Słowa kluczowe
trening strategii
strategie uczenia się
czytanie ze zrozumieniem
Jak cytować
Abstrakt
In today’s competitive and globalized world, in which plurilingualism is the norm, many students learn not just one, but two foreign languages in the primary school. One of the ways to facilitate L3 learning is to enable learners to refer to their prior experience, and show them how they can use prior language knowledge (usually the mother tongue and English) to their advantage. The aim of this paper is to present the results of a pre-test post-test study investigating what impact a programme of strategy training had on 11-year-old learners’ reading strategy use and reading ability in L3 Spanish. The intervention included cognitive, metacognitive and affective strategies.
The data was collected by means of think aloud protocols, strategy questionnaires and reading tests. The results of the study suggest that after the training learners still employed a limited number of strategies, which may be attributed to their developing metalinguistic awareness. Yet, strategy training positively impacted the overall reading test performance of high- and average-achieving students, but not those who were low achieving.
Bibliografia
Candelier M., Daryai-Hansen P., Schröder-Sura A. (2012), The framework of reference for pluralistic approaches to languages and cultures - a complement to the CEFR to develop plurilingual and intercultural competences. „Innovation in Language Learning and Teaching”, no 6(3), pp. 243–257. DOI: https://doi.org/10.1080/17501229.2012.725252
Cenoz J., Gorter D. (2011), A holistic approach to multilingual education: Introduction. „The Modern Language Journal”, no 95(3), pp. 339–343. DOI: https://doi.org/10.1111/j.1540-4781.2011.01204.x
Cenoz J., Gorter D. (2014), Focus on multilingualism as a key factor in language learning. „Language Teaching”, no 47(3), pp. 451–463.
Chamot A. U. (2005), Language learning strategy instruction: Current issues and research. „Annual Review of Applied Linguistics”, no 25, pp. 112–130. DOI: https://doi.org/10.1017/S0267190505000061
Chodkiewicz H. (2016), Szczególne miejsce czytania w nauce języka obcego. „Języki Obce w Szkole”, no 4, pp. 79–85.
Erler L., Finkbeiner C. (2007), A review of reading strategies: Focus on the impact of first language, (in:) Cohen A. D., Macaro E. (eds.), Language learner strategies: 30 years of research and practice. Oxford: Oxford University Press, pp.187–206.
Griffiths C. (2018), The strategy factor in successful language learning: The tornado effect. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781783099757
Kucharczyk R. (2018), Nauczanie języków obcych a dydaktyka wielojęzyczności (na przykładzie języka francuskiego jako obcego). Lublin: Werset.
Kummin S., Rahman S. (2010), The relationship between the use of metacognitive strategies and achievement in English. „Procedia - Social and Behavioral Sciences”, no 7, pp. 145–150. DOI: https://doi.org/10.1016/j.sbspro.2010.10.021
Milla R., Gutierrez-Mangado M. J. (2019), Language learning strategy reported choice by bilingual children in CLIL: the effect of age, proficiency and gender in L3 learners of English. „System 87”, no 1, pp. 368–378. DOI: https://doi.org/10.1016/j.system.2019.102165
Mokhtari K., Sheorey R. (2002), Measuring ESL students’ awareness of reading strategies. „Journal of Developmental Education”, no 25(3), pp. 2–10.
Oxford R. L. (1990), Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Oxford R. L. (2011), Teaching and researching language learning strategies. Harlow: Pearson Education.
Oxford R. L. (2017), Teaching and researching language learning strategies. Self-regulation in context. London: Routledge.
Pawlak M., Kiermasz Z. (2018), The use of language learning strategies in a second and third language: The case of foreign language majors. „Studies in Second Language Learning and Teaching”, no 8(2), pp. 427–443. DOI: https://doi.org/10.14746/ssllt.2018.8.2.11
Pressley M. (2000), What should comprehension instruction be the instruction of? (in:) Kamil M. L., Mosenthal P. B., Pearson P. D., Barr R. (eds.), Handbook of reading research, Mahwah, NJ: Lawrence Erlbaum Associates Publishers, pp. 545–561
Veenman M. V. J., Hout-Wolters B. H. A. M., Afflerbach P. (2006), Metacognition and learning: Conceptual and methodological considerations. „Metacognition and Learning”, no 1(1), pp. 3–14. DOI: https://doi.org/10.1007/s11409-006-6893-0
Xanthou M. (2011), The impact of CLIL on L2 vocabulary development and content knowledge. „English Teaching-practice and Critique”, no 10, pp.116–126.
Zarobe Y. R. De, Zenotz V. (2017), Learning strategies in CLIL classrooms: How does strategy instruction affect reading competence over time? „International Journal of Bilingual Education and Bilingualism”, no 21(3), pp. 1–13. DOI: https://doi.org/10.1080/13670050.2017.1391745
Zhang, L. J. (2008), Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. „Instructional Science”, no 36(2), pp. 89–116. DOI: https://doi.org/10.1007/s11251-007-9025-6
Licencja
Prawa autorskie (c) 2025 Dominika Chrobak
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Przedstawiany utwór (artykuł) upubliczniany jest na podstawie umowy z autorem i na licencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Użytkownicy mają obowiązek podania wraz z rozpowszechnionym utworem, informacji o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych,
- utwór musi być zachowany w oryginalnej postaci.
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).