{"title":"学习策略与低年级学生的跨语言互动感知","authors":"Ana Petravić, Ana Šenjug Krleža, Željka Knežević","doi":"10.38003/zrffs.16.6","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":34331,"journal":{"name":"Zbornik radova Filozofskog fakulteta u Splitu","volume":"13 5","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Learner Strategies and the Perception of Cross-Linguistic Interaction in Young L3 Learners\",\"authors\":\"Ana Petravić, Ana Šenjug Krleža, Željka Knežević\",\"doi\":\"10.38003/zrffs.16.6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":34331,\"journal\":{\"name\":\"Zbornik radova Filozofskog fakulteta u Splitu\",\"volume\":\"13 5\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zbornik radova Filozofskog fakulteta u Splitu\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.38003/zrffs.16.6\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zbornik radova Filozofskog fakulteta u Splitu","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.38003/zrffs.16.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.