magistrsko delo
Katarina Žgeč (Author), Mihaela Brumen (Mentor)

Abstract

Namen magistrskega dela je raziskati uporabo književnih del pri pouku angleščine v osnovni šoli. Proučili smo pomen književnih del pri učenju tujega jezika, vključno z avtentičnimi in prilagojenimi literarnimi besedili, ter njihove prednosti in izzive, pri čemer smo poudarili širjenje besedišča, spoznavanje kulture in povečanje motivacije učencev. V empiričnem delu je anketni vprašalnik izpolnilo 86 učiteljev angleščine kot tujega jezika (ATJ). Rezultati so pokazali, da 98 % učiteljev ATJ vključuje književna besedila v pouk, najpogosteje slikanice (59 %) in književna besedila iz avtentičnih knjig (46 %). Učitelji so, ne glede na stopnjo poučevanja (VIO) in ne glede na delovno dobo, izkazali visoko poznavanje razlik med prilagojenimi in avtentičnimi književnimi besedili. Podrobneje rezultati kažejo, da so najvišjo stopnjo poznavanja razlik izrazili učitelji, ki poučujejo v več VIO hkrati in tisti z več kot 20 leti izkušenj. Kljub temu se vsi učitelji ne počutijo enako usposobljene za delo z avtentičnimi književnimi besedili pri pouku ATJ, saj med njimi obstaja statistično značilna razlika glede na delovno dobo. Glavni razlogi za vključevanje književnih besedil v pouk ATJ so širjenje besedišča, motivacija in spoznavanje kulture jezika, največje težave pa pomanjkanje ustreznega gradiva v šoli in nezanimanje učencev. Raziskava potrjuje, da književna besedila pomembno prispevajo k učenju ATJ in kulturni ozaveščenosti učencev.

Keywords

magistrska dela;književna besedila;angleščina;avtentična besedila;prilagojena besedila;osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [K. Žgeč]
UDC: 37.091.3:811.111'243(043.2)
COBISS: 209631747 Link will open in a new window
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Downloads: 2
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Other data

Secondary language: English
Secondary title: The Use of Literature in Teaching English in Primary School
Secondary abstract: The purpose of this master's thesis was to investigate the use of literary works in teaching English as a foreign language at the primary school level. The study focused on both authentic and adapted literary texts, examining their benefits and challenges, with an emphasis on vocabulary expansion, cultural awareness, and enhancing student motivation. A survey was conducted among 86 teachers of English as a foreign language (EFL). The findings revealed that 98% of EFL teachers incorporate literary texts into their lessons, with the most common resources being picture books (59%) and literary texts from authentic books (46%). Teachers, regardless of their teaching level within primary education or their years of experience, demonstrated a strong understanding of the differences between adapted and authentic literary texts. The highest level of understanding was observed among teachers who teach across multiple levels of primary education and those with over 21 years of experience. However, a statistically significant difference was found in teachers' confidence in using authentic literary texts in EFL classes, based on their years of service. While vocabulary expansion, motivation, and cultural awareness are the primary reasons for integrating literary texts into EFL lessons, the main challenges include a lack of appropriate materials in schools and low student interest. Overall, the research confirms that literary texts play a significant role in enhancing EFL learning and fostering students' cultural awareness.
Secondary keywords: master theses;literary texts;English;authentic literary texts;adapted literary texts;primary schools;Osnovnošolsko učenje in poučevanje;Angleščina;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (X, 136 str.))
ID: 24882245