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Gedächtnisstrategien multimodaler Kodierung im gesteuerten Zweitsprachenerwerb

100%
Sulikowska A.
Annales Neophilologiarum
|
2010
|
issue 4
185-201
EN
The article combines research results of psychology and second language acquisition in the fi eld of learners awerness and learning strategies. The author discuss on the one hand the role of declarative memory and dual coding theory of Allain Paivio in SLA, on the other hand she tries to defi ne what learners, learning and memory strategies are, to describe and divide memory strategies in subgroups and explain, why some strategies may be more effective then others. Finally, acknowledging crucial importance of vocabulary in foreign language learning, she introduces some exmples of multicodig memory strategies from the praxis, reviews experimental research into effi ciency of those methods and constraints in using them.
PL
Autorka analizuje problem strategii w nauce języka obcego. Omawia aktualne koncepcje pamięci, wskazuje na problem akwizycji pamięciowej L1 u dzieci, by następnie przejść do strategii uczącego się, uczenia i strategii pamięciowych. Przytoczone zostają podziały pamięciowych strategii uczenia się, multimodalnego kodowania. Omawiane są także systemy werbalne i niewerbalne, a następnie podane zostają konkretne przykłady tytułowych strategii, tj. keyword-method, techniki loci, technik łączenia asocjacyjnego, technik narracyjnych, metody rymowanek. Autorka podkreśla użyteczność tych technik w procesie sterowanej nauki języka obcego.
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Learning strategies in the digital age – towards a new taxonomy for the language classroom

75%
Burzyńska K., Krajka J.
The New Educational Review
|
2015
|
vol. 41
75-85
EN
The main objective of the presented study was to propose a new taxonomy of learning strategies for the digital age. The revised taxonomy of Oxford’s SILL (1990) was implemented in a nationwide questionnaire to display the picture of strategy use, investigate relationships between particular strategy types and elicit learners’ preferences on strategy instruction. The data was processed statistically with SPSS 20 package. Results confirm high reliability of SI-LLE, indicate relatively strong relationships between particular strategy groups, where higher education institution, year of studies and teaching experience have a statistically significant effect of similar strength on strategy awareness.
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