Začetno opismenjevanje korejske deklice v slovenščini

magistrsko delo

Lara Kuhar (Avtor), Marja Bešter (Mentor)

Povzetek

V slovenske šole je vključenih veliko otrok, katerih prvi/materni jezik ni slovenščina. Predvsem otroci, ki se v sistem šolanja pri nas vključijo naknadno, imajo drugačno izhodišče za učenje kot ostali učenci v razredu, katerih prvi jezik je slovenščina in so v šoli od 1. razreda dalje. Učenje slovenščine kot drugega jezika in hitra vključitev v novo okolje pa je velik izziv, a hkrati glavni cilj tako za te učence kot tudi za njihove učitelje. Temeljni cilj magistrskega dela je bil prikazati napredek v začetnem učenju slovenščine in opismenjevanju 9-letne korejske deklice v slovenščini. Ko je prišla v Slovenijo, je začela obiskovati 3. razred OŠ, ne da bi znala slovensko, v popoldanskem času pa je imela na željo staršev eno šolsko leto dodatno (mojo) pomoč doma. V empiričnem delu je predstavljen potek najinega individualnega dela. Napredek v sporazumevanju v slovenščini je bil kljub nekaterim napakam jasno viden. Usvojila je zmožnost branja, pisanja pa tudi govorjenja in poslušanja, ker se te zmožnosti pri učenju jezika medsebojno prepletajo. Največji napredek je bil viden v branju, saj je bilo njeno branje zmeraj bolj tekoče in zmeraj bolj je razumela prebrano. V šoli je uspešno opravila tudi bralno značko. Zelo je napredovala na področju pravorečja; to se je odražalo pri glasnem branju in govorjenju. Razvila se je njena poimenovalna zmožnost v slovenščini in tudi upovedovalna zmožnost, saj je tvorila povedi, sicer nekoliko pomanjkljive (napačen glagolski čas, napačna uporaba spola, števila in napačno sklanjanje). Pri poslušanju z razumevanjem je imela težave zaradi skromnega besednega zaklada. Najtežje je bilo pisanje, ker se je morala opismeniti v latinici, ker v slovenščini določene besede pišejo drugače, kot jih izgovorimo, in ker je pisanje v primerjavi z govorjenjem uporabljala manj pogosto. Na dekličin napredek so vplivali razni dejavniki: sistematično usvajanje jezika (na individualnih urah razni didaktični pristopi), osebni interes in delavnost, zaupljiv odnos med njo in menoj (in učiteljico v šoli), aktivna vključenost v novo okolje in druženje z vrstniki ter sodelovanje staršev s šolo.

Ključne besede

začetno opismenjevanje;slovenščina kot drugi jezik;učenec priseljenec;pomoč učencu;didaktična igra;korejski jezik;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2017
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[L. Kuhar]
UDK:	373.32.016:003(043.2)
COBISS:	11542089
Št. ogledov:	674
Št. prenosov:	123
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Literacy tutoring of Korean girl in Slovenian language
Sekundarni povzetek:	A lot of children whose first language/mother tongue is not Slovenian attend Slovenian schools. Children who enter the education system in our country late have a different starting point for learning than other pupils in the class whose first language is Slovenian and who begin their school education in the first grade. Learning the Slovenian language as a second language and rapid integration into a new environment is a great challenge, yet also the main goal for both these pupils and their teachers. The main purpose of the master's thesis was to demonstrate the progress made by a 9-year-old Korean girl in Slovenia in her initial stage of learning the Slovenian language and acquiring literacy. When she came to Slovenia, she was enrolled in the third grade of elementary school without knowing any Slovenian words. At the request of her parents, she was also given after school help at home (by me) for one school year. The course of our individual work is presented in the empirical part of the thesis. Despite some errors, progress was obvious. She developed the skills of reading, writing, speaking and listening because these abilities are intertwined in language learning. The greatest progress was seen in reading. Her reading became more and more fluent and she also understood much better what she had read. She also successfully participated in the programme of extra reading at home called Reading Badge. She made great progress in pronunciation (orthoepy), which was clearly seen in loud reading and speaking. Her naming skills in the Slovenian language as well as sentence formation developed and she began to form sentences, although they were somewhat deficient (wrong verb tenses, wrong use of gender and number, incorrect declensions). In the category of listening with understanding, she had problems due to her poor vocabulary. The biggest problem was writing because she had to learn how to read and write in the Latin alphabet and because certain words are written and pronounced differently in the Slovenian language. In addition, she used writing less frequently than speaking. The girl's progress was influenced by various factors: systematic acquisition of the language (by various didactic approaches in individual lessons), personal interest and diligence, a positive and trusting relationship between her and me (and her teacher at school), active integration in the new environment, socializing with her peers, and parents’ cooperation with school teachers.
Sekundarne ključne besede:	literacy;child of foreign national;primary education;pismenost;otrok druge nacionalnosti;osnovnošolski pouk;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani:	89 str.
ID:	9630420