Series | SAIL
Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
Chapter | Strategie di studenti universitari nell’apprendimento delle lingue
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.
Submitted: Oct. 16, 2020 | Published May 24, 2021 | Language: it
Keywords Tertiary education • Second Language • Language learning • Strategic Competence • Learning strategies
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.
Permalink http://doi.org/10.30687/978-88-6969-501-8/032
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DC Field | Value |
---|---|
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 |
Chapter |
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.it/en/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 |
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