magistrsko delo
Uma Mehora Fidler (Author), Karmen Pižorn (Mentor)

Abstract

Branje v tujem jeziku se lahko poučuje na več načinov. Eden od njih, čeprav redko izvajan, je ekstenzivno branje. Ekstenzivno branje predvideva, da učenci berejo knjige in drugo bralno gradivo v čim večjem številu, pri tem pa ne stremijo k popolnemu razumevanju prebranega, temveč k razumevanju bistva. Bralno gradivo si izbirajo sami glede na svoje interese. Ob koncu branja navadno med programom ekstenzivnega branja ne odgovarjajo na vprašanja o razumevanju, temveč se usmerjajo v lastno doživljanje med branjem. Številne raziskave, ki so bile izvedene po svetu z različnimi starostnimi skupinami, so pokazale napredek bralcev na področju jezikovnih zmožnosti, tekočnosti branja, usvajanja besedišča, bralnih navad, motivacije za branje in odnosa do tujega jezika. Magistrsko delo je deljeno na teoretični in empirični del. V teoretičnem delu magistrske naloge sem najprej opredelila, kaj je branje, katere vrste branja poznamo, kaj je bralna pismenost, kaj vpliva na motivacijo za branje in kako se učimo branja v prvem in tujem jeziku. Nato sem opisala ekstenzivno branje, predstavila značilnosti programa ekstenzivnega branja, kriterije in pogoje za njegovo vpeljavo, potek izvedbe in evalvacije programa ter pozitivne učinke na razvoj jezikovnih zmožnosti v angleščini, bralne navade, motivacijo za branje in odnos do angleškega jezika. Prav tako sem predstavila značilnosti in koristi uporabe razredne knjižnice pri poučevanju angleščine kot tujega jezika. V empiričnem delu sem raziskala, v kolikšni meri ekstenzivno branje vpliva na razvoj branja, pisanja, poslušanja in znanja slovnice pri učenju tujega jezika. Raziskave po svetu so pokazale veliko koristi na tem področju, zato me je zanimalo, ali koristi opazimo tudi v drugi triadi slovenske osnovne šole. V raziskavi sem se osredotočila tudi na vidike ekstenzivnega branja, ki so zaenkrat na globalni ravni manj raziskani – zagotovila sem enakovredno zastopanost števila učencev v eksperimentalni in kontrolni skupini, raziskala dolgotrajne učinke programa na bralne navade učencev in vzorčila učence nižje starostne skupine. Zanimalo me je tudi, ali razredna knjižnica predstavlja motivacijski vložek pri izvedbi programa ekstenzivnega branja ter kako program vpliva na odnos do angleščine in motivacijo za branje. Raziskava je trajala 10 mesecev in je bila izvedena z učenci 4. razredov ene od ljubljanskih osnovnih šol. Učenci so imeli med raziskavo v matični učilnici na voljo razredno knjižnico in bralni kotiček, ki je vseboval »graded reader« knjige na primernem nivoju zahtevnosti. Knjige so v eksperimentalni skupini ekstenzivno brali 4 mesece. Učenci so poleg branja opravili test predznanja in končnega znanja, izpolnjevali bralne liste in 6 mesecev po zaključku bralnega programa izpolnili vprašalnik o bralnih navadah, odnosu do angleškega jezika in zadovoljstvu s programom.

Keywords

ekstenzivno branje;razredna knjižnica;bralni kotiček;angleščina kot tuji jezik;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Mehora Fidler]
UDC: 028:811.111(043.2)
COBISS: 194632451 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Extensive reading in English and class libraries in the second triad of primary school
Secondary abstract: Reading in a foreign language can be taught in several ways. One of them, although rarely practiced, is extensive reading. Extensive reading presupposes that students read books and other reading material as much as possible, while striving for understanding the gist rather than total comprehension. They choose their own reading material according to their interests. The tasks that follow the reading are usually not in form of comprehension questions, but centred around their reading experience. A number of studies conducted around the world have shown progress in terms of language ability, reading fluency, vocabulary acquisition, reading habits, reading motivation and attitude towards a foreign language. The master’s thesis is divided into a theoretical and an empirical part. In the theoretical part of my master's thesis, I first defined reading, different types of reading, reading literacy, what affects the motivation to read and how we learn to read in our first and foreign language. Then I described extensive reading, presented the characteristics of the extensive reading program, the criteria and conditions for its implementation, the course of implementation and evaluation of the program, and the positive effects on the development of language ability in English, reading habits, motivation for reading and attitude towards the English language. I also presented the characteristics of using the classroom library in learning English as a foreign language. In the empirical part of the thesis, I researched the extent to which extensive reading affects the development of reading, writing, listening and grammar skills in learning a foreign language. Research around the world has shown positive results in this area, so I was interested if we can observe the same results sampling students from the second triad of Slovenian primary school. In the research, I focused mainly on the aspects of extensive reading, which are so far less researched on a global level – I ensured an equal representation of the number of students in the research and control groups, I looked for the long-term effects of the program on the reading habits of the students, and I sampled students of a lower age group. I was also interested in whether the class library represents a motivational input in the implementation of the extensive reading program and how the program affects the attitude towards the English language and the reading motivation. The research lasted 10 months and was carried out with 4th grade students of one of Ljubljana's elementary schools. During the research, the students had access to the class library and reading corner in the main classroom, which contained “graded reader” books at an appropriate level of difficulty. Books were read extensively in the experimental group for 4 months. In addition to reading, the students took a test of prior knowledge and final knowledge. During the program, they completed reading logs and 6 months after completing the reading program, they completed a questionnaire on reading habits, attitude towards the English language and satisfaction with the program.
Secondary keywords: extensive reading;class library;reading corner;English as a foreign language;Osnovnošolsko učenje in poučevanje;Angleščina;Branje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 1 spletni vir (1 datoteka PDF (XII, 100 str.))
ID: 23538436