20.500.12556/RUL-183593 MOTIVACIJA ZA UČENJE STROKOVNE ANGLEŠČINE MED ŠTUDENTI NAVTIKE IN POMORSKEGA STROJNIŠTVA MOTIVATION FOR LEARNING PROFESSIONAL ENGLISH AMONG STUDENTS OF NAUTICAL STUDIES AND MARINE ENGINEERING Diplomsko nalogo smo zasnovali kot celovit pregled, ki združuje strokovne pomorske standarde s psihološkimi vidiki učenja. V začetnem delu pomorsko angleščino opredeljujemo kot jezik stroke in krovni izraz za sporazumevanje pomorščakov na morju, v pristaniščih ter v ladijskem in ladjedelniškem sektorju, pri čemer izpostavljamo njeno vlogo osrednjega mednarodnega jezika v pomorstvu. V nadaljevanju vsebino razčlenjujemo na pet ključnih vej pomorske angleščine glede na namen njihove uporabe, s čimer natančneje klasificiramo posamezna področja in načine komunikacije. Posebno pozornost namenjamo mednarodnemu regulativnemu okviru, kot ga določa Mednarodna pomorska organizacija (IMO), ter predpisom, ki utrjujejo položaj angleščine v pomorstvu. V okviru tega navajamo konvencijo SOLAS, ki zaradi zagotavljanja varnosti zahteva določitev delovnega jezika na krovu, ter vzorčni program IMO 3.17, s pomočjo katerega pojasnjujemo razliko med splošno in specializirano pomorsko angleščino. Pri tem natančno razmejujemo zahteve glede na ravni odgovornosti, in sicer med operativno ravnijo, ki obsega izvajanje nalog in stražarjenje, ter vodstveno ravnijo, ki vključuje sprejemanje odločitev in prevzemanje celotne odgovornosti za varnost. Teoretični del naloge dopolnjujemo s psihologijo motivacije, ki jo raziskujemo kot ključni dejavnik za uspeh pri učenju tujega jezika. V tem sklopu se osredotočamo na primerjavo med integrativno motivacijo, kjer gre za željo po vključitvi v družbo, in instrumentalno motivacijo, ki izhaja iz praktičnih ter ekonomskih razlogov, hkrati pa preučujemo tudi dinamiko med notranjo in zunanjo motivacijo. V empiričnem delu sledi analiza in diskusija pridobljenih kvalitativnih podatkov, kjer najprej podrobno obravnavamo odgovore udeležencev na posamezna vprašanja, nato pa izpeljemo še celostno sintezo vseh ugotovitev. V sklepnem delu naloge povzemamo ugotovitve in jih primerjamo s pričakovanji, hkrati pa ovrednotimo način odgovarjanja udeležencev ter kritično opišemo potek celotnega procesa nastajanja diplomskega dela. This thesis is designed as a comprehensive overview that integrates professional maritime standards with psychological aspects of learning. In the introductory section, Maritime English is defined as a language for specific purposes, and an umbrella term for communication among seafarers at sea, in ports, and within the shipping and shipbuilding sectors, highlighting its role as the primary international language of the maritime industry. Furthermore, the content is subdivided into five core branches of Maritime English based on their purpose, thereby providing a more precise classification of specific areas and modes of communication. Special attention is dedicated to the international regulatory framework established by the International Maritime Organization (IMO) and the regulations that define the position of English in global shipping. Within this context, we mention the SOLAS Convention, which mandates the designation of a working language on board for safety purposes, and the IMO Model Course 3.17 (Maritime English), through which the distinction between General Maritime English and Specialized Maritime English is explained. In doing so, we precisely delineate the requirements according to levels of responsibility, namely between the operational level, which encompasses the execution of tasks and watchkeeping, and the management level, which involves decision-making and overall responsibility for safety. The theoretical framework of the thesis is complemented by the psychology of motivation, which is explored as a key factor for success in foreign language learning. This section focuses on a comparison between integrative motivation, driven by the desire to integrate into a community, and instrumental motivation, which stems from practical and economic reasons, while also examining the dynamics between intrinsic and extrinsic motivation. The empirical part consists of the analysis and discussion of the acquired qualitative data, where we first examine the participants' responses to individual questions in detail, followed by a comprehensive synthesis of findings. In the concluding section, we summarize the results and compare them with expectations, while also evaluating the participants' response patterns and critically describing the overall process of creating this thesis. motivacija za učenje strokovna angleščina angleščina za posebne namene (ESP) študenti navtike pomorsko strojništvo pomorsko izobraževanje learning motivation professional English English for Specific Purposes (ESP) nautical studies students marine engineering students maritime education true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-06-16 08:45:18 2026-06-16 08:45:37 2026-06-17 08:21:18 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 44771 281868547 17352.pdf 17352.pdf 1 2EB967D5C3633DBB1013BD990BCF887C ecd8baea3fcb270176fdb00ce028b1de80318cc735d06625b921d42ba49cc140 fb06f12b-694e-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=235699 Fakulteta za pomorstvo in promet 0 0 0