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Srovnání používání strategií učení cizímu jazyku u studentů smiletých a čtyřletých gymnázií

100%
Vlčková K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
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issue 4
51-73
EN
After the fall of communism in 1989, there were newly reestablished the eight-year grammar schools, e. g. schools combining both lower and upper secondary comprehensive education and preparing students for higher academic education. Since this change, there has been a continuous discussion on the pros and cons of the eight-year grammar schools and lower secondary level of elementary schools as well as of the eight-year grammar schools in comparison to the four-year grammar schools. The four-year grammar school was the only type of comprehensive higher secondary school in the era of Communism and it still exists nowadays. A specific research on the learning strategies as a part of the competency to learn a foreign language (as stated in the Framework Education Programme for Grammar Schools 2007) was conducted at 13 grammar schools in Brno. Differences in the use of strategies, factors influencing the use of strategies (gender, motivation or self-concept) and factors influenced by the use of learning strategies (proficiency level, development of language competencies or school notes) are described. No systematic differences between the two educational programmes (8-year study and 4-year study) of grammar schools were found. The only differences found were those between particular schools. Students of the eight-year grammar school did not achieve higher level in the use of learning strategies than students of the four-year study programme.
2
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K metodologickým standardům kvantitativních studií v pedagogice: Jak psát o výzkumných zjištěních?

63%
Mareš J., Vlčková K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 4
455-477
EN
The paper discusses the main purpose of (quantitative) empirical studies as a part of a knowledge base of educational science. The quality and standard of presentation and publication of the results of quantitative research is therefore one of the ever relevant themes of (not only Czech) educational science. Thus the quality of (quantitative) empirical studies is closely linked to the general discussion of methodological standards of the discipline. Our study begins with a discussion about why to publish research results and consequently, how to publish them. The theoretical basis of the discussion about methodological standard of reporting educational research is formed by international publication standards (e.g. APA, AERA) and methodological literature. By analysing the requirements of Czech peerreviewed journals and major Czech conferences on educational research we discuss in the second part of our study what is explicitly required and what would be at present appropriate to require from research and empirical educational studies in the Czech environment, in the context of international practice and standards. We refer to the Czech situation and its consequences – the journals and conference committees do not specify their methodological requirements or standards and assume its implicit sharing in a situation where there is only part of the Czech version of the standards of the educational science available.
3
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Classification theories of foreign language learning strategies: an exploratory analysis

51%
Vlčková K., Berger J., Völkle M.
Studia paedagogica
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2013
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issue 4
93-113
XX
The present paper provides a comparison of common taxonomies of foreign language learning strategies using empirical data from a Czech adaptation of the strateg y inventory SILL (Oxford, 1990). In an initial analysis none of the traditional taxonomies received strong empirical support. Based on an exploratory follow-up 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.
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