magistrsko delo
Zala Klopčič (Author), Karmen Pižorn (Mentor)

Abstract

Magistrsko delo obravnava različne profile bralcev v angleščini pri učencih 6. razreda osnovne šole v Sloveniji. V teoretičnem delu je opredeljeno branje, predstavljeni so: bralna zmožnost, bralni modeli, bralno razumevanje v prvem in tujem jeziku, jezikovne, individualne in družbeno-kulturne razlike med njima ter vpliv prvega jezika na tuji jezik. Omenjena so avtentična literarna besedila, raziskava ESLC, opisani so dejavniki, ki vplivajo na bralno razumevanje, in opredeljeni so profili bralcev. V empiričnem delu so predstavljeni rezultati raziskave o povezanosti med rezultatom pri nalogah bralnega razumevanja avtentičnih besedil v angleščini pri učencih 6. razreda in različnimi dejavniki vplivanja na bralno razumevanje. V raziskavi so sodelovali 204 učenci iz osnovnih šol osrednjeslovenske regije. Učenci so rešili vprašalnik, ki je bil oblikovan za namen naše raziskave, ter glede na končno oceno v preteklem šolskem letu rešili eno izmed treh nalog bralnega razumevanja v angleščini. S petnajstimi učenci sem izvedla polstrukturiran intervju. Rezultati so pokazali, da vsi raziskovani dejavniki vplivajo na individualne razlike in stopnjo razvitosti bralne zmožnosti. Naloge bralnega razumevanja so pokazale, da se med uspešnimi, povprečnimi in šibkimi bralci v slovenskem prostoru, ki berejo v angleščini kot tujem jeziku, pojavljajo razlike, saj uspešni bralci kljub daljšemu besedilu dosegajo boljše rezultate, povprečni bralci dosegajo povprečne rezultate, šibki bralci pa v večinskem deležu ne dosežejo niti polovice 50 %. Tudi pri intervjujih se pokažejo individualne razlike med različnimi profili bralcev. Iz tega izhaja, da na individualne razlike pri branju v angleščini kot tujem jeziku vpliva več dejavnikov, ki izvirajo iz okolja ali psiholoških značilnosti učencev, in so pri posameznih profilih bralcev izraženi v podobni meri. Rezultati raziskave so pokazali, da je v tem vzorcu (204 učenci) veliko uspešnih bralcev, nekaj povprečnih in zelo malo šibkih bralcev v angleščini kot tujem jeziku. Mogoče so na te rezultate vplivali tudi drugi dejavniki, na primer potreba maloštevilnega naroda po znanju tujih jezikov, relativno visoka izpostavljenost angleščini preko različnih medijev, vpetost Slovenije v Evropsko skupnost in odprtost mej ter večji pretok ljudi. V Evropi je vse več poudarka na večkulturnosti in večjezičnosti, kar se morda odraža tudi na povečanem zanimanju za učenje tujih jezikov − predvsem mlajših staršev in njihovih otrok.

Keywords

bralno razumevanje;angleščina kot tuji jezik;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [Z. Klopčič]
UDC: 811.111:028(043.2)
COBISS: 11062857 Link will open in a new window
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Downloads: 120
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Other data

Secondary language: English
Secondary title: Year 6 primary school students as different reader profiles in English as a foreign language
Secondary abstract: The MA dissertation discusses different reader profiles of English as a foreign language amongst the 6th grade students of primary school in Slovenia. In the literature review I defined reading, reading ability, reading models, reading comprehension in the first and foreign language, linguistic and processing differences, individual and experiential differences, socio-cultural and institutional differences and the impact of the first language on foreign language learning. Furthermore, the literature review defines authentic literary texts, ESLC research and describes reading profiles and factors that affect reading comprehension. The empirical part introduces the results of the research about the relationship between the scores that 6th grade students achieved on the tasks of reading comprehension of authentic literary texts and the various factors influencing their reading comprehension. 204 students from Slovenia participated in the study. Students completed a questionnaire, which was designed for the purpose of the investigation. Additionally, students did one of the three reading comprehension tasks. The students were divided into three groups, according to their final grade in English of the previous school year. The researcher also conducted a semi-structured interview with 15 selected students. The results showed that all of the examined factors are indeed influencing individual differences and the level of reading ability development. The results of our reading comprehension tasks had shown that there are significant differences between good, average and poor EFL readers − good readers achieve better results, despite longer texts, average readers achieve average results and the majority of poor readers do not reach even the result below 50 % on least difficult texts. Similarly, the interviews also indicated the individual differences amongst different reader profiles. It can be concluded that the individual differences in reading in English as a foreign language are affected by several factors. These factors are amidst individual groups of readers expressed in a similar way. The results of this survey show that this sample of 204 students mostly performed well in reading; there are a lot of good readers, some average and just a few poor readers. Perhaps these results were also influenced by other factors, such as the small nation’s need for the knowledge of a foreign language, relatively high exposure to English through various media, Slovenia's integration into the European community and the openness of borders and the increasing mobility of people. In Europe, the emphasis on multiculturalism and multilingualism is growing exponentially, which may be reflected in increased interest in learning foreign languages, especially by young parents and their children.
Secondary keywords: English language;primary education;reading;angleščina;osnovnošolski pouk;branje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 101 str.
ID: 9154518