Publication details
Cross-Sectional Research on Pupils’ Foreign Language Learning Strategies and Achievement
| Authors | |
|---|---|
| Year of publication | 2013 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Attached files | |
| Description | For successful foreign language learning, it is essential to take into account individual differences and needs of learners. An important part of this approach is paying attention to individual learner's strategies. This poster is focused on learning strategies used by foreign language learners at the end of primary education and at the end of lower and upper secondary comprehensive education in Czech schools and it discusses the differences of good and relatively poor language learners. In all three samples, girls were shown as better language learners (Kruskal-Wallis test: H(2, N = 4879) = 50,01; p = 0,00). In connection with language aptitude, learners who considered themselves as gifted for languages reported using more language learning strategies, especially memory (R=0,09, p = 0,01), cognitive (R=0,27, p=0,01), metacognitive (R=0,31, p=0,01) and social (R=0,21, p=0,01) strategies. |
| Related projects: |