magistrsko delo
Zala Rifelj (Avtor), Tomaž Petek (Mentor)

Povzetek

Govorno nastopanje pojmujemo kot tvorjenje enogovornih govorjenih besedil, namenjenih širši ali ožji javnosti. V magistrskem delu smo raziskovali, kako se študentje zaključnih letnikov razrednega pouka na Pedagoški fakulteti v Ljubljani samoocenjujejo glede usposobljenosti za govorno nastopanje v knjižnem jeziku pri pouku. Cilj raziskave je bil ugotoviti, katere predhodne izkušnje študentom pomagajo, da so uspešnejši pri govornem nastopanju, kako kompetentne se samoocenjujejo za govorno nastopanje pri pouku v knjižnem jeziku, katerih znanj oz. kompetenc jim primanjkuje, katero je njihovo močno in šibko področje govora, katere kompetence govornega nastopanja bi še lahko izboljšali in kako, kakšne povratne informacije (in od koga) so prejemali med študijem, kako so študentje zadovoljni s pripravo na govorno nastopanje v sklopu predmetov na PEF in katerih nadaljnjih izobraževanj in usposabljanj bi si še želeli. V empiričnem delu smo izvedli anketo, v kateri je sodelovalo 10 moških in 96 žensk. Ugotovili smo, da so anketirancem v največji meri pomagale izkušnje govornega nastopanja iz osnovne in srednje šole. Študentje zaključnih letnikov se ocenjujejo kot precej kompetentne za govorno nastopanje pri pouku v knjižnem jeziku, med ženskami in moškimi pa se ne pojavljajo statistično pomembne razlike glede njihove samoocene. Ugotovili smo tudi, da študentom primanjkuje znanje poznavanja ustreznega načina razvijanja teme in značilnosti besednega jezika (ustrezna izbira socialne in funkcijske zvrsti jezika, slovnična pravilnost in pravorečni govor). Njihovo močno področje pri govornem nastopanju je samozavestno in prosto govorjenje ter očesni stik s poslušalci. Njihovo šibko področje je neuporaba knjižnega zbornega jezika pri govorjenju in uporaba mašil med govorom. Študentje bi si želeli izboljšati kompetence poznavanja značilnosti besednega jezika, svoje kompetence pa bi izboljšali z več vaje v praksi in dodatnimi izobraževanji. Med študijem so študentje v največji meri povratne informacije glede njihovega govornega nastopanja dobili od profesorja na fakulteti ter mentorja na pedagoški praksi. Povratne informacije so se jim zdele uporabne, lahko so jih prenesli v prakso in se na podlagi le-teh izboljšali. Ugotovili smo, da so študentje zadovoljni s pripravo na govorno nastopanje v sklopu predmetov na PEF, njihovo zadovoljstvo pa se glede na spol ne razlikuje statistično pomembno. Raziskali smo še, katera nadaljnja izobraževanja in usposabljanja bi si študentje še želeli, in ugotovili, da si želijo pregleda glasilk pri foniatru in individualne usmeritve za pravilno izgovorjavo.

Ključne besede

študentje;pouk;govorno nastopanje;knjižni jezik;razredni pouk;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Z. Rifelj]
UDK: 378(043.2)
COBISS: 231081987 Povezava se bo odprla v novem oknu
Št. ogledov: 109
Št. prenosov: 40
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Self-assessment by final year students of primary education at the Faculty of Education at the University of Ljubljana on their competence to speak in the language of literature in class
Sekundarni povzetek: Public speaking is understood as the creation of monologic spoken texts intended for a broad or narrow audience. In this master's thesis, we researched how final-year students of Classroom Teaching at the Faculty of Education in Ljubljana self-assess their competence for public speaking in standard language during lessons. The goal of the research was to determine which previous experiences help students succeed in public speaking, how competently they self-assess their ability for public speaking in standard language during lessons, which skills or competencies they lack, what their strengths and weaknesses in speech are, which public speaking competencies could further be improved and how, what kind of feedback (and from whom) they received during their studies, how satisfied students are with the preparation for public speaking as part of the courses at the Faculty of Education, and which additional training and education they desire. In the empirical part, we conducted a survey with participation from 10 male and 96 female students. We found that experiences of public speaking from primary and secondary school were the most beneficial for the respondents. Final-year students rate themselves as quite competent for public speaking in standard language during lessons, and there are no statistically significant differences between male and female in their self-assessment. We also discovered that the students lack knowledge about the proper methods of developing a topic and about the characteristics of spoken language (including the appropriate choice of social and functional language registers, grammatical accuracy, and proper pronunciation). Their strong area in public speaking is confident and fluent speaking, as well as effective eye contact with the audience, while their weak area is the non-use of standard literary language in speech and the frequent use of fillers. The students expressed a desire to improve their competence in understanding the features of spoken language and they believe that more practical exercises and additional training would enhance their skills. During their studies, the students mostly received feedback on their public speaking from university professors and from mentors during their teaching practice. The feedback was considered useful, as they were able to apply it in practice and improve accordingly. We also found that the students are satisfied with the preparation for public speaking within the courses at the Faculty of Education, with no statistically significant differences in satisfaction between genders. Additionally, our research also revealed that the students would welcome further training and education, specifically a vocal cord examination by a phoniatrician and individual guidance for correct pronunciation.
Sekundarne ključne besede: students;class;public speaking;language of literature;primary education;Samoovrednotenje;Študenti;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (74 str.))
ID: 26137611