Interpretativno branje poezije pri angleščini

Kožuh, Petra (author), Saksida, Igor (mentor)

Magistrsko delo raziskuje interpretativno branje poezije pri angleščini. Mladi danes berejo premalo, zato kakovost branja počasi upada, še toliko manj pa je poudarka na interpretativnem branju. V magistrski nalogi sem se ukvarjala s precej kočljivo tematiko glede na to, da (predvsem starejši) učenci samoiniciativno zelo malo posegajo po poeziji, še toliko manj možnosti pa je, da bodo v prostem času brali poezijo v tujem jeziku. Pomembno je zavedanje, da je angleščina v današnji osnovni šoli vse pomembnejša, saj učenci pridobivajo dragoceno znanje, ki je izrednega pomena pri nadaljnjem šolanju, iskanju zaposlitve in v vsakodnevnem življenju. Učitelji tujega jezika si pri poučevanju velikokrat pomagajo tudi s poezijo, ki je pomembna za osebno rast vsakega posameznika (npr. za estetsko doživljanje literarnega besedila), hkrati pa je odlično orodje za učenje jezika. Pesmi, ki vsebujejo značilen ritem in rime, so izvrstne za učenje novih besed ali daljših fraz. Hkrati so pesmi imenitna priložnost za učenje interpretativnega branja. Ravno to pa je tudi moje področje preučevanja – kako lahko učitelj doprinese h kakovostnejšemu in bolj doživetemu branju poezije pri pouku angleščine. Magistrsko nalogo sem razdelila na dva glavna dela. V prvem, teoretičnem delu sem opredelila poezijo, predstavila načine dela v razredu in definirala splošno ter interpretativno branje. Na učence ima vsekakor izreden vpliv učitelj, ki mora poznati širok nabor najrazličnejše (otroške) poezije, znati učence motivirati in predvsem literarno delo prebrati tako, da navduši učence. Za to je potrebno veliko prebiranja poezije in vaje interpretativnega branja tudi za učitelja. V teoretičnem delu se ves čas prepletajo teorije, tako s slovenskega kot iz tujih področij. V empiričnem delu sem raziskovala zgolj branje angleške poezije. Izbrala sem nekaj otroških pesmi v angleškem jeziku, ki smo jih z učenci prebirali v obdobju malo manj kot dveh mesecev. Pred začetkom raziskave sem si zastavila pet ciljev, ki sem jih preverjala ob branju učencev. Po pričakovanjih se je izkazalo, da razumevanje pesmi odločilno vpliva na interpretativno branje učencev, zelo pomembni dejavniki za napredovanje pri branju pa so še kontinuirano branje ter povratna informacija učitelja in samoevalvacija učencev.

• Language: Slovenian
• Keywords: angleščina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-105835
• COBISS.SI-ID: 12249929
• Publication date in RUL: 04.01.2019

Secondary language

• Language: English
• Title: Interpretative poetry reading at English lessons

Abstract

The masters's thesis discusses interpretative poetry reading in English classroom. Children and teenagers don't read enough these days and the quality of reading is decreasing. This topic is a bit delicate knowing that pupils don't read much poetry, especially second language poetry. Still it is very important that teachers are aware of the fact that English has a great value and gives children knowledge which is so important for their schooling, career and also in everyday life. Teachers often use poetry as a tool to teach foreign language. Not only that it is so valuable for personal growth of every child but also gives a big opportunity to learn a language with the help of its tipical rhytm and rhymes. Poems are appropriate for learning interpretative reading, too. And that is the area of my research – finding out how can a foreign language teacher help children improve their reading to be more qualitative. The master's thesis consists of two main parts. In the theoretical part I defined poetry, presented different methods of working with children and described reading in general and interpretative reading. Teacher is a great influence for pupils and it is very important that he/she knows many different (children's) poems, knows how to motivate children and reads the poem appropriatelly so the children are amazed and want to read the poem on their own. This means that teacher has to read a lot of poetry and needs to practise interpretative reading. I presented some theories of different Slovene and foreign authors in the theoretical part. I was researching reading of English poetry in the empirical part. I chose eight poems which I was reading in front of and together with the pupils in the period of almost two months. I wanted to check five different goals and as I expected it turned out that understanding of the poem is one of the most important factors for succesful interpretative reading. Also continuous reading, teacher's feedback and self-reflection are significant for the improvement of interpretative reading.

• Keywords: English