Abstracts - Earli

that is, sentence verification, inference verification in single texts, and inference verification acrosstexts. In addition, sophisticated certainty beliefs holding that knowledge about climate is tentativeand evolving rather than absolute and unchanging, positively predicted inference verificationacross texts. Finally, sophisticated source beliefs negatively predicted inference verification insingle texts, suggesting that students should not rely too heavily on their own construction ofmeaning at the sacrifice of expert opinion when confronted with a complex topic like climatechange.Memorization strategies oral vs written of Chinese vs English words by French childrenNathalie Spanghero-Gaillard, Laboratoire Jacques-Lordat / Toulouse 2 University, FrancePascal Gaillard, Laboratoire Jacques-Lordat / Toulouse 2 University, FranceMarie-Ange Dat, Laboratoire Jacques-Lordat / Toulouse 2 University, FranceHelene Chareix, Laboratoire Jacques-Lordat / Toulouse 2 University, FranceIn the foreign languages learning, the use of the multimodality (sound, text, image) directly inforeign language (target language) seem an asset if the combination word/image is coordinated(Merlet, 1998). Several work highlights the importance of the indices taken by the individual forthe catch information vis-a-vis a complex object (Pudelko, 2002 ; Sweller, 2003). However, thenature of these indices seems particular depend on individual and would result from the interactionof several factors: characteristics and personal abilities such as the age, the lived experiments andthe social environments in which he evolved. The reference to the significance at the time of thelearning seems essential to already connect new information to those known and proves moreeffective than the simple recourse to the formal aspects (Baddeley, 1994). Our work fit in thesefields of research; they attempt to highlight the elements constituting the objects of the world thatwould be used as assistance with the learning of a knowledge on these objects. We are interestedmore particularly in the lexicon learning in L2. The experiments reported here concern apopulation of French children (8-11 years) subjected to a series of tests in foreign languages: a taskof recognition of words followed a phase of training in a picturesque context (each word indicatedan object drawn in the screen), in English vs. Chinese as foreign languages, oral method vs.written. The data collected are the performances of the children (rate of correct designations of theindicated objects) comparisons with the courses of consultation of the board coloured at the timeof the phase of training. The results reveal differences in treatment according to the age of thechildren and according to the degree of transparency of L2 compared to L1.Assessing the use of foreign language learning strategies and their effectiveness at the uppersecondary comprehensive schools in the Czech RepublicKaterina Vlckova, Masaryk-University, Centre of Educational Research, Czech RepublicThe use and effectiveness of foreign language learning strategies (FLLS) was assessed by SILLinventory constructed on the basis of Oxford FLLS taxonomy (1990) at upper secondarycomprehensive schools in the Czech Republic. The article describes using of 85 strategies – direct(memory strategies, cognitive, compensation strategies) and indirect strategies (metacognitive,affective, social). The strategies were used at average only seldom. 40% of the SILL strategies arenot used at all, 85% are used not enough. Direct strategies were significantly more used thanindirect strategies. The significantly most used group of strategies were compensatory strategies,the least used were affective and memory strategies. Half of the 606 learners were not interestedhow to learn effectively or better, most of them do not have goals in learning and do not planlearning. From the 85 strategies only 46 was found to correlate with some of the indicators oflearning effectiveness. In addition 87% of these 46 strategies are less used, whereas 26% from– 674 –