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2018, vol. 67, br. 1, str. 147-162
Uticaj metakognitivnih sposobnosti i pola studenata na razvoj jezičkih veština
aUniverzitet u Novom Sadu, Fakultet tehničkih nauka
bPreschool Teacher Training College 'Mihailo Palov', Vršac

e-adresasavetas@uns.ac.rs
Sažetak
Ispitivanje meta-kognitivnim sposobnosti i njihovog uticaja na razvoj jezičkih veština ima značajan doprinos istraživanju nastave stranih jezika uopšte. Istraživanje koje je predstavljeno u ovom radu je sprovedeno na velikom uzorku studenata u Srbiji, što ilustruje njegovu važnost za ovo obrazovno okruženje. U istraživanju se ispituje upotreba metakognitivnih strategija prema SILL upitniku (Oxford, 1990) i efekti pola na razvoj jezičkih veština koje su utvrđene samoprocenom studenata. Rezultati pokazuju da je pet od devet elemenata metakognitivne strategije prediktori za samoprocenu jezičkih veština čime se potvrdila pretpostavka da je upotreba meta-kognitivnih strategija značajna za razvoj jezičkih veština. U istraživanju nisu utvrđene razlike u upotrebi metakognitivne strategije u učenju stranog jezika između muškog i ženskog pola, jer je samo jedan od devet elemenata bio statistički značajan. Rezultati ukazuju na postojanje odnosa između pola i percepcije studenata o njihovom jezičkim veštinama. Studenti su ostavrili bolje rezultate od studentkinja prema sve četiri ispitivane varijable, što znači da su bolje ocenili svoje jezičke veštine. Pedagoške implikacije istraživanja odnose se na nastavne koje bi trebalo da stimulišu studente da identifikuju problem prilikom učenja stranog jezika i shvate načine koji regulišu aktivnosti što dovodi do rešavanja problema.
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O članku

jezik rada: engleski
vrsta rada: izvorni naučni članak
DOI: 10.5937/nasvas1801147S
objavljen u SCIndeksu: 13.07.2018.
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