magistrsko delo
Tjaša Kordež (Author), Karmen Pižorn (Mentor)

Abstract

Znanje tujega jezika je v današnji družbi vedno bolj pomembno, v šolskem sistemu pa se učenje le-tega premika v vedno nižje razrede, da bi učenci imeli dovolj časa za doseganje visokih standardov znanja. Radovednost in spontanost jim ob zadostni količini kakovostnega in vsebinsko primernega jezikovnega vnosa omogočata sproščeno usvajanje jezika, hkrati pa značilnosti njihovega razvoja predstavljajo učiteljem izzive, še posebej na področju preverjanja in ocenjevanja znanja. Namen magistrskega dela je bilo ugotoviti, kako učitelji angleščine v 5. razredu pristopajo k poučevanju in vrednotenju znanja svojih učencev. S triangulacijo tehnik zbiranja podatkov smo jih lahko z vprašalnikom povprašali o načinu poučevanja in načrtovanju ocenjevanja, hkrati pa smo z analizo njihovih preizkusov znanja pridobili vpogled v način ocenjevanja posameznih jezikovnih zmožnosti. V teoretičnem delu naloge smo opisali posebnosti učenja in poučevanja tujega jezika pri mlajših učencih, kako njihove razvojne značilnosti narekujejo pristope in kakšne so splošne smernice za poučevanje ter vrednotenje posameznega jezikovnega znanja. Dodatno poglavje smo namenili tudi smernicam za sestavljanje kakovostnih in uporabnih preizkusov, v katerega smo želeli vključiti čim več konkretnih informacij. V empiričnem delu smo z raziskavo ugotovili, da čeprav učitelji med poukom posameznim jezikovnim zmožnostim namenjajo približno enako časa, tega po navadi ne prenesejo v svoje preizkuse znanja, za katere smo ugotovili, da vsebujejo nesorazmerno malo nalog za ocenjevanje slušnega razumevanja. Omembe vredno korelacijo pozitivne smeri smo zaznali le med poučevanjem in ocenjevanjem slovnice. Potrdili smo predvidevanje, da večina nalog zadostuje kriteriju konstruktne veljavnosti in da učitelji največ nalog oblikujejo za ocenjevanje bralnega razumevanja. Ključni pomanjkljivosti, ki smo ju našli med analizo pisnih preizkusov znanja, sta bili oblikovanje premalo natančnih navodil in pomanjkanje primerov za reševanje nalog. Na podlagi pridobljenih podatkov smo v zaključku ponudili predloge za izboljšavo, zaradi česar je magistrsko delo uporabno tako za učitelje angleščine v 5. razredu kot tudi učitelje tujih jezikov v drugih razredih, saj se nekatere napake nedvomno pojavljajo po celotni vertikali. Hkrati pa smo z raziskavo ponudili okviren pregled stanja na področju pisnih preizkusov znanja pri angleščini, ta pa omogoča razmislek za nadaljnjo poglobljeno raziskovanje na tem področju.

Keywords

mlajši učenci;angleščina kot tuji jezik;ocenjevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Kordež]
UDC: 811.163.6:37(043.2)
COBISS: 20682499 Link will open in a new window
Views: 439
Downloads: 60
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Other data

Secondary language: English
Secondary title: Analysis of written tests of English teachers of fifth graders
Secondary abstract: The importance of being able to speak a foreign language in today's society is increasing, and the value of early foreign language education is gaining status. The school system is adapting to this by offering foreign language classes as early as 1st grade. The curiosity and spontaneity of young language learners gives them the benefit of relaxed learning, given enough high quality target language input, suitable for the specific age group. However, the distinct developmental characteristics pose a challenge for teachers that have to assess these pupils’ language skills. The purpose of this master’s thesis was to observe how English teachers in 5th grade approach teaching and assessing their pupils. We used a triangulation of methods for data collection, using a questionnaire to find out their teaching methods and assessment planning practices, and gaining an insight into their language assessment techniques by analysing their tests. The theoretical section of the thesis describes the specifications of teaching a foreign language to young learners, how their developmental characteristics guide the practices used in class, and the guidelines for assessing individual language skills. We included an additional chapter with actual guidelines and suggestions for designing useful tests. The empirical section comprises of our research results and findings. We observed that teachers in class dedicate a relatively equal portion of their lesson for each language skill, yet they do not translate this into their tests, resulting in a disproportionally small amount of listening comprehension tasks in their written assessment. A significant correlation was found only between teaching and assessing grammar. We confirmed our predictions that most test tasks would meet the criterion of construct validity, and that the majority of the tasks aim to assess reading comprehension. The key shortcomings we found were insufficient instructions and lack of examples for individual tasks. We compiled a few suggestions for improving these classroom tests, based on our findings, which is why we believe this thesis is useful for 5th grade English teachers, as well as any other foreign language teachers, since we believe that some mistakes occur throughout all grades. Furthermore, our research gives an overview of English test design, and that can be taken into consideration for further research in this field.
Secondary keywords: learning test;English language;teacher;test znanja;angleščina;učitelj;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: V, 80 str.
ID: 11862316