Cross-Sectional Research on Pupils’ Foreign Language Learning Strategies and Achievement
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| Year of publication | 2013 |
| Type | Conference abstract |
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| Description | The contribution is focused on learning strategies used by foreign language learners at the end of primary education and at the end of lower an upper secondary comprehensive education in Czech schools and it discusses the differences of good and relatively poor language learners. The aim was to compare the declared strategy use of successful and poor language learners from the perspective of cross-sectional research at three educational levels such as to reveal learners’ preferences in strategy use and discover variables influencing strategy use such as gender, foreign language etc. as well as results in language learning. The convenient research sample consisted of 1482 pupils from primary level, 2384 pupils from lower secondary level and 1038 pupils from upper secondary level who were asked to complete language learning strategy questionnaires and inventories adapted from Oxford’s Strategy Inventory for Language Learning (1990). Moreover, the pupils from primary level were asked to fill in a language test. Additional information about learners’ mark and success was obtained from teachers and learners’ self-assessment of the language skills in comparison to native speakers. In all three samples, girls were shown as better language learners. In connection with language acchievement, better learners reported using more language learning strategies, especially cognitive strategies. These results support the findings of previous research confirming the existence of difference between good and poor language learners and their learning strategies. |
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