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[{"key": "dc.contributor.advisor", "value": "Ruohotie-Lyhty, Maria", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "K\u00e4ppi, Aini", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2018-10-05T05:43:37Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2018-10-05T05:43:37Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2018", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/59766", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4 maisterintutkielma k\u00e4sittelee lukiolaisten k\u00e4ytt\u00e4mi\u00e4 oppimisstrategioita saksan ja englannin opiskelussa. Tutkimuksen tavoitteena on selvitt\u00e4\u00e4 mit\u00e4 oppimisstrategioita oppijat k\u00e4ytt\u00e4v\u00e4t saksan ja englannin opiskelussa, mit\u00e4 strategioita k\u00e4ytet\u00e4\u00e4n molemmissa kieliss\u00e4, mitk\u00e4 strategiat painottuvat vain toiseen kieleen, ja miten oppijat k\u00e4ytt\u00e4v\u00e4t oppimisstrategioita saksan ja englannin kielen opiskelussa. Aineistona on lukiolaisilta ker\u00e4tyt kyselyvastaukset (46 vastaajaa) ja haastattelut (6 haastateltavaa). Kysely pohjautuu Strategy Inventory for Language Learning (SILL) -malliin (Oxford 1990) ja haastattelut The Strategic Self-Regulation Model of Language Learning (S2R) -malliin (Oxford 2011). Analyysiss\u00e4 k\u00e4ytet\u00e4\u00e4n monimenetelm\u00e4isyytt\u00e4 eli kyselyiden analyysissa hy\u00f6dynnet\u00e4\u00e4n kuvailevaa tilastoanalyysi\u00e4, kun taas haastatteluihin k\u00e4ytet\u00e4\u00e4n laadullista sis\u00e4ll\u00f6nanalyysia.\n\nHaastatteluissa selvisi, ett\u00e4 oppijat soveltavat kognitiivisia ja metakognitiivisia strategioita monipuolisesti ja ett\u00e4 kielen rakenne ja oppijan kielitaso vaikuttavat strategioiden k\u00e4ytt\u00f6\u00f6n. Kyselyss\u00e4 taas selvisi, ett\u00e4 oppijat k\u00e4ytt\u00e4v\u00e4t enemm\u00e4n oppimisstrategioita englannin opiskelussa kuin saksan opiskelussa. On huomattu, ett\u00e4 edistyneet kielen oppijat k\u00e4ytt\u00e4v\u00e4t enemm\u00e4n oppimisstrategioita kuin aloittelijat (Griffiths 2013), mik\u00e4 voi selitt\u00e4\u00e4 t\u00e4t\u00e4 eroa. Kyselyss\u00e4 kielten v\u00e4lill\u00e4 oli vain v\u00e4h\u00e4n eroja affektiivisten strategioiden k\u00e4yt\u00f6ss\u00e4, ja haastatteluissa affektion t\u00e4rkeys kieltenopiskelussa nousi esiin. Affektio on ylip\u00e4\u00e4t\u00e4\u00e4n t\u00e4rke\u00e4 kielenopiskelussa (Oxford 2011), mik\u00e4 voi selitt\u00e4\u00e4 kyselyn pieni\u00e4 eroja. \n\nEnglannin ja saksan erilaiset asemat nousivat esiin niin kyselyss\u00e4 kuin haastatteluissa. Kyselyyn vastanneet kuluttivat enemm\u00e4n englannin kielist\u00e4 mediaa kuin saksan kielist\u00e4 samoin kuin haastateltavat. Haastateltaville my\u00f6s englanti oli usein helpompi kieli, saksan taidosta riippumatta. Kielten erilaiset asemat nousivat haastattelussa esille my\u00f6s muuten. Jos oppijan ei ollut tarvinnut n\u00e4hd\u00e4 vaivaa englannin oppimisen eteen kielen \u2019helppouden\u2019 takia, saksa tuntui h\u00e4nest\u00e4 vaikealta. T\u00e4llaisissa tapauksissa oppijalla ei ole v\u00e4ltt\u00e4m\u00e4tt\u00e4 kokemusta oppimisstrategioiden k\u00e4yt\u00f6ss\u00e4, mik\u00e4 voi osoittautua haasteeksi muiden kielten kanssa. T\u00e4m\u00e4 on asia, joka vieraiden kielten opettajien olisi hyv\u00e4 ottaa huomioon.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Riitta Pitk\u00e4nen (rpitkane@jyu.fi) on 2018-10-05T05:43:37Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2018-10-05T05:43:37Z (GMT). No. of bitstreams: 0\n Previous issue date: 2018", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "125", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "deu", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "lernstrategien", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "fremdsprachenlernen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "englisch", "language": "", "element": "subject", 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