Strategie di studenti universitari nell’apprendimento delle lingue

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Campo DC	Valore
dc.identifier	ECF_chapter_5814
dc.contributor.author	Casani Emanuele
dc.title	Strategie di studenti universitari nell’apprendimento delle lingue. Verso un modello transculturale di competenza strategica
dc.type	Capitolo
dc.language.iso	it
dc.description.abstract	In this study, a multicultural sample of university students enrolled in an immersion course of Language Sciences responded to the Strategy Inventory for Language Learning to provide data about their language learning strategy preferences. The outcomes reveal a preference for metacognitive and cognitive strategies as well as for social and compensation strategies. Memory and affective strategies are significantly less used. A strategy interdependence hypothesis is proposed to interpret these outcomes, which are in line with those found in cross-cultural literature.
dc.relation.ispartof	SAIL
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-05-24
dc.dateSubmitted	2020-10-16
dc.identifier.uri	http://edizionicafoscari.unive.it/it/edizioni4/libri/978-88-6969-502-5/strategie-di-studenti-universitari-nellapprendimen/
dc.identifier.doi	10.30687/978-88-6969-501-8/032
dc.identifier.issn	2610-9549
dc.identifier.eissn	2610-9557
dc.identifier.isbn	978-88-6969-502-5
dc.identifier.eisbn	978-88-6969-501-8
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	no
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Learning strategies
dc.subject	Learning strategies
dc.subject	Second Language
dc.subject	Second Language
dc.subject	Strategic Competence
dc.subject	Strategic Competence
dc.subject	Tertiary education
dc.subject	Tertiary education

Capitolo
open access

Strategie di studenti universitari nell’apprendimento delle lingue

Verso un modello transculturale di competenza strategica

Emanuele Casani Università Ca’ Foscari Venezia, Italia

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abstract

In this study, a multicultural sample of university students enrolled in an immersion course of Language Sciences responded to the Strategy Inventory for Language Learning to provide data about their language learning strategy preferences. The outcomes reveal a preference for metacognitive and cognitive strategies as well as for social and compensation strategies. Memory and affective strategies are significantly less used. A strategy interdependence hypothesis is proposed to interpret these outcomes, which are in line with those found in cross-cultural literature.

Pubblicato

24 Maggio 2021

Presentato

16 Ottobre 2020

Lingua

ISBN (PRINT)

978-88-6969-502-5

ISBN (EBOOK)

978-88-6969-501-8

Keywords: Second Language • Language learning • Tertiary education • Learning strategies • Strategic Competence

permalink: http://doi.org/10.30687/978-88-6969-501-8/032

Copyright: © 2021 Emanuele Casani. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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