DC FieldValueLanguage
dc.contributor.authorPetrogiannis, Konstantinos-
dc.contributor.authorGavriilidou, Zoe-
dc.date.accessioned2024-02-21T13:41:13Z-
dc.date.available2024-02-21T13:41:13Z-
dc.date.issued2017-
dc.identifiergoogle_scholar-el5n6k0AAAAJ:RGFaLdJalmkC-
dc.identifier.issn2529-1114-
dc.identifier.otherel5n6k0AAAAJ:RGFaLdJalmkC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1077-
dc.description.abstractThe present study, which is the first largescale (N= 1584) study with a sample of Minority Schools in Greece, reports on the descriptive statistics of the data collected within the frame of Thales project 379335 entitled “ADJUSTMENT OF SILL IN GREEK AND TURKISH AND STRATEGIC PROFILING OF PRIMARY AND SECONDARY SCHOOL LEARNERS AND TEACHERS-SILLGT” by using the validated for school-aged children (Petrogiannis & Gavriilidou 2015) Strategy Inventory for Language Learning (SILL) version 7 (Oxford 1990), the most widely used instrument for measuring the frequency of language learning strategies (LLS). In the present study the instrument was implemented in order to identify and define individual LLS used by students of upper elementary and junior secondary Greek schools who learn English as a foreign language. It was found that both upper elementary and junior secondary students use more metacognitive strategies while they rarely employ cognitive strategies. However, the individual strategies used are different among the two age groups. The findings of this study suggest a number of implications for classroom activities promoting language learning strategy use.en_US
dc.language.isoenen_US
dc.relation.ispartofSelected papers on theoretical and applied linguisticsen_US
dc.sourceSelected papers on theoretical and applied linguistics 22, 146-159, 2017-
dc.subjectLanguage learning strategy useen_US
dc.subjectMinority schools in Greeceen_US
dc.subjectS.I.L.L.en_US
dc.titleProfiling strategy use of upper elementary vs. junior secondary minority school children learning English as a second languageen_US
dc.typeArticleen_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume22en_US
dc.identifier.spage146en_US
dc.identifier.epage159en_US
dc.linkhttp://ejournals.lib.auth.gr/thal/article/view/5980en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.openairetypeArticle-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-5462-8977-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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