Kognitiivsete ja metakognitiivsete õpistrateegiate toetamine tehnoloogiaga tõhustatud keeleõppes

Katrin Saks, Äli Leijen

Abstract


Hea võõrkeeleoskus on globaliseeruvas maailmas eduka toimetuleku eeldus. On leitud, et õppija keeleoskus on seotud tema keeleõppestrateegiate kasutusega, seetõttu peetakse õpistrateegiate mõõtmist üheks enim levinud keeleõppe efektiivsuse hindamise meetodiks. Kuigi strateegiate kasutamise oskus ja harjumused on väga individuaalsed ning kujunevad välja pikema aja jooksul, on uuringud näidanud, et õppijaid on võimalik suunata kasutama efektiivsemaid õpistrateegiaid, toetades nende õpitegevust. Praeguse uurimuse eesmärk on töötada varasemate uurimistulemuste põhjal välja sekkumistegevused, millega toetatakse kognitiivseid ja metakognitiivseid keeleõppestrateegiaid tehnoloogiaga tõhustatud võõrkeelekursusel, ning katsetada nende efektiivsust. Sekkumine hõlmab spetsiaalseid õpiülesandeid, mille sooritamist toetatakse märguannetega. Andmed pärinevad nii ainetestist kui ka eesti keele jaoks kohandatud enesekohaste küsimustikega Est-SILLi, MSQLi ja SRL-SRSi eel- ja järeltestist, mis tehti neljakuusel erialase inglise keele kursusel. Uurimistulemused näitavad, et varasemates uurimustes välja pakutud kognitiivsete ja metakognitiivsete õpistrateegiate kombineeritud toetamine märguannetega annab positiivseid tulemusi nii keeleõppestrateegiate ja eneseregulatsiooni toetamisel kui ka aineteadmiste omandamisel.

 Summary


Keywords


keeleõppestrateegiad, eneseregulatsioon, aineteadmised, segaõppe kursus, enesekohane küsimustik

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References


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DOI: https://doi.org/10.12697/eha.2015.3.2.05

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