Typické shluky a řetězce strategií mluvení v angličtině u jazykově úspěšných žáků na konci povinného vzdělávání
| Title in English | Typical clusters and sequences of speaking strategies in English as a foreign language of language gifted students at the end of lower secondary education |
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| Authors | |
| Year of publication | 2014 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | |
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| Description | The research presented aims to find out what strategies are used in speaking English as a foreign language by good language learners in comparison with unsuccessful language learners. The success is defined on the basis of the score of complement of language tasks about speaking skill in the standardised exam KET and on the basis of the English mark from the last school report. This secondary data analysis is realized in the context of GACR project „Foreign Language Learning Strategies and Education Results: Analysis of Strategy Clusters and Sequences“(GAP407/12/0432). Speaking strategies, especially communication strategies, are defined as mutual attempts of interlocutors to negotiate the meaning in a specific situation where the anticipated meaning is not explicitly implied (Tarone, 1980). By means of these strategies, the learner is able to communicate despite of his limited acquisition. Research show that good language learners tend to use more strategies, especially cognitive and metacognitive (e.g. Griffiths, 2008), they are more tolerant to ambiguities and willing to risk in language use. The research sample consists of 462 pupils of the 9th grade of elementary schools in Southmoravian region, which were chosen as a random sample. From this sample, successful and unsuccessful pupils are chosen. The language tasks of the standardised exam KET were audiorecorded. After every language task, the pupils were asked to reflect in writing about their strategies use through templates. Several successful pupils are further asked to participate in an interview. The data are recently analysed. The research results are focused on the differences between successful and unsuccessful pupils from the point of view of their typical speaking strategies clusters and sequences in relation to other contextual variables, which are acquired through questionnaires focused on demographical data, learning strategies, learning styles, interest about the subject, learning and achievement motivation and on teacher’s support of strategy use. The strategies described in templates by the pupils are supposed to be analysed by means of coding on the basis of a categorial system. |
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