Povezanost med dostopnostjo do besedil v tiskani in elektronski obliki in bralnim razumevanjem v angleščini pri šestošolcih v regiji Posavje

Androjna, Rebeka (author), Pižorn, Karmen (mentor)

Branje je ena izmed osnovnih spretnosti, ki se je učenci naučijo v prvih letih življenja. Omogoča nam sporazumevanje z drugimi, pridobivanje informacij in pomeni način sprostitve. Poseben izziv je za učence učenje branja v tujem jeziku, med katerimi je angleščina v Sloveniji najpogostejša. Na uspešnost pri branju v angleščini kot tujem jeziku vplivajo številni dejavniki, notranji in tudi zunanji. Glavni namen magistrskega dela je bil raziskati, kakšna je povezanost med dosežkom bralnega razumevanja v angleščini kot tujem jeziku in zunanjim dejavnikom dostopnosti do angleškega bralnega gradiva. Pri tem smo raziskovali dostopnost do angleških besedil v tiskani in tudi v elektronski obliki. Ta so danes zaradi množične uporabe elektronskih medijev in možnosti dostopa do svetovnega spleta še posebej aktualna. Za izvedbo raziskave smo izbrali regijo Posavje v Sloveniji, kjer podobnih raziskav še ni bilo narejenih. V raziskavi je sodelovalo 24 učiteljev angleščine, 81 učencev 6. razredov in 4 šolske knjižničarke. Ugotovili smo, da v izbrani regiji največ učencev doma nima dostopa do knjig v angleščini ali pa jih imajo zelo malo (do pet). Tudi angleških revij in časopisov imajo doma malo ali pa jih sploh nimajo. Imajo pa skoraj vsi učenci dostop do elektronskih naprav in svetovnega spleta, zato ni presenetljivo, da so rezultati pokazali, da otroci več časa namenijo branju angleških besedil v elektronski kot pa v tiskani obliki. Raziskava kaže, da je povprečni dosežek učencev v bralnem razumevanju v angleščini višji pri učencih, ki so lahko dostopali do večjega števila knjig v angleščini doma in v učilnici, a analiza podatkov s programom SPSS statistično pomembnih razlik ni pokazala. Smo pa ugotovili statistično pomembne razlike v povprečnem dosežku pri bralnem razumevanju med učenci, ki trdijo, da branju angleških besedil v tiskani in elektronski obliki namenijo več časa. Ugotovili smo tudi, da imajo učitelji in učenci večinoma pozitivna stališča do knjižnih kotičkov/knjižnih polic z angleškimi knjigami v učilnici.

• Language: Slovenian
• Keywords: branje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108822
• COBISS.SI-ID: 12509769
• Publication date in RUL: 20.08.2019

Secondary language

• Language: English
• Title: The relationship between the accessibility to English paper and digital materials and reading comprehension achievements of year 6 students in the Posavje region

Abstract

Reading is one of the basic skills that pupils learn during their first years of life. It enables us to communicate with others, to acquire information and it represents a way of relaxation. A big challenge for pupils is to learn how to read in a foreign language, among which English is the most common in Slovenia. The success of reading in English is influenced by many factors, both internal and external. The main purpose of the master's thesis was to explore the relationship between the achievement of reading comprehension in English as a foreign language and the external factor of accessibility to English reading material. In this regard, we have studied both the availability of English texts in printed as well as in electronic form. The latter is especially actual, because of the massive use of electronic media and the possibility of access to the world network. The research took place in the region of Posavje in Slovenia, where similar research was not done yet. It involved 24 English teachers, 81 pupils of the 6th grade and 4 school librarians. We have found that most students in the selected region do not have access to books in English or have very few books (up to five). They even do not have much access to English magazines and newspapers at home. But almost all pupils have access to electronic devices and the network, so it is not surprising that the results have shown that children spend more time reading English texts in electronic rather than in printed form. The research shows that the average achievement of pupils in reading comprehension in English is higher among pupils who could access to more books in English at home and in the classroom, although data analysis with the SPSS program did not show statistically significant differences. However, we found statistically significant differences in the average achievement in reading comprehension among pupils who claim to spend more time reading English texts in printed and electronic form. We also found that teachers and pupils mostly have positive attitudes towards reading corners/bookshelves with English books in the classroom.

• Keywords: reading