magistrsko delo
Anja Podpečan (Author), Mateja Dagarin Fojkar (Mentor)

Abstract

Angleščina je danes v svetu poznana kot lingua franca, najpogosteje uporabljen jezik pri komunikaciji med posamezniki, ki govorijo različne jezike. Njena pomembnost se s spodbujanjem učenja tujega jezika v prvem vzgojno-izobraževalnem obdobju zrcali tudi v slovenskem šolskem sistemu. S tem se skušamo približati zadostitvi optimalnih pogojev za učenje tujega jezika, ki jih prinaša zgodnje obdobje. Problem pri tem predstavlja zagotovitev učnih situacij, v katerih bo učenje potekalo na avtentičen način. Tako bi učenje kar se da najbolj približali kontekstu in okoliščinam pridobivanja prvega jezika. Storyline predstavlja enega izmed sodobnih pristopov poučevanja, ki s svojimi značilnostmi ustreza karakteristikam tako zgodnjega poučevanja tujega jezika, kot tudi zahtevam učnih načrtov v slovenskem šolskem prostoru. Pristop, katerega izvor sega na Škotsko, v šestdeseta leta 20. stoletja, pri nas še vedno predstavlja novost, predvsem na področju poučevanja tujega jezika, v tujini pa je to način dela, ki je uporabljen v sklopu različnih predmetov učnega načrta in na vseh stopnjah izobraževanja. Storyline je v učence usmerjen celostni način poučevanja, pri katerem učenje poteka na inovativen in zanimiv način, v obliki ustvarjanja zgodbe. Ravno ustvarjanje zgodbe me je prepričalo, da sem preizkusila Storyline pristop pri poučevanju angleščine kot tujega jezika v 3. razredu slovenske osnovne šole in analizirala učinek pristopa na učence. S kvalitativnim raziskovalnim pristopom sem v akcijsko raziskavo vključila 15 učencev, starih 8-9 let, ki so sodelovali v Storyline projektu, ki je trajal 5 tednov po 2 šolski uri na teden. Odgovore na raziskovalne cilje sem pridobila s pomočjo intervjujev pred in po Storyline projektu z učenci in učiteljico razrednega pouka, ki poučuje angleščino v razredu vključenim v raziskavo, z opazovanjem in analizo izdelkov otrok. Zbrala in primerjala sem mnenja učiteljice ter strokovnjakov, ki ta pristop že več let uporabljajo pri poučevanju. Ugotovila sem, da Storyline pristop z vključenimi avtentičnimi elementi pozitivno vpliva na pridobivanje prvih medkulturnih izkušenj učencev, ohranjanje pozitivnega odnosa do predmeta ter spodbujanje motivacije za učenje tujega jezika. Hkrati spodbuja avtonomno naravo učenja in rabe tujega jezika z zagotavljanjem varnega in ustvarjalno spodbudnega učnega okolja s strani učitelja. Učenci so se pozitivno odzvali na naslednje elemente Storyline pristopa: zgodba, liki v zgodbi, elementi drame (igra vlog), elementi ustvarjalnosti (likovno ustvarjanje), incidenti in nepričakovani dogodki, skupinsko delo in praznovanje. Problemske naloge znotraj Storyline tematike so spodbudile učence k sodelovanju ter rabi raznovrstnih načinov in pripomočkov soočanja s problemom. Storyline s svojimi značilnostmi predstavlja dobro izhodišče za uporabo alternativnih oblik ocenjevanja, kot je na primer portfolio ter omogoča bolj avtentično učno izkušnjo usvajanja tujega jezika v šolski učilnici.

Keywords

zgodnje poučevanje angleščine;pristop Storyline;avtentičnost učnih situacij;akcijska raziskava;alternativno ocenjevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Podpečan]
UDC: 811.111:373.3(043.3)
COBISS: 11525705 Link will open in a new window
Views: 1393
Downloads: 119
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Other data

Secondary language: English
Secondary title: Teaching english in the first triad of primary school with the use of the Storyline approach
Secondary abstract: Nowadays, English is known as the lingua franca, the most commonly used language in communication among individuals who speak different languages. Its importance is also reflected in the Slovene school system by implementation of learning of a foreign language in the first educational period. Thus, we try to meet the optimal conditions for learning a foreign language in the early period. In the process, ensuring learning situations, where learning would be performed in an authentic manner, presents a problem. In this way foreign language learning would resemble the context and circumstances of first language learning as much as possible. Storyline represents one of the modern approaches to teaching, which meets the characteristics of recommended early teaching of a foreign language, and also the demands of the Slovenian curriculum. The approach, deriving from Scotland in the 1960s, is still a novelty in Slovenia, especially in the field of teaching of a foreign language. Abroad, however, the approach is a teaching method, used in different subjects of the curriculum and on all levels of education. Storyline is a holistic student-centred method of teaching, where learning is conducted innovatively and interestingly, within the form of a story creation. The story creation is exactly what persuaded me to try the Storyline approach in teaching English as a foreign language in the third grade of the Slovene elementary school and analyzed the effect of the approach on pupils. By means of the qualitative research approach, I included 15 pupils, aged 8 and 9 years, who collaborated in the Storyline project, which lasted for 5 weeks (two lessons every week), into the action research. The answers to the research aims were acquired by means of interviews, before and after the Storyline project, with pupils and the primary school teacher, who teaches English in the class, participating in the research, and by observation and analysis of the children’s products. I collected and compared the opinion of the teacher as well as the experts who have been using this approach to teaching for many years. I discovered that the Storyline approach, with its authentic elements, positively influences the acquisition of the first intercultural experiences of pupils, preserving positive attitude towards the subject, and encouraging motivation for learning a foreign language. At the same time, it encourages autonomous learning and the use of a foreign language by ensuring a safe and creative learning environment. The pupils responded positively to the following elements of the Storyline approach: story, characters in the story, drama elements (role playing), creativity elements (artistic creation), incidents and unexpected events, team work and celebration. The problem tasks within the Storyline topics encouraged pupils to cooperate, and use various methods and materials when facing the problem. With its characteristics, Storyline represents a good starting point for alternative ways of assessment, such as portfolio, and enables more authentic learning experience of learning a foreign language in the classroom.
Secondary keywords: English language;primary education;angleščina;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 149 str.
ID: 9604661