Résumé
The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.Références
Anderson, N.J., 1991. Individual differences in second language reading and testing. In: Modem Language Journal 75,460-472.
Anderson, N.J./Vandergrift, L., 1996. Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. In: R.L. Oxford (ed.), Language Learning Strategies around the World: Cross-Cultural Perspectives, 3-18. Honolulu: University of Hawaii Press.
Block, E., 1986. The Comprehension strategies of second language readers. In: TESOL Quarterly 20, 3: 463-494.
Block, E., 1992. See how they read: comprehension monitoring of LI and L2 readers. In: TESOL Quarterly 16/2: 319-343.
Carrell, P.L., 1989. Metacognitive awareness and second language reading. In: Modern Language Journal 72,2:121-134.
Chamot, A.U./O'Malley J.M., 1994. The CALLA Handbook. Implementing the Cognitive Academic Language Learning Approach. New York: Addison Wesley Longman.
Cohen, A.D., 1991. Strategies in second language learning: insight from research. In: R. Philipson/E. Kellerman/L, Selinker/M. Sharwood Smith/M. Swain (eds.), Foreign/Second Language Pedagogy Research. Clevendon: Multilingual Matters: 107-119.
Cohen, A.D., 2001. The Learner's Side o f Foreign Language Learning: Where Do Styles, Strategies, and Tasks Meet? The SBI Institute, June 26, 2001. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.
Cohen, A.D./Chi, J.C., 2001. Language Strategy Use Survey. The SBI Institute, June, 2001. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.
Cohen, A.D./Oxford, R.L./Chi, J.C., 2001. Learning Style Survey. Online: http://carla.acad.umn.edu/profiles/ Cohen-profile.html.
Ehrman, M.E./Oxford, R.L, 1989. Effects of sex differences, career choice, and psychological type on adult language learning strategies. In: Modern Language Journal 73,1,1-13.
Ehrman, M.E./Oxford, R.L., 1990. Adult language learning styles and strategies in an intensive training setting. Modem Language Journal 54, 3: 311-327.
Gallin, R., 1999. Language Learning Styles and their Effect on the Reading Comprehension Strategies ofESL Students. Unpublished Double Plan B Paper. Minneapolis, MN: Department of English as a Second Language, University of Minnesota. In: A.D. Cohen, 2001, The Learner's Side o f Foreign language Learning: Where Do Styles, Strategies and Tasks Meet?, presentation for the SBI Institute, June 26, 2001.
Haastrup, K., 1991. Developing learners' procedural knowledge in comprehension. In: R. Philipson et al. (eds.), Foreign/Second Language Language Pedagogy Research: 120-133. Multilingual Matters.
Hosenfeld, C., 1976. Learning about learning: discovering our students' strategies. In: Foreign Language Annals 9, 2:117-129.
Karpińska-Szaj, K., 2001. Strategie kompensacyjne w rozumieniu tekstu pisanego. In: Studia Neofilologiczne 2. Prace naukowe Wyższej Szkoły Pedagogicznej w Częstochowie: 67-72.
Komorowska, H., 2006. Teaching English as a lingua franca. In: J. Zybert (ed.), Issues in Foreign Language Learning and Teaching, Warszawa: Wydawnictwo Uniwersytetu Warszawskiego: 111-123.
Oxford, R.L., 1990. Language Learning Strategies. What Every Teacher Should Know. New York: Newbury House.
Oxford, R.L./Nam, C., 1998. Learning styles and strategies of a partially bilingual student diagnosed as learning disabled. In: J.M. Reid (ed.), Understanding Learning Styles in the Second Language Classroom. Upper Saddle River, New Jersey: Prentice Hall Regents: 52-61.
Piasecka, L„ 2001. Role of world knowledge in text comprehension. In: J. Arabski (ed.), Research on Foreign Language Acquisition. Katowice: Wydawnictwo Uniwersytetu Śląskiego. 123-232.
Rossi-Lee, L„ 1995. Learning styles and strategies in adult immigrant ESL students. In: J.M. REID (ed.), Learning Styles in the ESL/EFL Classroom. Boston: Heinle and Heinle: 118-125.
Vann, R.J./ Abraham, R.G., 1990. Strategies of unsuccessful language learners. In: TESOL Quarterly 24, 2:177-198.
Licence
Auteurs
Les auteurs de textes acceptés pour publication dans la revue Glottodidactica sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
Conformément à cet accord, les auteurs des textes publiés dans la revue Glottodidactica accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et autorisent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées dans la revue Glottodidactica depuis 2016, selon les conditions suivantes :
- Attribution – obligation de fournir, conjointement avec l'œuvre distribuée, des informations sur l'auteur, le titre, la source (lien vers l'œuvre originale, DOI) et la licence elle-même.
- Aucune modification – l'œuvre doit être préservée dans sa forme originale. Sans le consentement de l'auteur, il n'est pas possible de distribuer l'œuvre modifiée sous forme de traductions, publications, etc.
Les droits d'auteur sont réservés pour tous les textes publiés avant 2016.
Autres
L'Université Adam Mickiewicz de Poznań conserve les droits sur la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
A PARTIR DE L’ANNEE 2015, LES ARTICLES PUBLIÉS DANS LA REVUE SONT DISPONIBLES SOUS LICENCE CREATIVE COMMONS : https://creativecommons.org/licenses/by-nd/4.0/deed.fr