Pomoč dijaku z učnimi težavami pri učenju angleščine

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Šnuderl]
UDK:	376.1(043.2)
COBISS:	9753161
Št. ogledov:	403
Št. prenosov:	75
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Helping student with learning disabilities with learning English
Sekundarni povzetek:	When entering high-school, students are met with new requirements and expectations. A lot of students with learning disabilities have poorly developed basic school skills and metacognitive strategies. These difficulties are most expressed with general educational subjects, including English. Difficulties with learning English are most often derived from the native language and therefore expressed in the same manner, but may also arise because of memory problems, anxiety and difficulties with management of grammar. The importance of knowing foreign languages has increased considerably in the last years. This has led to new challenges in foreign language classes, requiring adaptations and implementing new methods and approaches. Hereinafter I focus on helping a student with learning disabilities with learning English and state different adaptations, approaches and recommendations. Within the frames of strategies, approaches and methods for learning and teaching English, I define metacognition, language learning strategies, multisensory learning, mnemotechinques, graphical organizers and memory cards. In my empirical part, I included a 1st year student with learning disabilities, attending High school for catering and tourism (three-year program). First, I evaluated his starting knowledge of English and his abilities to learn English with tests, and then set up goals that he must accomplish with his teacher. The goal of this empirical part was to devise a training aid, which would, through appropriate strategies, activities, assignments and materials, help with better knowledge of English and more efficient learning strategies of the student. The training which lasted 5 months (18 meetings) proved to be effective, as comparison of initial and final testing showed progress in knowledge and selection of more efficient learning strategies. Increase in performance is also confirmed by the students’ final grade in English, dobro (3).
Sekundarne ključne besede:	learning difficulty;English language;learning;učne težave;angleščina;učenje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	III, 90 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Helping student with learning disabilities with learning English
Ključne besede (ePrints):	dijaki z učnimi težavami
Ključne besede (ePrints, sekundarni jezik):	students with learning disabilities
Povzetek (ePrints):	Dijaki se ob vstopu v srednjo šolo srečajo z novimi zahtevami in pričakovanji. Veliko dijakov z učnimi težavami ima slabše razvite osnovne šolske veščine in metakognitivne strategije. Probleme imajo najpogosteje pri splošnih izobraževalnih predmetih, kamor sodi tudi tuj jezik angleščina. Težave z učenjem angleščine največkrat izvirajo iz maternega jezika in se kažejo na enak način kot tam, lahko pa se pojavljajo še zaradi spominskih težav, anksioznosti in težav z obvladovanjem slovnice. Pomen znanja tujih jezikov se je v zadnjih letih zelo povečal. Pouk tujega jezika je tako pred novimi izzivi, zaradi česar se prilagaja ter usvaja nove metode in pristope. V nadaljevanju se osredotočim na pomoč pri učenju angleščine dijaku z učnimi težavami ter navedem različne prilagoditve, pristope in priporočila. V okviru strategij, pristopov in metod za učenje in poučevanje angleščine opredelim metakognicijo, jezikovne učne strategije, multisenzorno učenje, mnemotehnike, grafične organizatorje in spominske kartice. V empirični del je bil vključen dijak z učnimi težavami, ki obiskuje 1. letnik Srednje šole za gostinstvo in turizem (triletni program). Na začetku sem s testi ocenila njegovo znanje in sposobnosti za učenje angleščine, učne strategije ter se z učiteljico dogovorila za cilje, ki jih mora dijak usvojiti. Cilj empiričnega dela je bil sestaviti trening pomoči, ki bo z ustreznimi strategijami, aktivnostmi, nalogami in materiali pripomogel k boljšemu znanju angleščine in učinkovitejšim učnim strategijam dijaka. Trening, ki je potekal 5 mesecev (18 srečanj), se je izkazal za učinkovitega, saj je primerjava rezultatov začetnega in končnega testiranja pokazala napredek v znanju in izbiri učinkovitejših učnih strategij. Uspešnost pa potrjuje tudi dijakova zaključna ocena dobro (3) pri angleščini.
Povzetek (ePrints, sekundarni jezik):	When entering high-school, students are met with new requirements and expectations. A lot of students with learning disabilities have poorly developed basic school skills and metacognitive strategies. These difficulties are most expressed with general educational subjects, including English. Difficulties with learning English are most often derived from the native language and therefore expressed in the same manner, but may also arise because of memory problems, anxiety and difficulties with management of grammar. The importance of knowing foreign languages has increased considerably in the last years. This has led to new challenges in foreign language classes, requiring adaptations and implementing new methods and approaches. Hereinafter I focus on helping a student with learning disabilities with learning English and state different adaptations, approaches and recommendations. Within the frames of strategies, approaches and methods for learning and teaching English, I define metacognition, language learning strategies, multisensory learning, mnemotechinques, graphical organizers and memory cards. In my empirical part, I included a 1st year student with learning disabilities, attending High school for catering and tourism (three-year program). First, I evaluated his starting knowledge of English and his abilities to learn English with tests, and then set up goals that he must accomplish with his teacher. The goal of this empirical part was to devise a training aid, which would, through appropriate strategies, activities, assignments and materials, help with better knowledge of English and more efficient learning strategies of the student. The training which lasted 5 months (18 meetings) proved to be effective, as comparison of initial and final testing showed progress in knowledge and selection of more efficient learning strategies. Increase in performance is also confirmed by the students’ final grade in English, dobro (3).
Ključne besede (ePrints, sekundarni jezik):	students with learning disabilities
ID:	8311655