stališča učiteljev razrednega pouka in učencev, 2., 3. in 4. razreda
Anja Klemenčič (Avtor), Karmen Pižorn (Mentor)

Povzetek

V današnjem času je znanje jezikov vedno bolj zaželeno in nujno. Od posameznikov se pričakuje, da znajo govoriti vsaj en tuji jezik. Veliko teoretikov zagovarja zgodnje učenje tujih jezikov, ker so otroški možgani najbolj dovzetni za tako učenje in je znanje, pridobljeno v tem obdobju, boljše. Otrok, ki ima okrepljene sinapse na področju jezika, se bo kasneje lažje učil besedišča in slovnice. Najbolj primerno za začetno učenje jezika naj bi bilo tisto, ki je podobno naravnemu usvajanju maternega jezika. V diplomskem delu smo se osredotočili na metodo vsebinsko in jezikovno integriranega učenja (VJIU), s katero lahko to dosežemo. Predstavili smo splošne karakteristike takega pouka. Zanimalo nas je, kako slovenski učitelji in učenci, ki so sodelovali pri pouku po metodi VJIU, sprejemajo tak način učenja. Zato smo v empiričnem delu analizirali anketna vprašalnika, ki so ju reševali učenci in učitelji. Ugotovili smo, da učitelji večinoma poznajo in sprejemajo to obliko poučevanja tujih jezikov v Sloveniji. Učenci, ki so sodelovali pri takem pouku, dobro sprejemajo tak način učenja in so z njim večinoma zadovoljni. Učenci večinoma nimajo negativnega mnenja o vplivu učenja v tujem jeziku na materni jezik, učitelji pa so glede tega precej neodločeni. Med mnenji nismo opazili posebnih povezav med učitelji in učenci iste šole. Učenci večinoma menijo, da bi se naučili več, če bi pouk vedno potekal v slovenščini, vendar so učitelji istih šol večinoma mnenja, da kakovost znanja vsebine zaradi poučevanja v tujem jeziku ni slabša. Učitelji med poukom učencem omogočijo razumevanje vsebine predvsem z nebesednimi spremljevalci jezika (mimika, kretnje, slike, konkreten material ...).

Ključne besede

materni jezik;modeli VJIU;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Klemenčič]
UDK: 373.3.016(043.2)
COBISS: 10788425 Povezava se bo odprla v novem oknu
Št. ogledov: 745
Št. prenosov: 110
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
Sekundarni povzetek: In this modern time, knowledge of languages is very desirable and necessary. Every person is expected to know at least one foreign language. A lot of researches think that this kind of learning is the best at young age. That is why knowledge acquired at this age is better, because children’s brains are the most sensitive when it comes to this kind of learning. A child with strengthened synapses in the area of language will later be able to learn vocabulary and grammar in an easier way. The most suitable method for initial learning of the 2 foreign language should be the one that is similar to the natural acquisition of the first language. We can achieve this with the method of Content and Language Integrated Learning (CLIL). We focused on this method in our thesis. We presented general characteristics of such lessons. We were wondering how the Slovenian teachers and students, who participated in classes according to the CLIL method, perceive this way of learning. Therefore, in the empirical part we analysed two questionnaires, which were filled in by the pupils and the teachers. We found that most teachers are familiar with and accept this method of teaching foreign languages in Slovenia. The pupils, who have participated in such classes, accept this way of learning and are mostly satisfied with it. They do not have negative opinion on the impact of foreign language learning on their first language but the teachers are quite undecided about that. There was no correlation between teachers and pupils of the same school. Pupils think that they would learn more if the lessons were always taught in the Slovenian language. Teachers of the same school mostly think that the quality of content knowledge is not inferior because of teaching in the foreign language. Teachers enable understanding of content with the use of non-verbal visualization (body language, gestures, pictures, concrete materials …)
Sekundarne ključne besede: language teaching;foreign languages;primary school;jezikovni pouk;tuji jeziki;osnovna šola;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: XI, 110 str.
ID: 9063824