Learner Autonomy through the Prism of Learning Styles in the European Language Portfolio/Učenikova samostalnost kroz prizmu stilova učenja u Europskome jezičnom portfoliju

Abstract

Abstract

The aim of this paper was to investigate the ways of receiving and conveying information in German classes, with regard to the types of learners found in the European Language Portfolio (ELP) for learners aged 11–15 in the Republic of Croatia – visual, auditory, and those who learn best through direct language use. The share of these types of learners was obtained during 2012 with the help of a questionnaire from the above-mentioned ELP on the sample of 147 pupils. By submitting a questionnaire to 22 teachers during 2012, the use of a certain way of conveying information in teaching was studied; by analysing 20 textbooks and 20 workbooks for German as a second foreign language during the school year 2010/2011, the way information was conveyed to a specific type of learner was studied. The research showed that the learners preferred receiving information visually, whereas the teachers said that they conveyed information appropriately to different types of learners in equal amounts. On the other hand, when conveying information, textbooks and workbooks gave precedence to the visual type. The results pointed to the importance of raising awareness of different learning styles as a part of developing learner autonomy and suggested that the ELP could have a significant role in the process.

Key words: German in primary school; learner autonomy; self-assessment; type of learner.

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Sažetak

Cilj je ovoga rada ispitati način primanja i posredovanja informacija na nastavi njemačkoga jezika s obzirom na tipove učenika navedene u Europskome jezičnom portfoliju (EJP) za učenike i učenice od 11 do 15 godina u Republici Hrvatskoj – vizualni, auditivni i tip učenika koji najbolje uči izravnom uporabom jezika. Zastupljenost navedenih tipova učenika ispitana je 2012. godine provedbom upitnika iz spomenutoga EJP-a na uzorku od 147 učenika. Posredovanje informacija na način primjeren pojedinome tipu učenika ispitano je 2012. godine anketiranjem 22 nastavnika te školske godine 2010./2011. analizom udžbenika i radnih bilježnica za njemački kao drugi strani jezik. Istraživanje je pokazalo da učenici prednost daju primanju informacija vizualnim putem, a da nastavnici procjenjuju kako podjednako posreduju informacije primjerene istraživanim tipovima učenika. S druge strane, u posredovanju se informacija putem udžbenika i radnih bilježnica prednost daje vizualnome tipu učenika. 

Dobiveni rezultati ukazuju na važnost osvještavanja stilova učenja u razvijanju učenikove samostalnosti pri čemu važnu ulogu može imati EJP.

Ključne riječi: njemački jezik u osnovnoj školi; samovrednovanje; tip učenika; učenikova samostalnost.