Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines
Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines
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匈牙利 12 岁和 13 岁英语学习者的考试策略：鲸鱼为什么会偏头痛
DOI：
10.1111/j.0023-8333.2006.00341.x
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发表时间：
2006
影响因子：
4.4
通讯作者：
Marianne Nikolov
中科院分区：
文献类型：
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作者：
Marianne Nikolov
本文介绍了一个项目，探讨12岁和13岁的儿童在解决英语作为外语（EFL）的阅读和写作测试任务时使用的策略。该研究旨在深入了解学习者如何解决任务以及他们在做这些任务时的想法和依赖。第一部分概述了策略研究和应试策略研究。第二部分介绍了该项目的背景，并介绍了52名参与者、数据收集工具和程序。讨论包括四个案例研究的两个高成就者和两个低成就者，并探讨个体差异发挥了什么作用，学习者应用了什么策略，以及研究结果如何有助于更好地理解我们的意思是考试策略。这种探索性的定性研究提出了几个问题。对这些策略的分析和案例研究可以为学习者使用策略提供有价值的见解，并为测试设计者和教师提供有用的反馈。
This paper gives an account of a project exploring 12- and 13-year-old children's uses of strategies while solving reading and writing test tasks in English as a foreign language (EFL). The study was conducted to provide insights into how learners go about solving tasks and what they think and rely on while doing them. The first part provides an overview of strategy research and test-taking strategy research. The second part provides the background of the project and describes the 52 participants, the data collection instruments, and the procedures. The discussions include four case studies of two high achievers and two low achievers and explore what role individual differences played, what strategies learners applied, and how the findings have contributed to a better understanding of what we mean by test-taking strategies. This exploratory qualitative study raises several questions. The analyses of the particular strategies and case studies might provide valuable insights into learners’ uses of strategies and useful feedback for test designers and teachers.
语言学习策略
DOI：
--
发表时间：
1990
期刊：
影响因子：
--
作者：
Oxford;R.
通讯作者：
R.