Cognitive learning strategies in Croatian young learners of English

Žabčić, Martina. (2017). Cognitive learning strategies in Croatian young learners of English. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of English Language and Literature. [mentor Geld, Renata].

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Abstract

The focus of this study was on language learning strategies (LLS), one of many individual factors affecting language acquisition. More precisely, the centre of attention were cognitive strategies pertaining to meaning construction of prepositions of time and space. The aim of the study was to find out which cognitive LLS Croatian young learners of English use when accessing the abstract domain of time through the concrete domain of space. Five prepositions used for both domains were selected for the study: on, at, in, between and behind. It was assumed that both fifth graders and sixth graders would use cognitive strategies to differentiate meaning between spatial and temporal prepositions. In addition to that, it was assumed that the sixth graders would use a wider range of cognitive strategies to explain the abstract domain of time. Since all the participants were at the early stages of language learning, it was also assumed that their drawings would reveal more about how young learners perceive time through space than their written answers. As predicted, the participants in both grades used cognitive strategies to differentiate between temporal and spatial prepositions. Their drawings proved to be more informative than their written explanations. However, the sixth graders used the same range of cognitive strategies as the fifth graders did.

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