Branje v spletni učilnici

pot k bralni pismenosti v tujem jeziku

Jelena Novak (Author), Tomaž Onič (Mentor)

Abstract

Mednarodna raziskava bralne pismenosti v tujem jeziku angleščina (ESLC 2011) je pokazala, da so devetošolci v Sloveniji dosegali slabše rezultate pri branju v tujem jeziku - angleščini, kot pri slušnem razumevanju in pisnem sporočanju v istem jeziku; od tega jih kar 41% ni doseglo rezultatov, ki so predvideni po učnem načrtu iz angleščine ob koncu osnovne šole in ki sovpadajo z ravnjo A2 Skupnega Evropskega Jezikovnega Okvira. Namen pričujoče raziskave je bil ugotoviti, ali je možno pri poučevanju angleščine vplivati na izboljšanje rezultatov bralnega razumevanja v tem jeziku. V ta namen je bila uporabljena obstoječa spletna učilnica. V šolskem letu 2012/13 je bilo 90 učencev osmih in devetih razredov razdeljenih v eksperimentalno (46 učencev) in kontrolno (44 učencev) skupino. V začetku raziskave so vsi učenci izpolnili anketo in opravili testiranje iz bralnega razumevanja. V ta namen je bil uporabljen standardiziran test KET založbe Cambridge University Press. Rezultati anket in testov so izkazali homogenost obeh skupin. Učenci v eksperimentalni skupini so nato dvakrat tedensko za domačo nalogo brali besedila in reševali pripadajoče naloge, ki jih je učiteljica naložila v Digitalno knjižnico spletne učilnice. To so počeli od decembra do sredine aprila. Učenci v kontrolni skupini so obiskovali običajen pouk, brez dodatnih rednih zaposlitev iz branja. Analiza je pokazala, da so učenci v eksperimentalni skupini v povprečju porabili približno pol ure na teden za branje besedil v angleščini (približno 900 besed) in reševanje pripadajočih nalog. V začetku maja sta obe skupini, ekperimentalna in kontrolna, spet pristopili k testiranju iz bralnega razumevanja. Eksperimentalna skupina je dosegla statistično značilno izboljšanje rezultatov iz bralnega razumevanja glede na kontrolno skupino (P=0,030) in tako potrdila uspešnost pristopa.

Keywords

reading;e-classroom;foreign language;studies;primary schools;master theses;

Data

Language:	English
Year of publishing:	2015
Typology:	2.09 - Master's Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[J. Novak]
UDC:	37.018.43:004:811.111'243(043.2)
COBISS:	21629704
Views:	939
Downloads:	99
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	READING IN E-CLASSROOM: THE WAY TOWARDS L2 READING COMPREHENSION
Secondary abstract:	The results of the European Survey on Language Competences (ESLC 2011) indicated that the 9th grade Slovenian students, in comparison to other European students, showed an above-average command of English in listening and writing skills, but only average results in reading skills. It was alarming that 41% of all participating Slovene students didn't achieve the anticipated goals from the national curriculum in reading, in other words, they didn't achieve the expected A2 level set by the Common European Framework. The purpose of the study was to find out whether it is possible to improve students' reading comprehension skills by using a certain instructional approach. For this purpose the Digital Library was introduced in the already existing e-classroom. In 2012/13 school year 90 students were involved in the experiment, 46 in the experimental group and 44 in the control group. Both groups of students completed a questionnaire and took part in the first testing of reading skills in November. For this purpose, the standardized Key English Test was used from Cambridge University Press, or shortly KET. The results showed that groups were homogenous. Shortly after, students in the experimental group began to read regularly (twice a week) for their homework and discussed their reading assignments in school. The reading assignments lasted for 5 months. Meanwhile, students in the control group attended regular English classes with no additional reading prescribed for their homework on a regular basis. The analysis showed that students in the experimental group spent on average half an hour weekly reading 2 texts (approximately 900 words) and completing the teacher-prepared activities. At the beginning of May the second testing in reading comprehension was conducted in both groups. There was a statistically significant increase in the results of children from the experimental group compared to the control group (P = 0,030). The result confirmed that the approach was successful.
Secondary keywords:	branje;e-učilnice;tuji jezik;raziskave;osnovne šole;magistrska dela;
URN:	URN:SI:UM:
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za anglistiko in amerikanistiko
Pages:	VII, 155 f.
ID:	8761100