového testu KET. Cílem bylo analyzovat data prostřednictvím kategorií odvozených z dostupných teorií i samotných výpovědí respondentů.
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Kostkova_Peskova_Vlckova_JanikECER2014_clusters.pdf   File version 1/9/2020

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  • a concrete person Mgr. Lucie Vařechová, uco 106253
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  • a concrete person Mgr. Jolana Surýnková, uco 220973
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