magistrsko delo
Martina Tašner (Author), Brigita Kacjan (Mentor)

Abstract

Metodologija poučevanja tujega jezika se je skozi stoletja močno spreminjala, in s tem tudi vloga prevajanja in uporaba tujega in maternega jezika, kar je privedlo do ločevanja med poučevanjem tujega jezika, ki je usmerjeno v jezikovno rabo, in poučevanjem, ki je usmerjeno v analizo jezika. Takšno razlikovanje je prevladovalo v posameznih zgodovinskih obdobjih in se kazalo v številnih metodah, kot npr. slovnično-prevajalni metodi, direktni metodi, audiolingvalni metodi, posredovalni metodi in kasneje v komunikacijskem pristopu. V teoretičnem delu smo najprej utemeljili pojme materni jezik, drugi jezik, tuji jezik, prevajanje in tolmačenje ter jezikovno posredovanje. Preučili smo posamezne jezikovne metode oziroma pristope ter se osredinili na uporabo J1 in TJ ter vlogo prevajanja. Literatura si je glede uporabe J1 in TJ zelo neenotna, saj številni teoretiki navajajo le pozitivne in negativne vidike, ki služijo le kot vodilo, kajti na koncu je odločitev, kdaj in koliko uporabljati materni jezik pri poučevanju tujega jezika, prepuščena učiteljem. V tem kontekstu smo razložili pozitivne in negativne strani uporabe J1 ter pozitivne in negativne strani uporabe prevajanja. Predstavili smo Skupni Evropski jezikovni okvir (SEJO), ki je pomemben dokument za jezikovno poučevanje in za katerega lahko trdimo, da vse bolj prevzema vlogo novega sodobnega pristopa. V literaturi lahko pogosto zasledimo nenatančno in dvoumno uporabo izrazov prevajanje in tolmačenje, ki naj bi bilo (ali pa tudi ne) prisotno v razredu pri poučevanju tujega jezika na osnovnošolski ali srednješolski ravni. Pogosto ni natančne obrazložitve, da gre pri tem za jezikovno posredovanje, ki ga ne moremo enačiti s strokovnim oziroma poklicnim prevajanjem in tolmačenjem. Zato smo pogledali, kako SEJO definira pojem prevajanja oziroma jezikovnega posredovanja. V magistrskem delu smo v prvem delu empiričnega dela s pomočjo anketnih vprašalnikov, pripravljenih za dijake 2. letnikov različnih srednjih šol, ugotavljali, kolikšno je razmerje uporabe J1 in TJ pri nemščini kot drugem tujem jeziku. Zanimalo nas je, kako so dijaki zadovoljni z razmerjem uporabe J1 in TJ, saj pri takšnih stvareh pogosto nimajo možnosti soodločanja. Zanimalo nas je, kaj konkretno poteka v J1 in kaj v TJ in ali dijaki vrednotijo mešano uporabo materinščine in tujega jezika kot pomembno in uporabno sporazumevalno dejavnost ali ne. V drugem delu empiričnega dela smo se posvetili trem učbeniškim kompletom za poučevanje nemščine kot drugega tujega jezika, saj nas je v pričujoči raziskavi zanimalo, ali vsebujejo kakršnekoli naloge, kjer bi se od učencev zahtevalo prevajanje oziroma jezikovno posredovanje. Analiza raziskave je pokazala, da je delež uporabe TJ večji kot delež uporabe J1, vendar se nekoliko razlikuje na posamično šolo. Ugotovili smo, da več kot polovici dijakov (56 %) razmerje uporabe J1 in TJ, ki ga zaznavajo pri pouku nemščine, zelo ustreza, 24 % ne ustreza in 20 % vprašanih je vseeno, kolikšna je uporaba J1 in TJ. Ugotovili smo, da so si dijaki iz vseh treh srednjih šol relativno enotni, kaj poteka v J1 in kaj v TJ. Ustno preverjanje in ocenjevanje znanja potekata samo v TJ, le en dijak od 88 je zapisal, da v J1. Tudi, kar se tiče ohranjanja discipline, so bili dijaki skoraj enotni, da učitelj uporablja predvsem J1, le nekaj izjem je zapisalo, da TJ. Pri ostalih dejavnostih, kot so podajanje navodil učitelja, razlaga snovi ter komunikacija med učiteljem in dijaki ter skupinsko delo, le-te potekajo po mnenju dijakov tako v J1 kot v TJ, torej v mešani obliki. Le dijaki Prve gimnazije Maribor so skoraj enotno podali mnenje, da pri njih razlaga snovi in komunikacija med učiteljem in dijaki potekata v TJ. Ugotovili smo, da je slaba polovica dijakov že bila soočena s prevajanjem oziroma jezikovnim posredovanjem ter da dva od treh učbeniških kompletov vsebujeta naloge, kjer se od dijaka zahteva prevajanje oziroma jezikovno posredovanje.

Keywords

magistrska dela;jezikovno posredovanje;prevajanje;materinščina;drugi tuji jezik;nemščina;poučevanje tujega jezika;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [M. Tašner]
UDC: 81'255.4:811=163.6=112.2(043.2)
COBISS: 29238019 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Translation and the use of L1 in teaching German as a foreign language
Secondary abstract: The methodology of teaching a foreign language has changed tremendously over the centuries. That includes the role of translation and the use of a foreign language or the mother tongue. This caused a division between teaching a foreign language, which is focused on the linguistic use, and teaching as such, which is focused on the analysis of the language. This distinction prevailed in individual historical periods, which was reflected in different methods: the grammar-translation method, the direct method, the audio-lingual method, immersion and the integrating communicative approach. The terms mother tongue, second language, foreign language, translation, interpretation and mediation were first presented in the theoretical part. We examined the linguistic methods in more detail and focused on the use of L1 and FL, as well as the role of translation. There are a lot of disagreements between linguists regarding the use of L1 and FL. The linguists focus on the positive and negative aspects of L1 and FL, but their theories should only be viewed as a guideline. Therefore, the decision of when and how to use the mother tongue when teaching a foreign language, should be left to the teachers. In that regard, the positive and negative sides of using L1, as well as the positive and negative sides of translating were examined. The CEFR (Common European Framework of References for Languages: Learning, Teaching, Assessment) was presented, which provides an important base for language teaching. We can find inaccurate uses of the terms "translation" and "interpretation" in literature. The two terms should have been used in teaching a foreign language on the primary school level or the secondary school level. There is no detailed explanation why mediation is used, which we cannot identify as professional translation and interpretation. Therefore, we took a look at how the CEFR is defining translation and mediation. In the empirical part of the thesis we examined the use of L1 and FL in German as a second language class. The analysis was done with the help of a questionnaire, which was filled out by 2nd year students of different secondary schools. We were interested in their opinion of the use of L1 and FL because they are usually not co-deciding about the process of teaching. Furthermore, we were interested in the process of L1 and FL teaching and if the students valued the code-switching of the mother tongue and the foreign language. In addition, we examined three textbooks for teaching German as a foreign language. We analyzed if it contains any exercises where the students have to translate or mediate a text. The results have shown that the majority of students use FL more than L1. 56 % of students correspond to the use of FL and L1 in German classes. 24 % do not correspond to the use and 20 % do not care. Moreover, the students of all three secondary schools all agree on the process of L1 and FL. The oral tests are being carried out in FL. When it comes to maintaining classroom discipline the L1 is mostly being used. Both L1 and FL are used while the teacher is giving instructions, with content teaching and the communication between the teacher and student. On the other hand, the first-year students of Prva gimnazija Maribor agreed that they only use FL in class. The results have also shown that half of the students already used translation and mediation. Furthermore, two out of three textbooks contain exercises where the student has to use translation and mediation.
Secondary keywords: master theses;mediation;translating;mother tongue;foreign language;teaching german;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za germanistiko
Pages: 81 str., 6 str. pril.
ID: 11780608