pristopi in izzivi
Saša Kočar (Author), Marko Radovan (Mentor), Meta Lah (Mentor)

Abstract

V magistrskem delu predstavimo tretje življenjsko obdobje in psihološke značilnosti starejših odraslih ter razpravljamo o tem, kaj vse vpliva na zmožnost učenja v poznejših letih. Glavni poudarek magistrskega dela je na načrtovanju učnega programa za starejše odrasle. Opišemo andragoške pristope pri načrtovanju učnega programa za starejše odrasle in jezikovne pristope, ki se uporabljajo v učilnici pri pouku tujih jezikov. Opišemo razvoj jezikovnih metod in razpravljamo o tem, kakšne izkušnje imajo z metodami poučevanja starejši odrasli ter kakšni pristopi bi bili zanje primerni tako glede na njihove izkušnje kot tudi glede na izkušnje učiteljev. Prav tako govorimo o načinu poučevanja besedišča in slovnice po sodobnih jezikovnih standardih ter se dotaknemo problematike sodobnih učbenikov in njihove primernosti za publiko starejših odraslih. Cilj empiričnega dela magistrske naloge je ugotoviti, s katerimi izzivi se profesorji srečujejo pri poučevanju francoščine starejših odraslih. Zanimalo nas je, na katerih področjih učitelji prepoznavajo prednosti in ovire starejših odraslih pri pouku tujega jezika. Prav tako nas je zanimalo, kako načrtujejo učni program, ali se prilagajajo kognitivnim spremembam starejših odraslih, katere učne materiale uporabljajo med poukom in katere aktivnosti so najbolj oz. najmanj uspešne pri pouku francoščine. Glede na sodobne standarde poučevanja tujih jezikov " komunikacijski pristop in akcijski pristop" smo ugotavljali, ali ga profesorji med poukom uporabljajo in kako je ta sprejet med starejšimi odrasli. Zanimalo pa nas je tudi, ali profesorice menijo, da bi starejši odrasli pri pouku tujih jezikov potrebovali posebne pristope. V empiričnem delu predstavimo rezultate raziskave, izvedene med profesoricami francoščine, ki starejše odrasle poučujejo na Univerzi za tretje življenjsko obdobje, v Dnevnem centru za aktivnosti starejših Tržaška in na Ljudski univerzi Radovljica. Na podlagi rezultatov intervjuja ugotovimo, da sta po mnenju profesoric glavni prednosti starejših odraslih njihova motivacija in izkušnje, glavna ovira pa težave s spominom. Pri načrtovanju učnega programa so vse intervjuvanke odgovorile, da učni program prilagajajo tempu starejših odraslih, kot najpogosteje uporabljeni material pa so navedle učbenik z dodatkom virov glede na interese udeležencev. Vse profesorice pri pouku uporabljajo elemente komunikacijskega in akcijskega pristopa, vendar ju udeležencem prilagodijo. Pri poučevanju slovnice in besedišča pa je več intervjuvank odgovorilo, da uporabljajo bolj tradicionalne pristope. Kot najuspešnejšo aktivnost pri pouku starejših odraslih so intervjuvanke navedle aktivnosti govornega izražanja in branja, kot najmanj uspešno pa aktivnosti slušnega razumevanja. Na vprašanje, ali bi starejši odrasli pri pouku tujega jezika potrebovali posebne pristope, je polovica udeleženk zavrnila, vse pa so navedle, da bi bilo treba določene elemente prilagoditi; npr. hitrost poučevanja, poudarjanje njihovih prednosti, upoštevanje njihovih želja, dodatno razlago in več ponavljanja.

Keywords

andragogika;starejši odrasli;poučevanje;francoščina;jezikovne metode;tuji jeziki;pedagoška metodologija;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [S. Kočar]
UDC: 374.7:81'243(043.2)
COBISS: 67672162 Link will open in a new window
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Other data

Secondary language: English
Secondary title: ǂL'ǂenseignement du français aux personnes âgées
Secondary abstract: In the master's thesis, we present the third age, psychological characteristics of older adults and we discuss what affects the learning ability in the third age. The main focus of the thesis is on planning the curriculum for older adults. We describe andragogical approaches concerning planning the curriculum for older adults and language approaches which are used in the classroom while teaching foreign languages. We present the development of language methods and discuss the learning experiences of older adults with the teaching methods and the approaches that would be appropriate for them. We discuss the methods of teaching vocabulary and grammar with modern language standards and we also talk about the problem of modern textbooks and their appropriateness for the audience of older adults. The aim of the empirical part of the master's thesis is to find what challenges teachers face while teaching French to older adults. We were interested in what the teachers find as the main advantages and disadvantages of older adults in foreign language classroom. We also wanted to find how they plan the curriculum, if they are adapting materials to cognitive changes in older adults, which teaching materials they use in their classes and what kind of activities are the most and the least successful. According to the modern standards of teaching foreign languages, communicative approach and active approach, we determined whether teachers use it in the classroom and how is it adopted among older adults. We were also interested in whether the teachers think that older adults would need specific approaches when learning foreign languages. In the empirical part, we present the results of a research, carried out among French language teachers who teach older adults at The Third Age University of Ljubljana, DCA Ljubljana and Folk University of Radovljica. Based on the results of the interviews we find that, according to teachers, the main advantages of older adults are their motivation and experience, while their main obstacles are problems with memory. When planning the curriculum, all the teachers answered that they adapt the program to the pace of older adults, they indicated that the most frequently used material was the textbook with added resources according to the interests of the students. When teaching, all the teachers use the elements of the communicative and active approach, adjusting it to the students. In the teaching of grammar and vocabulary, several interviewees answered that they prefer to use more traditional approaches. As the most successful activity in teaching older adults the teachers stated the activities of oral expression and reading while the least successful were activities of listening comprehension. Half of the teachers did not agree with the question whether older adults would need adapted approaches in foreign language classroom. However, all of them indicated that certain elements would have to be adapted, eg. speed of teaching, exposure of the advantages of students, consideration of their wishes, additional explanation and more repetition.
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za romanske jezike in književnosti, Oddelek za pedagogiko in andragogiko
Pages: [10], 78 str.
ID: 11029325