Inglise keele kui võõrkeele õppijate õpistrateegiad ja nende mõju õpitulemustele

Katrin Saks, Äli Leijen, Karin Täht

Abstract


Võõrkeeleoskuse omandamist on võimalik toetada, arendades õppijate keeleõppestrateegiaid. Õpistrateegiate uurijad on töötanud välja erinevaid õpistrateegiate taksonoomiaid, kuid tõendid nende valiidsuse kohta on vastukäivad. Selle uurimuse eesmärk on leida empiirilistele andmetele kõige paremini vastav keeleõppestrateegiate klassifikatsioon ning uurida keeleõppestrateegiate seoseid ja nende mõju õpitulemustele. Kinnitava faktoranalüüsi tulemused näitavad, et modifitseeritud ja täpsustatud kuuefaktorilisel mudelil on head mudeli headuse indeksid. Eestikeelses Est-SILLi mudelis moodustus kuus strateegiarühma: metakognitsioon, sotsiaalsed, kompensatsiooni- ja mälustrateegiad ning aktiivne keelekasutus ja seostamisstrateegiad. Struktuurivõrrandite mudelite analüüsiga saadud tulemused kinnitavad, et kognitiivsed õpistrateegiad avaldavad õpitulemustele otsest mõju, kuid metakognitiivsed õpistrateegiad mõjutavad õpiedu kaudselt, kognitiivsete strateegiate kaudu.

 Summary


Keywords


keeleõppestrateegiad, struktuurivõrrandite mudelid, kinnitav faktoranalüüs

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References


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DOI: https://doi.org/10.12697/eha.2016.4.1.10

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