Learner strategies compared: A case study of a young learner

HROZKOVÁ, Ivana. Learner strategies compared: A case study of a young learner. In Hradec Králové Anglophone Conference 2015. 2015.

Základní údaje

• Originální název: Learner strategies compared: A case study of a young learner
• Název anglicky: Learner strategies compared: A case study of a young learner (poster)
• Autoři: HROZKOVÁ, Ivana.
• Vydání: Hradec Králové Anglophone Conference 2015, 2015.

Další údaje

• Typ výsledku: Prezentace na konferencích
• Obor: 50300 5.3 Education
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: žák mladšího školního věku; stratgie učení
• Klíčová slova anglicky: young learner; learner strategies
• Příznaky: Mezinárodní význam

Anotace

Learner strategies and the choice of them are affected by many factors such as learning style, gender, and age. Research conducted to date in the Czech Republic and other countries has showed that young learners exploit learner strategies according to R. Oxford’s taxonomy (1990) but also certain learner strategies typical for this age corresponding with their cognitive and emotional development. e.g. cooperation with parents or doing practice test (Hrozková 2014). Therefore, this case study aims to outline and compare the strategies a young learner used at the end of primary education and then at the end of lower secondary, i.e. compulsory education. The results were collected through a field- tested questionnaire and semi- structured interviews and indicate the difference in the repertoire of the strategies used by the learner in 2010 and 2014, her motivation, self efficacy and learner autonomy. Learner strategies and the choice of them are affected by many factors such as learning style, gender, and age. Research conducted to date in the Czech Republic and other countries has showed that young learners exploit learner strategies according to R. Oxford’s taxonomy (1990) but also certain learner strategies typical for this age corresponding with their cognitive and emotional development. e.g. cooperation with parents or doing practice test (Hrozková 2014). Therefore, this case study aims to outline and compare the strategies a young learner used at the end of primary education and then at the end of lower secondary, i.e. compulsory education. The results were collected through a field- tested questionnaire and semi- structured interviews and indicate the difference in the repertoire of the strategies used by the learner in 2010 and 2014, her motivation, self efficacy and learner autonomy.