Záměrná výuka kolokací – intervenční studie u českých studentů anglického jazyka se středně pokročilou úrovní
DOI:
https://doi.org/10.14712/23362189.2023.2918Klíčová slova:
výuková intervence, kolokace, záměrné učení, výuka cizího jazyka, úzkost, motivace, strategie učení, lexikální přístup, individuální rozdílyAbstrakt
Znalost kolokací je prokazatelně nedostatečná i u středně pokročilých a pokročilých studentů angličtiny jako cizího jazyka, z čehož vyplývá, že těmto lexikálním prvkům není ve výuce věnována dostatečná pozornost. K řešení tohoto problému jsme navrhli dvanáctitýdenní výukovou intervenci, v níž byli účastníci (39 studentů Univerzity Karlovy) rozděleni do dvou skupin: experimentální skupiny s intenzivním explicitním zaměřením na kolokace (20) a kontrolní skupiny bez zaměření na kolokace (19). Studenti byli rozděleni tak, aby byly skupiny srovnatelné z hlediska proměnných, které nejvíce ovlivňují proces učení, a to cizojazyčných schopností, úzkosti,
motivace a strategií učení. Výsledky ukázaly, že experimentální skupina dosáhla výrazně vyšších skórů v oblasti znalosti kolokací. V porozumění významům slov nebyl mezi skupinami zjištěn žádný významný rozdíl. Záměrná výuka kolokací se systematickým opakováním a procvičováním se tak ukázala být efektivnější než výuka zaměřená na význam jednotlivých slov.
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