Název: Classification theories of foreign language learning strategies: an exploratory analysis
Zdrojový dokument: Studia paedagogica. 2013, roč. 18, č. 4, s. [93]-113
Rozsah
[93]-113
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2013-4-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/129770
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The present paper provides a comparison of common taxonomies of foreign language learning strategies using empirical data from a Czech adaptation of the strategy inventory SILL (Oxford, 1990). In an initial analysis none of the traditional taxonomies received strong empirical support. Based on an exploratory followup analysis we thus propose a basic three factorial model of foreign language learning strategies distinguishing 1) elaboration strategies, organisation strategies and self-control, 2) strategies of cooperative learning, and 3) motivational-emotional strategies. This three factorial model bears some similarity to O'Malley's and Chamot's (1990) classification of strategies into cognitive, metacognitive, and socioaffective strategies, although cognitive and metacognitive strategies were primarily represented by a single factor, while social and affective strategies appear to be two separated groups of strategies. Based on these first results we suggest better ways to assess foreign learning strategies in future research.
Note
Kateřina Vlčková was working on the project: Foreign Language Learning Strategies and Achievement: Analysis of Strategy Clusters and Sequences (Nr. GAP407/12/0432) funded by the Czech Science Foundation while she was researching this paper. Manuel Völkle conducted research for the paper while at the University of Mannheim.
Reference
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[2] Ausburn, L. J., & Ausburn, F. B. (1978). Cognitive styles: Some information and implications for instructional design. Educational Communication and Technology, 26(4), 337–354.
[3] Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65(1), 24–35.
[4] Bimmel, P., & Rampillon, U. (2000). Lernautonomie und Lernstrategien. Fernstudieneinheit 23. München: Langenscheidt.
[5] Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), 1–17.
[6] Browne, M. W. (2001). An Overview of Analytic Rotation in Exploratory Factor Analysis. Multivariate Behavioral Research, 36(1), 111–150. | DOI 10.1207/S15327906MBR3601_05
[7] Cohen, A. D. (1990). Learner strategies: The role of the teacher. ERIC (ED326046). Available at http://www.eric.ed.org
[8] Cohen, A. D., & Macaro, E. (Eds.). (2007). Language Learner Strategies: Thirty Years of Research and Practice. Oxford: Oxford University Press.
[9] Cohen, A. D., & Weaver, S. J. (2006). Styles- and Strategies-Based Instruction. A Teachers' Guide. Minneapolis: Centre for Advanced Research on Language Acquisition, University of Minnesota.
[10] Dansereau, D. F. (1985). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and Learning Skills, vol. 1 (pp. 209–239). Hillsdale: Erlbraum.
[11] Ellis, R. (1990). Understanding Second Language Acquisition. Oxford: Oxford University Press.
[12] Hsiao, T.-Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368–383. | DOI 10.1111/1540-4781.00155
[13] James, W., & Gardner, D. (1995). Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education, 67, 19–32.
[14] Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus User's Guide. Los Angeles: Muthén & Muthén.
[15] Naiman, N., Fröhlich, M., Stern, H. H., & Todesco, A. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in Education.
[16] O'Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
[17] O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–46. | DOI 10.1111/j.1467-1770.1985.tb01013.x
[18] Oxford, R. L. (1989). Use of language learning strategies: a synthesis of studies with implications for strategy training. System, (17)2, 235–247. | DOI 10.1016/0346-251X(89)90036-5
[19] Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
[20] Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41–51. | DOI 10.2307/3586011
[21] Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11(2), 118–131.
[22] RVP ZV – Framework Education Programme for Elementary Education (2010). Praha: Výzkumný ústav pedagogický v Praze. Retrieved at http://www.vuppraha.cz/wp-content/uploads/2009/12/RVPZV_2007-07.pdf.
[23] Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.
[24] Tarone, E. (1983). Some though on the notion of "communication strategy". In C. Faerch & G. Kasper (Eds.), Strategies in Interlanguage Communication. London: Longman.
[25] Vlčková, K. (2007). Strategie učení cizímu jazyku. Výsledky výzkumu používání strategií a jejich efektivity na gymnáziích [Foreign Language Learning Strategies: Research Results of Declared Strategy Use and its Effectiveness at Upper Secondary Comprehensive Level of Education]. Brno: Paido.
[26] Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Witrock (Ed.), Handbook of Research on Teaching (pp. 315–327). New York: Macmillan.
[27] Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning. New Jersey: Prentice Hall.
[28] Wild, K.-P., Schiefele, U., & Winteler, A. (1992). LIST. Ein Verfahren zur Erfassung von Lernstrategien im Studium. Gelbe Reihe: Arbeiten zur Empirischen Pädagogik und Pädagogischen Psychologie, Nr. 20. Neubiberg: Universität der Bundeswehr München, Institut für Erziehungswissenschaft und Pädagogische Psychologie.