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pdf A preliminary study of learning strategies in foreign language instruction: Students’ beliefs about strategy use Δημοφιλή

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Gavriilidou&Papanis.pdf

A preliminary study of learning strategies in foreign language instruction: Students’ beliefs about strategy use


Zoe Gavriilidou and Alexandros Papanis
Democritus University of Thrace

 

The purpose of the present study was to identify the range of strategies reported to be used by university students learning English as foreign language and to determine whether the reported strategies vary, depending on the proficiency in foreign language, gender, knowledge of more than one foreign language and career orientation of the students. 117 students filled in a questionnaire. The results showed that university students use learning strategies to a high degree. No significant effects of gender, career orientation and knowledge of more than one language was found. On the contrary, there was a significant effect of language proficiency on the use of metacognitive strategies.

pdf Language Learning Strategies: An Overview Δημοφιλή

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01-GAVRIIL-PSALTOU.pdf

LANGUAGE LEARNING STRATEGIES:
AN OVERVIEW

Zoe Gavriilidou* and Angeliki Psaltou-Joycey**
Democritus University of Thrace*,
Aristotle University of Thessaloniki**

 

The present article offers a brief overview of the field of language learning strategies by following the growth of relevant research over the past thirty years or so, which developed alongside the increased attention to learner-centred instructional models of foreign language teaching. As such, it highlights key concepts, relates the use of strategies to other learner variables, and touches on the issue of strategy instruction and its effect on language learning.

pdf The Effects Of Strategy Instruction On Strategy Use Bu Muslim Pupils Learning English As A Foreign Language Δημοφιλή

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03-GAVRIIL-PAPANIS.pdf

THE EFFECT OF STRATEGY INSTRUCTION
ON STRATEGY USE BY MUSLIM PUPILS
LEARNING ENGLISH AS FOREIGN LANGUAGE


Zoe Gavriilidou and Alexandros Papanis
Democritus University of Thrace

 

The purpose of the present study was to examine the effect of strategy instruction on the use of strategies by Muslim primary school EFL learners, when they engage in reading and listening comprehension as well as vocabulary learning. 122 students attending minority schools in Xanthi and Rodopi, aged from 10 to 12 years old, participated in the study. They were divided into an experimental group who followed a specially designed programme aiming at raising learning strategy use, and a control group who followed only the typical English language programme. Strategy use in both groups was evaluated with a standardized questionnaire based on previous work by Oxford (1990) and O’ Malley and Chamot (1990), distributed before and immediately after the intervention programme. The results showed that the learning of the experimental group, compared to the control group, significantly improved because of an increased use of metacognitive, cognitive, and socio-affective strategies. These findings stress the need for designing special curricula for raising students’ strategic use of language in second or foreign language teaching.