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1

Do Young Learners Exploit the Same Learning Strategies as Adults?

100%
Hrozková I.
Practice and Theory in Systems of Education
|
2015
|
vol. 10
|
issue 1
74-80
EN
Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign language didactical concept constitute the core of the competence to learn and thus creating enough opportunities for primary pupils to acquire learning strategies is crucial as they acquire steps towards an effective process of learning through planning their work and self- evaluation.
2

DOPPELDIPLOM-PROGRAMM HAGEN–PÉCS. DIE BEIM FERNSTUDIUM AUFTAUCHENDEN UND ZU LÖSENDEN PROBLEME

80%
Mátyás J.
Germanica Wratislaviensia
|
2011
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vol. 133
201-213
EN
Since 2001, students at the Faculty of Economics of the University in Pécs (Hungary) can study at the FernUniversität in Hagen (University Hagen – Germany), too. It means that they can graduate a German degree parallely with their Hungarian studies. For a successful distance learning, students need to read German professional texts without dictionary, they must be creative, self-sufficient, be familiar with learning strategies, and the cultural differences between Hungary and Germany. The problems of distance learning must be solved by teachers, too. Seminars can be organized where students can be prepared for the exams. It is very important for the teacher to be creative and flexibel, to give advice and methods, strategies of learning and reading to the students.
3
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Prosody Learning Strategies and What English Philology Students Know about Them

80%
Lewicka-Mroczek E., Szymaniuk D.
Crossroads. A Journal of English Studies
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2013
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issue 3
22-34
EN
Although learning strategies are in the focus of attention of both theorists and foreign language teachers, only few scientific descriptions highlight the significance of the prosodic skills and strategies to practice them. This paper discusses the results of the questionnaire the aim of which was to determine English philology students’ understanding of prosody and prosodic skills as well as to identify prosodic strategies they use to improve their pronunciation in English. We can conclude that students understand prosodic phenomenon of language but they cannot define it, and they apply a variety of activities that develop prosodic skills.
4

Incorporation of learning strategies into adult distance learning

80%
Koķe T., Norvele I.
Studies for the Learning Society
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2008
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vol. 1
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issue 1
39-48
EN
The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.
5
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Gedächtnisstrategien multimodaler Kodierung im gesteuerten Zweitsprachenerwerb

80%
Sulikowska A.
Annales Neophilologiarum
|
2010
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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.
6

Learning Strategies and Evaluation Methods in Dance Education

80%
Banevičiūtė B.
Signum Temporis
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2010
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vol. 3
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issue 1
4-12
EN
Introduction. The article deals with the problem of stimulation of the changes in teaching dance at schools seeking to implement contemporary approach to education based on active learning process and apropriate evaluation for learning. The object of the research is learning strategies and evaluation methods in dance education.The Aim of the Study. To define pecularities of learning strategies and evaluation methods in dance education at school.Materials and Methods. Analysis of scientific literature, European and Lithuanian education documents; questionnaire of 168 dance teachers of Lithuania, diagnostic investigation with 159 students in Grades 5-6 from two Vilnius basic schools; pedagogical experiment with 65 students in Grades 5-6 from one Vilnius basic school where dance lessons are held once a week; interview with four students from the pedagogical experiment; descriptive statistics.Results. The results of the research showed that learning strategies are hardly implemented in dance education process; mostly a bihevioristic approach in teaching is used where the emphasis is laid on showing and explaining the dance steps connected with aural and visual learning styles and the main method of evaluation is the repetition of the dance steps shown.Conclusions. It has been concluded that mostly one (folk or ballroom dance) genre is used and one activity (mostly performance) is applied, though efficient educational process in dance is implemented through a combination and proportional application of dance activities, tasks connected with all learning strategies most appropriate to every student and evaluation instruments which include creative tasks with clear evaluation criteria and individual development subgoals.
7
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Zdolny uczeń – autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego

71%
Cichoń M.
Neofilolog
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2011
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issue 36
319-329
EN
The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cogni-tive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are in-cluded in the university teacher training and handbooks only to a very li-mited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.
8

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

70%
Blukacz M., Kromka M.
Edukacja
|
2015
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issue 3(134)
26–47
EN
The paper reports a study addressing influence of learning strategies on academic achievement in mathe matics, reading and science internationally, with comparisons between Poland’s neighbouring countries. Data from the PISA 2009 study was used to build multiple multilevel hierarchical regression models, with control variables for student, school and at country level. Based on the model developed by Chiu, Chow and McBride-Chang (2007), prior achievement, student family background, school environmental characteristics and national economic and cultural contexts were controlled for, allowing assessment of the effects of learning strategies. Higher dependency on memorisation was associated with lower scores in all domains, elaboration was a negative predictor of reading and positive of mathematics and science, while use of metacognitive strategies was associated with higher scores in all domains investigated. The effect of metacognitive strategies was particularly strong in Poland, as compared with neighbouring countries.
9
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Learning Strategies Used by University Students in Distance Learning

70%
Zormanová L.
Przegląd Pedagogiczny
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2020
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issue 1
154-169
EN
The main goal of our overview study is to present the learning strategies used by university students in the context of distance learning. The first and second chapters represent the theoretical part. Therefore, we first focused on the different definitions of learning strategies and their classification. The second chapter summarises and analyses the up-to-date state of theoretical and empirical concepts of the topic of learning strategies and specifically the topic of learning strategies used by students of distance learning. The third chapter, representing the practical part, formulates recommendations for pedagogical practice.
10
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Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

70%
Skibska J.
Studia Edukacyjne
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2020
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issue 59
201-213
EN
The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.
11
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La reformulation du récit : relations texte ‒ discours ‒ langue dans l’optique didactique

70%
Karpińska-Szaj K., Lewandowska A., Wojciechowska B.
Studia Romanica Posnaniensia
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2019
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vol. 46
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issue 2
123-140
EN
The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text characteristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.
12
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The relationship between language learning strategies and learned helplessness

61%
Kolber M.
Przegląd Pedagogiczny
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2019
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issue 2
250-262
EN
The intent of the present study is to investigate the relationship between language learning strategies and learned helplessness. For this purpose, a questionnaire was administered to 371 secondary school students (first, second and third-graders) learning English in the Kuyavian-Pomeranian Voivodeship. The results of this study showed there was a moderate, negative significant relationship between indirect strategies and learned helplessness and a slightly weaker, but still moderate, significant relationship between direct strategies and learned helplessness.
13
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Learning strategies in the digital age – towards a new taxonomy for the language classroom

61%
Burzyńska K., Krajka J.
The New Educational Review
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2015
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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.
14
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„Uczę się uczyć” – autonomia jako klucz do sukcesu w nauce języków obcych

61%
Witkowska M.
Studia – konteksty pogranicza
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2020
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issue 4
63-79
PL
Znajomość języków obcych jest uznana za jedną z kluczowych umiejętności we współczesnym świecie, dlatego poszukiwane są metody uczenia się, które będą szybkie i skuteczne. Strategie uczenia się języków są liczne i różnorodne, jednak niezwykle istotną kwestią jest stosowanie tych, które są efektywne dla każdego indywidualnie. Samodzielna praca nad wiedzą i umiejętnościami językowymi to klucz do sukcesu w nauce języków obcych. Warto podjąć wysiłek, aby nauczyć się uczyć, tj. zostać autonomicznym uczniem, ponieważ tylko wtedy nauka będzie mogła odbywać się nie tylko w wieku szkolnym, ale i przez całe życie. Poziom samodzielności znacznie wpływa na skuteczność tej nauki. W niniejszym artykule zaprezentowany jest projekt, który skłania uczących się do odkrycia własnego stylu uczenia się, i tym samych pomaga rozwinąć postawę autonomiczną w procesie uczenia się języka angielskiego i innych języków obcych.
EN
Knowing foreign languages (FL) is considered crucial in today’s world, that is why one searches for methods which enable quick and successful learning. There are numerous and varied FL learning strategies, however, one needs to find those that will be effective for him- or herself personally. Autonomous foreign language work is the key to success. Learning self-study techniques is worth the efftort and time as then one may continue learning through one’s life. The level of learner’s autonomy will significantly influence the effectiveness of learning. The article present a project that helps its participants – FL learners discover their learning styles and strategies and become an independent language learner of English and any other foreign language.
15
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Effective Leadership Behavior by Means of Acculturation: Cultural Differences and Learning Strategies

61%
Reber G.
Acta Universitatis Lodziensis. Folia Oeconomica
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2011
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vol. 257
EN
Leadership behavior is acquired through acculturation from the earliest childhood and very stable over time. This first acculturation creates habits that are applied unconsciously throughout life and are hard to change. Different learning strategies have the potential to mitigate individual habits when individuals are confronted with an intercultural experience, for example as expatriates. We examine the role of imitation/vicarious learning, learning through cognitive reflection in a training program, and learning through changing the organizational structure on adapting leadership behavior. Imitation/vicarious learning showed cultural adjustment but did not improve a manager’s leadership effectiveness in the sample of German and US expatriates. Learning during a training program that focuses on self-reflection of personal behavior patterns can change the original acculturation and increase leadership effectiveness. The implementation of a matrix-structure during an organizational integration process challenged the diverse cultural habits and stimulated new acculturation within a company merger across cultures.
16
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INDYWIDUALNY STYL UCZENIA SIĘ A PREFEROWANE STRATEGIE – STUDIUM PRZYPADKU UCZNIA DYSLEKTYCZNEGO

57%
Jaworska M.
Neofilolog
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2016
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issue 47/2
231-242
EN
The aim of the article is to indicate the correlations between an individual learning style of a dyslectic child and their preferred strategies. The first part of the article discusses the developmental dyslexia which is considered to be the reflection of individual learning differences. The second part presents the portrait of a dyslectic student with particular emphasis put on their individual learning style and applied strategies. The final part of the text includes an attempt to indicate practical implications in the context of shaping autonomous attitudes of students with developmental dyslexia.
17
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LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE

57%
Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2015
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issue 44/1
73-89
EN
In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.
18
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Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym

57%
Pawlak M.
Neofilolog
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2011
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issue 36
301-318
EN
Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks in-clude numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively pro-moted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.
19
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PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA

57%
Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2016
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issue 46/1
109-125
EN
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The re-search concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Frame-work of Reference for Languages, 2003) in Polish and French (the for-eign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ dis-course competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data col-lected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a sto-ry as a learning strategy.
PL
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.
20
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Towards Strategic Self-Regulation in Second/Foreign Language Learning. Part I. The ‘Good Language Learner’ Issue

51%
Dąbrowska M.
Rozprawy Społeczne
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2016
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vol. 10
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issue 4
46-54
EN
The main aim of this series of three articles is to explore the question of what it is that makes ‘good’ language learners, what individual factors can influence the learner’s success in second/foreign language learning, and what teachers and learners can learn from those who succeed in this complex task. In Part I., the author reviews a number of research studies on the ‘Good Language Learner’ issue conducted since the 1960s; she also attempts to summarize the main characteristics, strategies, and behaviours of successful and unsuccessful learners. Part II. presents an overview of studies focused on the role of selected individual differences and shows how the variables may influence the process and outcomes of language learning; it also indicates which strategies and behaviours of ‘good’ learners can be taught and learnt in the classroom. In Part III., the author explores the issue further and presents the results of her empirical studies aimed at identifying the features and strategies of both successful students of English as a foreign language and learners with lower achievements. The pedagogical implications for language teaching and learning discussed within the series are closely related to the ideas of strategies-based and styles-and-strategies-based instruction in language education, self-regulated or autonomous language learning, and continued lifelong learning.
PL
Niniejszy cykl trzech artykułów poświęcony jest zagadnieniu tzw. ‘dobrego’ ucznia języka drugiego/obcego, związkom pomiędzy wybranymi czynnikami indywidualnymi a sukcesem w nauce oraz próbie odpowiedzi na pytanie, czego możemy nauczyć się od uczących się języków obcych, którzy odnoszą sukces. W części pierwszej autorka dokonuje przeglądu badań cech, strategii i zachowań ‘dobrego’ ucznia prowadzonych od lat 60-tych ubiegłego wieku oraz przedstawia charakterystykę uczniów o wysokich i niższych poziomach osiągnięć. Część druga poświęcona jest roli wybranych czynników indywidualnych oraz omówieniu badań wskazujących na to, w jaki sposób mogą one wpływać na przebieg i wyniki nauki języka obcego oraz jakich zachowań i strategii ‘dobrych’ uczniów można nauczać i nauczyć się w klasie szkolnej. W części trzeciej autorka prezentuje wyniki własnych badań empirycznych mających na celu identyfikację cech i strategii uczących się o zróżnicowanym poziomie osiągnięć w nauce języka angielskiego jako obcego w warunkach szkolnych. Implikacje pedagogiczne zagadnień omawianych w tej serii artykułów powiązane są z ideą instrukcji strategicznej w edukacji językowej, samo-regulacji i autonomii w nauce oraz umiejętnościom niezbędnym do kontynuacji uczenia się przez całe życie.
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