magistrsko delo
Eva Kern Nanut (Author), Mateja Dagarin Fojkar (Mentor)

Abstract

Kultura in jezik sta tesno povezana, saj se s spreminjanjem kulture spreminja tudi jezik; hkrati tudi jezik močno definira in oblikuje vsako kulturo. Zato je pomembno, da te povezanosti ne prezremo pri poučevanju tujega jezika, saj z vključevanjem kulturnih vsebin v pouk pripomoremo k učenčevemu uspešnemu razvoju sporazumevalne zmožnosti. Učbenik je najbolj pomembno in razširjeno učno sredstvo v Sloveniji in učitelje vsaj delno usmerja pri izbiri kulturnih vsebin. Učbenik mora vsebovati uravnoteženo količino kulturnih vsebin ciljne in izhodiščne kulture učencev, ki s pomočjo primerjanja lastne kulture s ciljno, poučevano kulturo pri pouku tujega jezika spoznavajo in gradijo kulturno identiteto in medkulturno zavest. Kulturne vsebine morajo biti pestre in morajo vsebovati tako površinske teme kot tudi manj vidne vsebine, kot so vzorci vedenja, vrednote in prepričanja. Poleg tega morajo učencem omogočati, da ob učenju kulturnih vsebin razvijajo vse sporazumevalne dejavnosti. Rezultati kvantitativne raziskave, v kateri smo zaobsegli 12 potrjenih učbenikov za poučevanje angleščine kot tujega jezika za 4. (6 učbenikov) in 5. razred (6 učbenikov), so pokazali, da se največ kulturnih vsebin pojavi v učbeniku Reach for the stars 5, najmanj pa v učbenikih Hi There! 4 in Super Minds 1. V učbenikih za 4. razred se pojavlja manj kulturnih vsebin kot v učbenikih za 5. razred. Večina kulturnih vsebin, ki jih vsebujejo potrjeni učbeniki za poučevanje angleščine v 4. in 5. razredu osnovne šole v Sloveniji, spada h kulturi z veliko začetnico. Najmanj kulturnih vsebin v učbenikih izhaja iz kulture na splošno. V potrjenih učbenikih za angleščino kot tuj jezik za 4. in 5. razred osnovne šole so naloge povezane s kulturnimi temami najbolj pogosto in skoraj enakovredno namenjene razvijanju sporazumevalnih dejavnosti poslušanja in branja. Najmanjši delež nalog je namenjen razvijanju pisanja. Rezultati raziskave so pokazali, da se v učbenikih za angleščino v 4. in 5. razredu največkrat pojavljajo vsebine ciljne kulture; najmanj je nalog z vsebinami drugih kultur. Kot ciljna kultura se v učbenikih največkrat pojavlja kultura Velike Britanije; največ različnih kultur, ki se pojavijo v enem učbeniku, je 22. Največkrat se od tem kulture na splošno v učbenikih pojavi kulturna identiteta; od tem kulture z veliko začetnico se najbolj pogosto pojavljata tematska sklopa geografija/zgodovina/politika in oblačila/moda/hrana/domovanje, od tem kulture z malo začetnico pa tematski sklop nivo formalnosti/direktnost/iskrenost/odprtost.

Keywords

učbeniki;učbeniška gradiva za angleščino v 4. in 5. razredu;poučevanje angleščine;medkulturna zavest;kulturne vsebine;sporazumevalne dejavnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Kern Nanut]
UDC: 811.111(043.2)
COBISS: 12814921 Link will open in a new window
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Downloads: 76
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Other data

Secondary language: English
Secondary title: Cultural contents analysis in EFL coursebooks for the 4th and 5th grade of elementary school
Secondary abstract: Culture and language are closely linked, as language changes along with the culture and strongly defines and shapes each culture at the same time. Therefore, it is important not to ignore this connection while teaching a foreign language, since incorporating cultural content into the lessons helps the student to develop the communicative competence successfully. The textbook is the most important and widespread teaching tool in Slovenia and at least partially guides teachers in their choice of the cultural content. The textbook must contain a balanced amount of cultural content of the target and native culture of the students, who, by comparing their own culture with that of the target culture, learn and build cultural identity and intercultural awareness while learning a foreign language. Cultural content must be diverse and contain both straightforward themes and less visible content, such as patterns of behavior, values, and beliefs. In addition, it should allow students to develop all four language skills while learning cultural content. The results of the quantitative survey, which included 12 validated textbooks for teaching English as a foreign language for the 4th (6 textbooks) and the 5th grade (6 textbooks), showed that the highest quantity of cultural content appeared in the textbook Reach for the stars 5 and the lowest in the textbooks Hi There! 4 and Super Minds 1. There is less cultural content in grade 4 textbooks than in textbooks for the fifth grade. Most of the cultural content contained in the validated textbooks for teaching English in the 4th and the 5th grade of the elementary school in Slovenia is from the big C culture. The fewest amount of cultural content in textbooks is from the topics of culture in general. The biggest proportion of tasks in the validated textbooks for English as a foreign language for grades 4 and 5 of the elementary school in Slovenia is devoted to improving reading and listening skills. The smallest proportion of tasks is devoted to developing writing skills. The results of the research showed that the topics that appear most frequently in English textbooks in grades 4 and 5 are from target culture and that the content which is represented the least is the content from the other cultures. Target culture is most often presented through the culture of The United Kingdom of Great Britain and Northern Ireland; the biggest number of different cultures occurring in a single textbook is 22. Most of the topics of the culture in general are about cultural identity; most of the cultural content from big C culture is from topics geography/history/politics and clothing/fashion/food/home while the level of formality/directness/honesty/openness are the most frequent topics from the small c culture.
Secondary keywords: English language;intercultural education;primary education;angleščina;medkulturna vzgoja;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: 74 str.
ID: 11426315