学习策略与低年级学生的跨语言互动感知

Ana Petravić, Ana Šenjug Krleža, Željka Knežević
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引用次数: 0

摘要

本文基于心理语言学对多语言者语言系统之间互动的洞察,以及语言学习意识在低年级学生多语言系统发展中的关键作用,论述了学习者策略的使用和对跨语言互动的感知。对大量小学生样本进行的实证研究结果表明,小学低年级学生在学习和使用语言的过程中,运用了语言学习意识的两个考察要素,第一语言是克罗地亚语,第二语言和第三语言是英语或德语。然而,研究结果也表明,在小学语言教学中,他们的多语言潜能既没有得到充分的利用,也没有得到充分的开发。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learner Strategies and the Perception of Cross-Linguistic Interaction in Young L3 Learners
Founded on psycholinguistic insights into the interaction between the language systems of multilinguals and the key role that language learning awareness carries in the development of L3 students’ multilingual systems, the paper deals with the use of learner strategies and the perception of cross-linguistic interaction. The results of the empirical research carried out on an extensive sample of primary school students whose L1 is Croatian, while L2 and L3 are English or German, show that primary school L3 learners apply both examined components of language learning awareness in learning and using languages. However, the findings also suggest that their multilingual potential is neither used nor developed sufficiently in primary school language teaching.
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