doktorska disertacija
Liljana Kač (Author), Alja Lipavic Oštir (Mentor), Majda Pšunder (Co-mentor)

Abstract

V okviru disertacije je raziskan vpliv angleščine kot prvega tujega jezika na učenje in znanje nemščine kot drugega tujega jezika. Vpliv smo opredelili kot pojavljanje angleških transferenc v nemških pisnih sestavkih slovenskih učencev, saj je znano, da pri učenju jezikov prihaja do prenosa elementov že znanih jezikov na jezik, ki se ga učimo. Možnost medjezikovnega transfera je pri jezikovnem paru angleščina in nemščina velika, saj sta si jezikovno sorodni, imata pomembno družbeno vlogo in sta pri učencih priljubljeni. Po predstavitvi teoretičnih podlag medjezikovnega vpliva in večjezikovne (terciarne) didaktike primerjamo jezikovne značilnosti obeh jezikov ter po jezikoslovnih ravninah opredelimo možne transference, pri čemer upoštevamo učenca s slovenščino kot prvim jezikom. Nadalje umestimo učenje in poučevanje tujih jezikov v družbeni in individualni okvir: predstavimo večjezikovno politiko Evropske unije, učenja in znanje tujih jezikov v slovenskem izobraževalnem sistemu ter vlogo subjektivnih stališč učencev do učenja in znanja jezikov. V empiričnem delu z analizo pisnih sestavkov učencev nemščine v treh zaporednih letih ugotavljamo, da se pričakovano največ angleških transferenc pojavi na leksikalni ravnini (43,1 %), manj na glasoslovno-pravopisni (38,7 %) in najmanj na oblikoslovno-skladenjski ravnini (18,2 %). Največ transferenc na leksikalni ravnini spada v tip transferenc prevzem podobnih leksemov, od katerih jih je glede na izvor največ iz skupnega germanskega besedja. Najpogostejši tipi transferenc na glasoslovni ravnini s pravopisom so zapis podvojenih soglasnikov, osebnega zaimka ich z veliko začetnico in izpust črke t pri osebni glagolski obliki ist. Na oblikoslovno-skladenjski ravnini prevladujeta dva tipa transference: tvorjenje osebnih glagolskih oblik naklonskih glagolov können, müssen in wollen ter tvorjenje samostalniških zloženk. Ugotavljamo tudi, da se z leti učenja nemščine proti pričakovanjem število angleških transferenc v pisnih sestavkih v povprečju povečuje. Izračun statističnih povezav pokaže, da je v povprečju višji dosežek na pisnem sestavku povezan z manjšim številom transferenc. Z anketiranjem učencev in izračunom statističnih povezav med odgovori učencev in njihovimi dosežki pri učenju prvega in drugega tujega jezika ugotavljamo, da so pri učenju nemščine kot drugega tujega jezika uspešnejši tisti učenci, ki imajo do učenja in znanja nemščine ter jezikov nasploh bolj naklonjen odnos. Na podlagi ugotovitev o obsegu in vrstah angleških transferenc v pisnih sestavkih, spoznanj večjezikovne didaktike in pomena subjektivnih stališč učencev do učenja nemščine oblikujemo pedagoška priporočila za pouk nemščine ob hkratnem učenju angleščine. Priporočila so namenjena učiteljem nemščine, da bi pri načrtovanju in izvedbi pouka nemščine izkoristili učenčev potencial znanja angleščine in ozavestili učence o pomenu povezovanja znanja angleščine in nemščine ter o pomenu odnosu do učenja nemščine in jezikov nasploh. Tako pouk nemščine kot drugega tujega jezika poteka na višji zahtevnostni stopnji, progresija je bolj strma in vsebine zahtevnejše, učenci pa lahko dosežejo višjo raven znanja nemščine in se usposobijo za vseživljenjsko učenje jezikov.

Keywords

disertacije;medjezikovni transfer;nemščina;drugi tuji jezik;angleščina;prvi tuji jezik;transference;večjezikovna didaktika;

Data

Language: Slovenian
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UM FF - Faculty of Arts
Publisher: [L. Kač]
UDC: 37.091.3:81'246.3(043.3)
COBISS: 21429512 Link will open in a new window
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Other data

Secondary language: English
Secondary title: ENGLISH TRANSFERENCES IN GERMAN WRITTEN COMPOSITIONS BY SLOVENE STUDENTS
Secondary abstract: The thesis deals with the influence of English as a first foreign language on learning and command of German as a second foreign language. The impact is defined as the occurrence of English transferences in compositions written in German by Slovenian students, since it has been known that in language learning there is a transfer from already acquired languages into a language being learnt. There is a great probability of crosslinguistic transfer in languages such as German and English since they are linguistically related, play an important social role, and are popular among students. The theoretical presentation of crosslinguistic influence, third language acquisition and comparison of linguistic features in both languages is followed by an outline of possible transferences by linguistic levels, taking into account the learner of Slovene as a first language. Furthermore, both learning and teaching of foreign languages are set in the social and individual context with a presentation of multilingualism as a European Union policy, learning and knowledge of foreign languages in the Slovenian education system, and the role of students' attitudes towards language learning and linguistic competence. In the empirical part of the thesis, the analysis of written compositions by learners of German in three consecutive years confirms our assumption about the expected maximum occurrence of English transferences at the lexical level (43.1 %); the occurrence is lower at the phonetic-orthographic level, (38.7 %) and the lowest at the morpho-syntactic level (18.2 %). The majority of transferences on the lexical level belong to the transference type of similar lexical items borrowing, most of which - by their origin - are from the common Germanic vocabulary. The most frequent types of transferences at the phonetic-orthographic level are as follows: the record of double consonants, the personal pronoun ich with a capital letter, and the dropping of the letter t in the personal verb form ist. At the morpho-syntactic level there are two dominant types of transference: formation of personal verb forms of modal verbs können, müssen and wollen and the formation of compound nouns. Furthermore, it has been found against our expectations - that the number of English transferences in German written compositions increased during the 3-year time period. The statistical correlation shows that a higher achievement in written composition is related to a lower number of transferences. The questionnaire filled in by the students as well as the statistical correlation between student responses and their achievements in learning the first and the second foreign languages show that students who learn German as a second foreign language are more successful if their attitude towards learning German and other languages is positive. On the basis of the scope and types of English transferences in written compositions, conclusions concerning third language acquisition and the importance of students' attitudes toward learning German some pedagogical recommendations for German classes parallel with English lessons were made. The recommendations are aimed at German teachers in order to plan and implement their German teaching in such a way as to exploit the potential of learner's knowledge of English, to raise the awareness of the importance of linking both languages and to improve the attitude towards learning German and languages in general. In this way, teaching German as a second foreign language can achieve a higher level, the progression may be steeper and contents more challenging so that students can achieve a higher level of knowledge in German and become better prepared for lifelong language learning.
Secondary keywords: dissertations;crosslinguistic transfer;German;second foreign language;English;first foreign language;transferences;third language acquisition;
URN: URN:SI:UM:
Type (COBISS): Dissertation
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za germanistiko
Pages: VI, 202 str., [9] f. pril.
ID: 8755497