Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
For successful foreign language learning, it is essential to take individual differences and needs of learners into account. An important part of this approach is paying attention to individual learner’s strategies. In our study we relate achievement results in foreign language learning to variables on individual level, here learning strategies.
The contribution is focused on learning strategies used by foreign language learners at the end of primary education and at the end language learners from the perspective of cross-sectional research at three educational levels such as to reveal learners’ preferences in strategy use and indirectly describe the relation of learning strategy use to achievement.
The early research concerned with the relationship of language learning strategies and learners’ achievement usually proved that good language learners used a wider range of language learning strategies including more complex and more sophisticated strategies (Grenfell & Macaro, 2007). Studies from the early stages (e.g. Rubin, 1975; Stern, 1975) became a base for following research dealing with language learning strategy use and achievement in language learning. Some of them (i.e. Stern, 1975; Rubin & Thompson, 1982) even resulted in classifying effective strategies. Together with recent research, the findings usually state the efficiency of language learning strategies as positive (e.g. Phakiti, 2003; Griffiths,2008). Altogether, successful language learners report more frequent use of strategies than less successful learners and they also use strategies which contribute to learning a foreign language effectively (e. g. O’Malley et al., 1985).
In our research we try to find out if there is stability in the findings across three educational levels and focus on following research questions: Are there any statistically significant differences between good and poor foreign language learners? If there are, are these differences stable across primary, lower secondary and upper secondary comprehensive education?
Method
Expected Outcomes
References
Grenfell, M., & Macaro, E. (2007). Claims and Critiques. In A.D. Cohen & E. Macaro. (Eds.). Language Learner Strategies: Thirty Years of Research and Practice. Oxford, United Kingdom: Oxford University Press. Griffiths, C. (2008). Lessons from Good Language Learners. Cambridge, United Kingdom: Cambridge University Press. Oxford, R. L. (1990): Strategy Inventory for Language Learning. In R.L. Oxford. What Should Every Teacher Know? Language Learning Strategies. Boston, USA: Heinle & Heinle Publishers. O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. (1985). Learning Strategies Used by Beginning and Intermediate ESL Students. In Language Learning, 35 (1): 21-46. Phakiti, A. (2003). A Closer Look at the Relationship of Cognitive and Metacognitive Strategy Use to EFL Reading Achievement Test Performance. In Language Testing January, 20 (1): 26-56. Rubin, J. (1975). What the „Good Language Learner“ Can Teach Us. In TESOL Quarterly, 9: 41-51. Rubin, J., & Thompson, I. (1982). How to Become a More Successful Language Learner. Boston, USA: Heinle & Heinle Publishers. Stern, H. H. (1975). What Can We Learn from the Good Language Learner? In Canadian Modern Language Review, 31: 304-318. This paper was funded by Czech Science Foundation – Project GAP407/12/0432 Foreign Language Learning Strategies and Achievement: Analysis of Strategy Clusters and Sequences.
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