Publication details
Používání strategií učení se cizímu jazyku a jejich podpora učitelem na základní škole
| Title in English | Foreign language learning strategy use and their support by teachers in lower secondary classes |
|---|---|
| Authors | |
| Year of publication | 2013 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Attached files | |
| Description | Foreign language strategy use by pupils and strategy support by teachers in the classes were measured with an adapted and partially standardized inventory Young Learners Language Strategy Use Survey (Cohen, Oxford, 2002). The research sample consisted of 776 pupils in 41 classes (27 English and 11 German classes) of the 4th to 9th grades and their 23 teachers from 18 lower secondary schools. The Czech version of the inventory (Vlčková and Přikrylová, 2011) consisted of 64 items on the reduced dichotomy scale and measured strategies classified on the bases of four language skills (reading, writing, listening, and speaking) and language means (vocabulary, translation), and strategy functions in the information processing (Oxford, 1990). The reliability of teacher questionnaire (alpha .88) and pupil’s questionnaire (alpha .90) were acceptable. Teachers declared higher support of strategies than pupils use. The most supported were reading strategies (80 %), the least speaking strategies (64 %). The most used were translation strategies and listening strategies (> 60 %), the least used were writing strategies and vocabulary strategies (45 %). Declared strategy use was correlated with teachers strategy support. Further results of this research might enrich our current knowledge of strategies in relation to language skills and their support by teachers in school conditions. |
| Related projects: |