HROZKOVÁ, Ivana. Learner strategies compared: A case study of a young learner (Learner strategies compared: A case study of a young learner (poster)). In Hradec Králové Anglophone Conference 2015. 2015.
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Basic information
Original name Learner strategies compared: A case study of a young learner
Name (in English) Learner strategies compared: A case study of a young learner (poster)
Authors HROZKOVÁ, Ivana.
Edition Hradec Králové Anglophone Conference 2015, 2015.
Other information
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Confidentiality degree is not subject to a state or trade secret
Organization unit Faculty of Education
Keywords (in Czech) žák mladšího školního věku; stratgie učení
Keywords in English young learner; learner strategies
Tags International impact
Changed by Changed by: Mgr. Ivana Hrozková, Ph.D., učo 5582. Changed: 17/3/2016 12:15.
Abstract
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.
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