magistrsko delo
Sara Ferk (Avtor), Mihaela Brumen (Mentor)

Povzetek

Namen magistrskega dela je preučiti stališča osnovnošolskih učencev do anksioznosti pri pouku angleščine kot tujem jeziku. Želeli smo ugotoviti razlike med zaznavanjem anksioznosti pri učencih 6. in 9. razreda v povezavi z njihovo učno uspešnostjo pri pouku angleščine (ANG) v preteklem šolskem letu in glede na spol učencev. Podrobneje so nas zanimala stališča osnovnošolskih učencev do anksioznosti pri govorjenju v ANG kot tujem jeziku (TJ) v OŠ. V empirični raziskavi je sodelovalo 150 udeležencev (6. in 9. razred) dveh OŠ v severovzhodni Sloveniji. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki smo mu dodali Lestvico za merjenje anksioznosti pri pouku tujega jezika (angl. Foreign language classroom anxiety scale - FLCAS; Horwitz idr., 1986). S pomočjo raziskave smo ugotovili, da na vzorcu slovenskih osnovnošolskih učencev obstajajo statistično značilne razlike med doživljanjem anksioznosti učencev pri pouku ANG kot TJ glede na spol, starost in učno uspešnost učencev v preteklem šolskem letu. Ugotavljamo, da se višja stopnja anksioznosti kaže pri učenkah in učencih 6. razreda ter pri tistih udeležencih, ki so v preteklem šolskem letu imeli nižje zaključne ocene pri pouku ANG kot TJ. Ugotavljamo, da udeleženci višjo stopnjo anksioznosti pri govorjenju ANG kot TJ doživljajo zaradi sošolcev, pred začetkom govorne situacije, pri govornih nastopih in pri pouku ANG v učilnici in ne pri pouku na daljavo. Ugotavljamo tudi, da imajo udeleženci težave pri izgovarjavi v ANG. Prav tako ugotavljamo, da udeleženci sami tehnik sproščanja za lajšanje govorne anksioznosti pri pouku ANG kot TJ ne izvajajo pogosto. Po mnenju učencev učitelji tehnik sproščanja za lajšanje govorne anksioznosti učencev pri pouku ANG kot TJ izvajajo le redko, kar je zelo zaskrbljujoče. Pridobljene ugotovitve so lahko učiteljem angleščine v poduk, da razmislijo o izboljšanju svojih učiteljskih sposobnosti, ki bi bile učencem pri lajšanju anksioznosti v večjo korist.

Ključne besede

magistrska dela;anksioznost;govorjenje;angleščina;osnovne šole;FLCAS;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [S. Ferk]
UDK: 159.96:373.3(043.2)
COBISS: 81960451 Povezava se bo odprla v novem oknu
Št. ogledov: 541
Št. prenosov: 73
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: Speaking anxiety in foreign language learning in primary school
Sekundarni povzetek: The purpose of this thesis was to examine the attitudes of primary school students towards anxiety in learning English as a foreign language. We wanted to find out the differences between the perception of anxiety in 6th and 9th grade students in relation to their learning performance in English lessons in the previous school year and according to the gender of the students. Furthermore, we were interested in the attitudes of primary school students towards anxiety in speaking English as a foreign language in the primary school. The empirical research included 150 participants (6th and 9th grade) from two primary schools in the north-eastern part of Slovenia. Data were obtained by using a questionnaire which included the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986). With the research we found that in a sample of Slovenian primary school students there are statistically significant differences between the experience of students' anxiety in learning English as a foreign language according to gender, age and learning performance of students in the previous school year. We found that a higher level of anxiety was seen in female students, in 6th grade students, and in those participants who had lower final grades in English classes in the past school year. The research shows that participants experienced a higher level of anxiety when speaking English as a second language in front of their classmates, before a speech situation and during speech performances in the classroom, while the anxiety levels were lower in distance learning. The research also shows that participants had difficulties in dealing with English pronunciation. We also found that the participants themselves did not perform relaxation techniques to relieve their speech anxiety in learning English as a foreign language. According to students' opinion, teachers rarely practiced relaxation techniques to alleviate students' speech anxiety during English classes which is very worrying. These findings suggest that English teachers should consider improving their teaching skills at relieving anxiety, which would be very beneficial to students.
Sekundarne ključne besede: master theses;fear;anxiety;speaking;English;primary schools;FLCAS;Tesnoba;Osnovnošolsko učenje in poučevanje;Angleščina;Slovenija;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani: 1 spletni vir (1 datoteka PDF (XIII, 113 str.))
ID: 13308876