Sodelovalno učenje pri tujem in maternem jeziku v prvem triletju osnovne šole

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Selič]
UDC:	373.32.016:811.111(043.2)
COBISS:	9478729
Views:	815
Downloads:	175
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The cooperative learning in the second and the first language acquisition in the first triad of the primary school
Secondary abstract:	The introduction of the cooperative learning into the first and foreign language instruction in the first triad of the primary school was based on action research. Teachers were presented with some of the cooperative structures through workshops prior to their introduction in the classroom. The research focused on different aspects of cooperation. Firstly, relevant cooperative structures were identified that are appropriate for the first triad of the primary school in both languages, then best applicable school subjects were selected and finally, students’ and teachers’ attitudes towards cooperative learning compared with frontal and individual teaching approaches were examined. Furthermore, various effects of cooperative learning in the interpersonal relations among students were investigated and language proficiency in listening and speaking of the students who were introduced to the cooperative learning was tested. English language acquisition is context based. Its language goals are completely submitted to the academic goals of the subject that English lesson is immersed into. Thus, team work is of paramount importance. The action research study shows that teachers expressed positive attitude toward cooperative learning although this demands more of their time to prepare for lessons. As teachers lack time for such preparation, the quality of the cooperative learning performances suffered. However, teachers believe all the introduced cooperative structures are appropriate for the first triad in the first language classroom but not all are suitable for the specific English immersion approach. The results have shown that the children liked group work more than the frontal approach or individual learning. However, cooperative learning had no statistically significant impact on the interpersonal relations among the students. English language comprehension of easy texts is fairly good, while speaking performance is mostly limited to on one-word responses.
Secondary keywords:	language teaching;foreign languages;primary school;jezikovni pouk;tuji jeziki;osnovna šola;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	165 str.
Type (ePrints):	thesis
Title (ePrints):	The cooperative learning in the second and the first language acquisition in the first triad of the primary school
Keywords (ePrints):	sodelovalno učenje
Keywords (ePrints, secondary language):	cooperative learning
Abstract (ePrints):	Vpeljevanje sodelovalnega učenja v prvo triletje osnovne šole pri tujem in maternem jeziku je potekalo prek akcijskega raziskovanja od septembra 2010 do junija 2011. Učitelji so v delavnicah spoznavali določene sodelovalne strukture in jih nato vpeljevali v razred. Namen proučevanja je bilo ugotoviti, katere sodelovalne strukture so primerne pri obeh jezikih in pri katerih predmetih se lahko uporabljajo. Nadalje je bil interes usmerjen v ugotavljanje odnosov učiteljev in učencev do sodelovalnega učenja, v primerjavi s frontalnim in individualnim delom ter kako sodelovalno učenje vpliva na medsebojne odnose pri učencih. Nazadnje se je z raziskavo testiralo, kakšne so tujejezikovne zmožnosti učencev, pri katerih je potekalo sodelovalno učenje. Integracija angleščine v nejezikovne predmete zahteva timsko sodelovanje, zato je bilo skupno načrtovanje dela predpogoj za integracijo in vpeljevanje sodelovalnega učenja pri angleščini. Po mnenju razrednih učiteljev, so vse predstavljene strukture primerne za prvo triletje in za vse šolske predmete pri maternem jeziku. Pri angleščini se, po mnenju učiteljev angleščine, določene strukture lahko uporabijo potem, ko jih učenci usvojijo pri maternem jeziku. V danih integriranih pogojih dela pa vse strukture niso primerne za angleščino. Učitelji imajo pozitivno mnenje o sodelovalnem učenju, vendar le-to zahteva več priprav (v primerjavi s frontalnim in individualnim delom), za kar jim velikokrat primanjkuje časa in kar se je pokazalo na kakovosti izvajanja sodelovalnega učenja. Analiza rezultatov anketnih vprašanj je pokazala, da učenci raje delajo v skupinah, kot individualno ali frontalno, sociogram pa ni pokazal statistične pomembnosti sprememb pri medsebojnih odnosih pri učencih. Učenci pri angleščini globalno razumejo kontekst, produkcija pa je pri večini omejena na enobesedne odgovore.
Abstract (ePrints, secondary language):	The introduction of the cooperative learning into the first and foreign language instruction in the first triad of the primary school was based on action research. Teachers were presented with some of the cooperative structures through workshops prior to their introduction in the classroom. The research focused on different aspects of cooperation. Firstly, relevant cooperative structures were identified that are appropriate for the first triad of the primary school in both languages, then best applicable school subjects were selected and finally, students’ and teachers’ attitudes towards cooperative learning compared with frontal and individual teaching approaches were examined. Furthermore, various effects of cooperative learning in the interpersonal relations among students were investigated and language proficiency in listening and speaking of the students who were introduced to the cooperative learning was tested. English language acquisition is context based. Its language goals are completely submitted to the academic goals of the subject that English lesson is immersed into. Thus, team work is of paramount importance. The action research study shows that teachers expressed positive attitude toward cooperative learning although this demands more of their time to prepare for lessons. As teachers lack time for such preparation, the quality of the cooperative learning performances suffered. However, teachers believe all the introduced cooperative structures are appropriate for the first triad in the first language classroom but not all are suitable for the specific English immersion approach. The results have shown that the children liked group work more than the frontal approach or individual learning. However, cooperative learning had no statistically significant impact on the interpersonal relations among the students. English language comprehension of easy texts is fairly good, while speaking performance is mostly limited to on one-word responses.
Keywords (ePrints, secondary language):	cooperative learning
ID:	8310967