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Pristopi k poučevanju slovnice v izbranih učbenikih za angleščino kot tuji jezik
ID Kuzmanoski, Tanja (Author), ID Skela, Janez (Mentor) More about this mentor... This link opens in a new window

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Abstract
Poučevanje slovnice je bilo vedno ena najbolj razgretih tem na področju poučevanja tujih jezikov. V zgodovini poučevanja angleščine kot tujega jezika je bila slovnica vedno obširno obravnavana tema, način njenega dojemanja in razumevanja pa je pomembno vplival na poučevanje tujih jezikov. Raziskave so pokazale, da poučevanje slovnice skozi kontekst povečuje motivacijo učencev in njihovo sposobnost pomnjenja in razumevanja slovničnih pravil jezika. Učitelj lahko uporablja različne načine za kontekstualizacijo slovnice z uporabo številnih virov in tehnik. Kontekstualizacija slovnice bo učencem omogočila vpogled v slovnična pravila tujega jezika in njihovo smiselno uporabo, kar bo posledično izboljšalo komunikacijske spretnosti učencev. Predstavljanje izoliranih slovničnih delov učencem ne bo pomagalo razumeti pravil jezika; nasprotno, povečalo bo že siceršnji slab ugled slovnice in povzročilo neuporabno poznavanje slovničnih pravil. Prvi del magistrskega dela se osredotoča na teoretični del, to je razlaga pojma slovnice, pomen poučevanja slovnice, podaja zgodovinski pregled slovničnih metod poučevanja in na kratko obravnava vlogo učitelja znotraj posamezne metode; poleg tega poudarja pomen zagotavljanja konteksta pri predstavljanju slovnice. V tem delu je opredeljen tudi položaj slovnice danes, poleg tega pa sta predstavljena dva glavna modela za načrtovanje poučevanja slovnice, in sicer PPP (ang. the Presentation-Practice-Production Model) in TBL (ang. the Task-Based Model). Drugi del magistrskega dela je empirični del, ki vključuje temeljito analizo dveh srednješolskih učbenikov za poučevanje angleščine, New Headway Intermediate in Insigt Intermediate, ob čemer je poseben poudarek na tem, kako oba učbenika obravnavata oz. uvajata glagolski čas the Present Simple Tense (tj. ‘navadni’ sedanjik). Analiza vključuje tudi značilnosti in kakovost konteksta glede na obliko, pomen in rabo obravnavane slovnične strukture. Temu sledi analiza kakovosti slovničnih vaj, namenjenih vadbi in ocena tega, kako uspešno učbenika kontekstualizirata slovnico. Kljub zelo nasprotujočim stališčem glede vloge in pomena poučevanja slovnice pri pouku tujih jezikov – nekateri jezikoslovci poučevanje slovnice v celoti podpirajo, medtem ko mu drugi oporekajo – , pričujoče magistrsko delo govori v prid poučevanju slovnice, ki jo vidi kot bistveni del pouka angleščine kot tujega jezika.

Language:Slovenian
Keywords:slovnica, angleščina kot tuji jezik, poučevanje slovnice, pristopi k poučevanju slovnice, kontekstualizacija, učbeniki za angleščino kot tuji jezik.
Work type:Master's thesis/paper
Organization:FF - Faculty of Arts
Year:2019
PID:20.500.12556/RUL-106163 This link opens in a new window
Publication date in RUL:03.02.2019
Views:2038
Downloads:318
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Secondary language

Language:English
Title:Approaches to Grammar Teaching in Selected EFL Coursebooks
Abstract:
Grammar teaching has always been one of the most heated topics in the field of foreign language teaching. In the history of EFL grammar has been an extensively discussed topic and the way grammar has been perceived had a significant influence on foreign language teaching. Research has shown that teaching grammar through context increases learners’ motivation and their ability to remember and understand the grammatical rules of the language. The teacher can employ various ways for contextualizing grammar in the foreign language classrooms by using numerous resources and techniques. Contextualizing grammar will provide learners with an insight of the foreign language grammatical rules and their meaningful use, which will in turn result in improving learners’ communication skills. Presenting isolated grammatical chunks will not help learners understand the rules of the language; on the contrary, it will increase the already bad reputation of grammar in the classroom and will result in inapplicable knowledge of grammatical rules. The first part of the master’s thesis focuses on the theoretical part, that is, explains the notion of grammar, the importance of teaching grammar, provides a historical overview of grammar teaching methods and briefly discusses the place of the teacher within each of them; moreover, it highlights the importance of providing context when presenting grammar in the EFL classroom. This part, furthermore, defines the place of grammar teaching today and presents the two major models for planning grammar lessons, i.e. PPP and TBL. The second part of the master’s thesis is the empirical part which includes a thorough analysis of two high-school EFL coursebooks, New Headway Intermediate and Insight Intermediate, and analyses the way these coursebooks introduce the Present Simple Tense. This part, furthermore, discusses the approaches that these coursebooks follow and analyses the presentation of grammar by means of form, meaning and use. Finally, the empirical part investigates the quality of the grammar exercises and evaluates how successfully the coursebooks contextualize grammar. Despite the contrasting attitudes concerning grammar teaching in the foreign language classroom, i.e. some linguists fully endorsing it, while others firmly rejecting it, this master’s thesis argues strongly in favor of grammar as a vital part of ELT.

Keywords:grammar, EFL, grammar teaching, approaches to grammar teaching, contextualization, EFL coursebooks.

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