magistrsko delo
Pavlica Žanet (Avtor), Karmen Pižorn (Mentor), Janez Vogrinc (Komentor)

Povzetek

Vsebinsko in jezikovno integrirano učenje (VJIU) ali CLIL (ang. Content and Language Integrated Learning), ki je krovno poimenovanje za odprt didaktični pristop pouka, kjer se vse ali zgolj določene vsebine nejezikovnega predmeta ali predmetov obravnavajo v ciljnem jeziku, je ena od najbolj učinkovitih poti za doseganje evropske politike večjezičnosti. V teoretičnem delu magistrskega dela smo opredelili didaktični pristop VJIU, njegove oblike izvajanja, prednosti in slabosti, njegovo zgodovino, podali pregled izvajanja VJIU v evropskih izobraževalnih sistemih ter povzeli ugotovitve raziskav s področja VJIU. S pomočjo predstavljenih modelov VJIU smo opisali, kako pristop vpeljati v razredno prakso. V empiričnem delu smo ugotavljali vpliv pristopa VJIU, ki smo ga izvajali pri pouku angleščine, na znanje iz angleščine (slušnega in bralnega razumevanja ter pisnega sporočanja), odnos učencev do angleščine in do pouka angleščine. Zanimal nas je tudi vpliv stopnje izobrazbe staršev na znanje njihovih otrok iz angleščine (slušnega in bralnega razumevanja ter pisnega sporočanja) ter na njihov odnos do angleščine. Z raziskavo smo želeli ugotoviti tudi zadovoljstvo učencev z didaktičnim pristopom VJIU oziroma z dejavnostmi tega pristopa ter posamezne razloge za njihove odločitve. Rezultati so pokazali, da pristop VJIU pozitivno vpliva na znanje učencev iz angleščine (bralno razumevanje in pisno sporočanje), na odnos učencev do angleščine in do pouka angleščine. Z raziskavo smo ugotovili tudi, da stopnja izobrazbe staršev ne vpliva na učenčevo znanje iz angleščine in na njihov odnos do angleščine ter da je tri četrtine učencev zadovoljnih z dejavnostmi, ki so bile izvajane z uporabo pristopa VJIU. Med utemeljitvami, zakaj so bile učencem všeč omenjene dejavnosti, najbolj izstopa kategorija učenja, tesno pa ji sledi vsebinska kategorija. Ti podatki kažejo na to, da je bil pristop VJIU izpeljan uspešno, saj so se učenci poleg učenja jezika zavedali tudi učenja individualnih učnih strategij ter učenja vsebine, kar je eden bistvenih ciljev tega pristopa.

Ključne besede

tujejezikovne spretnosti;izobrazba staršev;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Ž. Pavlica]
UDK: 373.3.016:811.111(043.2)
COBISS: 10638665 Povezava se bo odprla v novem oknu
Št. ogledov: 936
Št. prenosov: 89
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: Content and language integrated learning in English in the 5th class of the primary school
Sekundarni povzetek: Content and Language Integrated Learning (CLIL), that is an umbrella term for an open didactic teaching approach, where all or only particular contents of non-language subject or subjects are addressed in the target language, is one of the most effective ways to achieve the European multilingual policy. In the theoretical part of the master's thesis we identified CLIL didactic approach, its forms of implementation, advantages and disadvantages, its history, then we provided an overview of the CLIL implementation in the European education systems, and finally, summarized the research findings in the field of CLIL. With the help of the featured CLIL models we described how to introduce CLIL approach in the classroom practice. In the empirical part, we determined the impact of CLIL approach implemented in English class teaching, the English knowledge (listening and reading comprehension and written communication), the pupils' attitudes towards the English language and the English class teaching. We were also interested in the impact of parental educational level on their children's knowledge of English language (listening and reading comprehension and written communication) and their attitude towards the English language. The objective of the research was also to determine the pupils’ satisfaction with CLIL didactic approach, respectively the approach-based activities and individual reasons for their decision making. The results have shown that CLIL approach has a positive impact on the pupils' knowledge of English language (reading comprehension and written communication), on the pupils' attitudes towards the English language and the English class teaching. The research has also suggested that the parental education level does not affect the pupils' knowledge of English language and their attitude towards the English language, and that three-quarters of the pupils were satisfied with the activities that were carried out by using CLIL approach. Among the justifications why the pupils were fond of these activities, the learning category is the most significant, closely followed by the content category. These data suggest that CLIL approach was carried out successfully, since, in addition to the language learning, the pupils were aware of learning about the individual teaching strategies and the content learning, which is one of the key objectives of this approach.
Sekundarne ključne besede: language skill;primary school;jezikovna veščina;osnovna šola;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: XI f., 172 str., [125] str. pril.
ID: 8773690