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[{"key": "dc.contributor.advisor", "value": "M\u00e4ntyl\u00e4, Katja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "L\u00f6nnroth, Harry", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Halonen, Noomi", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-06-28T08:29:46Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-06-28T08:29:46Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2022", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/82053", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Sanaston oppimiseen kuuluu olennaisesti yksitt\u00e4isten sanojen lis\u00e4ksi my\u00f6s monisanaisten fraasien oppiminen. Idiomit ovat monisanaisia, merkitykselt\u00e4\u00e4n osin tai t\u00e4ysin l\u00e4pin\u00e4kym\u00e4tt\u00f6mi\u00e4 ja ei-kirjaimellisia, melko muuttumattomia fraaseja, joiden merkitys ei ole yksitt\u00e4isten sanojen merkitysten summa (Moon 1998: 5-8; Wood 2019: 32-33). Tutkimukset ovat osoittaneet, ett\u00e4 idiomien erityispiirteet tuottavat usein haasteita kielten oppijoille (ks. esim. M\u00e4ntyl\u00e4 2004; Szczepaniak 2006). T\u00e4ss\u00e4 tutkimuksessa selvitettiin vastaus seuraaviin tutkimuskysymyksiin: (1) Mit\u00e4 strategioita lukiolaiset k\u00e4ytt\u00e4v\u00e4t englannin- ja ruotsinkielisten idiomien merkitysten selvitt\u00e4misess\u00e4? (2) Miten hyvin merkitys pystyt\u00e4\u00e4n selvitt\u00e4m\u00e4\u00e4n ja millaisia virheit\u00e4 vastauksissa esiintyy? (3) Ilmeneek\u00f6 eroja englannin- ja ruotsinkielisten idiomien selvitt\u00e4misess\u00e4? Tutkimukseen osallistui yhdeks\u00e4n lukion 2. vuosikurssin opiskelijaa. Osallistujien teht\u00e4v\u00e4n\u00e4 oli selvitt\u00e4\u00e4 tuntemattomien englannin- ja ruotsinkielisten idiomien merkitys valitsemiaan keinoja k\u00e4ytt\u00e4en samalla \u00e4\u00e4neen ajatellen. \u00c4\u00e4neen ajattelu ja tietokoneella tapahtuva toiminta tallennettiin ruutukaappausvideolla. Aineisto analysoitiin kvantitatiivisella ja kvalitatiivisella sis\u00e4ll\u00f6nanalyysill\u00e4. Aineistosta l\u00f6ydettiin yhteens\u00e4 yhdeks\u00e4n erilaista strategialuokkaa, sek\u00e4 nelj\u00e4 erilaista virhetyyppi\u00e4. Tutkimuksen tulokset osoittivat, ett\u00e4 strategioista eniten k\u00e4ytettiin kaksikielist\u00e4 sanakirjaa, arvausstrategiota, kuten kontekstista p\u00e4\u00e4ttely\u00e4 sek\u00e4 hakukoneen k\u00e4ytt\u00f6\u00e4 (googlettamista). Lis\u00e4ksi tuloksista ilmeni useita eroja englannin ja ruotsin v\u00e4lill\u00e4. Englanninkielisi\u00e4 idiomeja selvitettiin useampia lyhyemm\u00e4ss\u00e4 ajassa. Lis\u00e4ksi lukiolaiset onnistuivat paremmin selvitt\u00e4m\u00e4\u00e4n englanninkielisten idiomien merkityksen, sek\u00e4 olivat v\u00e4hemm\u00e4n taipuvaisia kirjaimellisiin k\u00e4\u00e4nn\u00f6ksiin, mutta erehtyiv\u00e4t yleist\u00e4m\u00e4\u00e4n arvauksiaan kontekstista useammin. My\u00f6s strategioiden k\u00e4yt\u00f6n m\u00e4\u00e4r\u00e4ss\u00e4 sek\u00e4 laadussa ilmeni huomattavia eroja. N\u00e4m\u00e4 l\u00f6yd\u00f6t osoittavat, ett\u00e4 idiomien merkitysten selvitt\u00e4minen sek\u00e4 niiss\u00e4 k\u00e4ytetyt strategiat vaihtelevat oppijasta ja kielest\u00e4 riippuen. Tulosten perusteella olisi t\u00e4rke\u00e4\u00e4, ett\u00e4 vieraan kielen opetus antaisi oppilaille valmiuksia sanaston oppimisstrategioiden k\u00e4ytt\u00f6\u00f6n sek\u00e4 auttaisi ymm\u00e4rt\u00e4m\u00e4\u00e4n idiomien erityispiirteit\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2022-06-28T08:29:46Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-06-28T08:29:46Z (GMT). No. of bitstreams: 0\n Previous issue date: 2022", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "157", "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": "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", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Vocabulary learning strategies", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Multiword units", "language": "", 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