Primerjava strategij učenja angleškega besedišča pri dvojezičnih in večjezičnih učencih
DOI:
https://doi.org/10.4312/vestnik.14.197-223Ključne besede:
dvojezičnost, večjezičnost, osnovnošolciPovzetek
Vprašanju jezikovne raznolikosti, ki zaradi globalizacije vse bolj zaznamuje sodobne družbe, dandanes posvečamo veliko pozornosti. Jezikovna raznolikost vpliva na načine sporazumevanja, saj so posamezniki prisiljeni k preseganju lastnih jezikovnih meja in učenju tujih jezikov, na katere gledajo kot na orodja za zadovoljevanje svojih potreb. Raziskovalci že dolgo časa intenzivno iščejo odgovor na vprašanje, ali dvo- oz. večjezični ljudje bolje razumejo proces učenja jezikov. V raziskavi smo zato skušali ugotoviti, ali dvojezični osnovnošolci pri učenju besedišča uporabljajo bistveno drugačne strategije kot njihovi večjezični vrstniki. Podlaga za našo raziskavo je bil Schmittov vprašalnik Vocabulary Learning Strategies Questionnaire iz leta 1997, ki smo ga prilagodili tako, da je bil ustrezen za zelo mlade učence, prav tako smo ga tudi prevedli v turščino, da bi učencem olajšali sodelovanje. Analiza rezultatov je pokazala, da večjezični učenci pri učenju besedišča na splošno pogosteje rabijo različne učne strategije kot dvojezični učenci. Pogostost rabe strategij učenja in utrjevanja novega besedišča pri večjezičnih učencih pripisujemo poznavanju strategij učenja novih jezikov, pa tudi njihovi prožni in ustrezni rabi. Rezultati raziskave so pokazali tudi bistveno večjo pogostost rabe kognitivnih in metakognitivnih strategij pri večjezičnih učencih. Izkušnje večjezičnih učencev pri učenju jezika prispevajo k njihovi avtonomiji pri načrtovanju in nadzoru lastnega učnega procesa, ta pa je tesno povezana s kognitivnimi in metakognitivnimi strategijami in jim zagotavlja tudi večji uspeh.
Prenosi
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