Odnos med učno samoregulacijo pri učenju angleščine in dosežki učencev šestega razreda osnovne šole na nacionalnem preverjanju znanja iz angleščine

magistrsko delo

Petra Žitko (Author), Mojca Juriševič (Mentor), Karmen Pižorn (Co-mentor)

Abstract

V magistrskem delu sem raziskovala odnos med učno samoregulacijo učencev in njihovim znanjem angleščine v šestem razredu. V teoretičnem delu sem predstavila različne opredelitve in dejavnike učenja. Opredelila in predstavila sem učenje učenja kot zmožnost učiti se, vztrajati pri učenju in organizirati lastno učenje ter ga regulirati. Podrobneje sem predstavila samoregulacijo kot samousmerjevalni proces, s pomočjo katerega učenec pretvori mentalne, miselne sposobnosti v spretnosti. Opisala sem značilnosti učencev, ki samoregulirajo svoje učenje, ter teoretske paradigme samoregulacije. Prav tako sem podrobneje predstavila klasifikacijo in značilnosti učnih strategij. V zaključku teoretičnega dela sem opisala značilnosti zgodnjega učenja tujega jezika. V empiričnem delu me je podrobneje zanimalo, katere učne strategije učenci šestega razreda najpogosteje uporabljajo pri učenju angleščine in ali obstajajo razlike v uporabi učnih strategij med spoloma. Zanimalo me je tudi, ali učenci, ki uporabljajo več učnih strategij za učenje angleščine, dosegajo boljše rezultate na testu znanja. V vzorec sem zajela 122 učencev iz petih osnovnih šol na območju osrednje Slovenije, in sicer 58 deklic in 64 dečkov. V raziskavi sem uporabila vprašalnik učnih strategij in preizkus znanja iz angleščine (nacionalno preverjanje znanja za 6. razred, leto 2011). Rezultati so pokazali, da učenci šestega razreda za učenje angleščine največkrat uporabljajo motivacijske strategije. Iz rezultatov je razvidno tudi, da med spoloma ni razlik v pogostosti uporabe učnih strategij ter da so tisti učenci, ki poročajo o uporabi manjšega števila učnih strategij na testu znanja, dosegli višji rezultat od vrstnikov, ki poročajo o uporabi več učnih strategij.

Keywords

učne strategije;znanje;

Data

Language:	Slovenian
Year of publishing:	2014
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Žitko]
UDC:	373.3.016:811.111:37.091.275(043.2)
COBISS:	10380617
Views:	859
Downloads:	159
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	The relation between sixth graders' self-regulation and achievements on National Exam in English
Secondary abstract:	In this MA thesis I have studied the relationship between the students’ self-regulation and their knowledge of English at the end of the sixth grade. In the theoretical part, I have discussed various definitions of learning and different factors that have an impact on the process of learning. I have defined the term of learning to learn as the ability to learn, to organize learning and to regulate it. More specifically, I presented self-regulation as a self-directed process which transforms the students’ mental abilities into skills. I have described theoretical paradigms of self-regulation and the characteristics of the students who are self-regulated. In addition, the classification and characteristics of learning strategies are elaborated. The literature review ends with a discussion on the characteristics of early foreign language learning. In the empirical part, I was interested in what learning strategies the Year 6 primary school students most commonly use in learning English and if boys and girls differ in the use of learning strategies in learning English. I was also interested in the correlation between the use of learning strategies and the achievement in the national examination in English. My sample consisted of 122 students, 58 girls and 64 boys from primary schools in central Slovenia. In this study, I have used a questionnaire of learning strategies and the national test for English for Year 6 students that was administered in 2011. The results show that the sixth graders use most commonly motivational strategies for learning English. Another finding is that the boys and the girls do not differ in the frequency of the use of learning strategies and that those students who self-reported using more learning strategies, achieved lower results on the national examination in English.
Secondary keywords:	language skill;primary school;learning test;jezikovna veščina;osnovna šola;test znanja;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages:	64 str.
ID:	8708404