Naslov
Metacognitive strategies in teaching EFL to young learners

Autori
Strelar, Petra

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, diplomski rad, diplomski

Fakultet
Učiteljski fakultet

Mjesto
Zagreb

Datum
10.11

Godina
2015

Stranica
35

Mentor
Andraka, Marija

Ključne riječi
learning strategies; foreign language learning; metacognition; metacognitive strategies; young EFL learners

Sažetak
The thesis explores the importance and benefits of metacognitive learning strategies. It is primarily concerned with the application of metacognitive strategies in learning and teaching English as a foreign language, with the focus on teaching young learners. As English is a language that is widely used, it appears to be a necessity to learn it in order to be competent for functioning in a the contemporary world. For that reason, the learning process should be as purposeful and efficient as possible. The introductory part explains the basic ideas and terminology of the thesis. The second part has its focus on presenting the basic theory and division connected with language learning strategies and learning strategies in general. The third part concentrates on metacognition and metacognitive learning strategies. It outlines the most prominent metacognitive strategies for classroom use. The fourth part gives an overview of different research, with the aim to reveal whether or not metacognition and intelligence are closely related. Part five provides information about creative thinking and offers ways to enhance and encourage divergent and open-minded thinking. The sixth part brings action research into the application of metacognitive strategies with 4th graders in elementary school in Sesvetski Kraljevec. The aim was to obsserve students’ reactions and efficiency during and after the lessons, one of which was conducted in a ‘usual’ way, and the other in a ‘metacognitive’ way. The results support the expectation that the ‘metacognitive’ lesson was more efficient and that the young learners were, even though they had been slightly confused at first, more self-contained, self-monitored and self-evaluative than the learners who attended a the ‘usual’ lesson.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Demografija, Socijalne djelatnosti

POVEZANOST RADA