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[{"key": "dc.contributor.advisor", "value": "H\u00f6yl\u00e4, Helena", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "M\u00e4kinen, Leni", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-03-04T07:07:43Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-03-04T07:07:43Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/62997", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Sanaston asema kielten oppimisen ja opetuksen tutkimuksessa on vahvistunut 1980-luvulta l\u00e4htien. Sanasto muodostaa ison osan kielitaidosta ja tutkijat ovat sit\u00e4 mielt\u00e4, ett\u00e4 sanaston oppimiseen tarvitaan ainakin osittain tietoisia prosesseja. Siksi tarvitaan lis\u00e4\u00e4 tietoa siit\u00e4, kuinka sanastoa olisi tehokkainta opiskella. T\u00e4m\u00e4 tutkimus k\u00e4sittelee sanaston oppimisstrategioita. Tutkin, mit\u00e4 sanaston oppimisstrategioita lukiolaiset ovat k\u00e4ytt\u00e4neet englannin kieless\u00e4 lukion aikana ja kuinka usein. Lis\u00e4ksi tutkin, mitk\u00e4 strategiat he kokevat hy\u00f6dyllisimmiksi. Suomalaisten lukiolaisten sanaston oppimisstrategioiden k\u00e4ytt\u00f6\u00e4 ei ole aiemmin juurikaan tutkittu opinn\u00e4ytet\u00f6it\u00e4 lukuun ottamatta. Monet kansainv\u00e4liset tutkimukset ovat l\u00e4hinn\u00e4 selvitt\u00e4neet, k\u00e4ytt\u00e4v\u00e4tk\u00f6 tutkimukseen osallistuneet ihmiset kyseisi\u00e4 strategioita, mutta eiv\u00e4t kuinka usein he niit\u00e4 k\u00e4ytt\u00e4v\u00e4t. \n\nAineisto ker\u00e4ttiin paperisella kyselyll\u00e4 keskisuomalaisessa lukiossa vuoden 2018 alkusyksyll\u00e4. Vastaajat, joita oli yhteens\u00e4 68, koostuivat lukion 1. ja 2. vuoden opiskelijoista. Kysely pohjautui hyvin vahvasti Norbert Schmittin (1997) sanaston oppimisstrategioiden taksonomiaan. Taksonomiassa strategiat jaetaan kahtia: niihin, joilla pyrit\u00e4\u00e4n selvitt\u00e4m\u00e4\u00e4n uuden sanan merkitys (discovery strategies) ja niihin, joiden avulla yritet\u00e4\u00e4n painaa sana ja sen merkitys mieleen (consolidation strategies). Ensimm\u00e4isest\u00e4 ryhm\u00e4st\u00e4 eniten k\u00e4ytetyiksi strategioiksi nousivat sanan arvaaminen kontekstista, sanakirjan k\u00e4ytt\u00f6 sek\u00e4 kysyminen luokkatovereilta tai muilta kavereilta. Hy\u00f6dyllisimmiksi t\u00e4st\u00e4 ryhm\u00e4st\u00e4 koettiin sanakirjan k\u00e4ytt\u00f6, oppikirjojen sanalistat, k\u00e4\u00e4nn\u00f6ksen tai vihjeen kysyminen opettajalta, kysyminen luokkatovereilta tai muilta kavereilta sek\u00e4 arvaaminen kontekstista. J\u00e4lkimm\u00e4isest\u00e4 ryhm\u00e4st\u00e4 k\u00e4ytetyimm\u00e4t strategiat olivat puolestaan sanalistojen avulla harjoittelu, sanojen verbaalinen toisto sek\u00e4 sanan kirjoitusasun tarkastelu. Hy\u00f6dyllisimmiksi koettiin edell\u00e4 mainittujen k\u00e4ytetyimpien strategioiden lis\u00e4ksi my\u00f6s sanan kirjallinen toisto, sanojen kysely, sanastotestit sek\u00e4 tietoinen opiskelu englanninkielisen median kautta. Suomalaiset lukio-opiskelijat tuntuvat siis k\u00e4ytt\u00e4v\u00e4n niit\u00e4 strategioita, jotka ovat jo todenneet toimiviksi. N\u00e4m\u00e4 ovat monesti kognitiivisia strategioita, jotka ovat toistoon nojautuvia ja mekaanisia tapoja opiskella sanastoa. Avoimista kysymyksist\u00e4 nousi esiin etenkin Quizlet-nimisen opiskelusovelluksen runsas k\u00e4ytt\u00f6 vastaajien keskuudessa. Tulokset olivat jokseenkin yhtenev\u00e4isi\u00e4 aiempien tutkimuksien kanssa, mutta erojakin ilmeni.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2019-03-04T07:07:43Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-03-04T07:07:43Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "49", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "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": "vocabulary learning strategies", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "learning strategies", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "VLS", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "vocabulary learning", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "The use of vocabulary learning strategies among Finnish high school students", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "bachelor thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201903041696", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Bachelor's thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Kandidaatinty\u00f6", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Humanistis-yhteiskuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Humanities and Social Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Kieli- ja viestint\u00e4tieteiden laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Language and Communication Studies", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Englannin kieli", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": 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