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Gledališče kot sredstvo za razvijanje govornih spretnosti pri pouku angleščine in španščine kot tujih jezikih
Rus, Klara (Author), Skela, Janez (Mentor) More about this mentor... This link opens in a new window, Santiago Alonso, Gemma Maria (Mentor) More about this mentor... This link opens in a new window

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Abstract
Ta magistrska naloga se osredotoča na odnos med poukom gledališča, čustvenimi dejavniki in govornimi spretnostmi. Glavni cilj naloge je raziskati morebitne pozitivne učinke gledališča na razvoj govornih spretnosti učencev. Teoretični del se osredotoča na vlogo čustvenih dejavnikov pri pouku tujih jezikov in njihov vpliv na razvoj kompetence, na katero negativni čustveni dejavniki najbolj vplivajo, tj. govornih spretnosti. Na kratko komentira trenutno situacijo glede uporabe gledališča v slovenskih šolah. Nadalje, naloga raziskuje možne prednosti in slabosti rabe gledališča pri pouku, in na kratko predstavi nekaj uporabnih smernic glede izbire gledališke igre, s katero bomo delali v razredu. Empirični del je sestavljen iz analize polstrukturiranih intervjujev z dvema skupinama študentk, ki so sodelovale pri pouku gledališča. Eno skupino so sestavljale študentke angleščine, ki so se udeležile angleškega gledališkega krožka, drugo pa študentke španščine, ki so prisostvovale pri predmetu Špansko gledališče. Skozi analizo osebnih izkušenj intervjuvank z gledališčem ta raziskava proučuje naslednje vidike uporabe gledališča pri pouku tujih jezikov: odnos med sodelovanjem pri urah gledališča in ravnjo čustvenega filtra, povezavo med sodelovanjem pri urah gledališča in usvajanjem jezika, ter vpliv sodelovanja študentk pri gledaliških urah na njihovo dejavno sodelovanje pri drugih urah. Rezultati raziskave kažejo, da raba gledališča pri pouku pozitivno vpliva na zmožnost ustnega sporočanja študentk. Sodelovanje pri gledališkem pouku/krožku je pomagalo znižati raven čustvenega filtra pri študentkah ter jim pomagalo izboljšati njihovo poznavanje tujega jezika. Ure gledališča so prav tako pozitivno vplivale na dejavno sodelovanje študentk pri drugih urah.

Language:Slovenian
Keywords:pouk tujih jezikov, angleščina in španščina kot tuja jezika, zmožnost ustnega sporočanja, čustveni dejavniki, pouk gledališča
Work type:Master's thesis/paper (mb22)
Organization:FF - Faculty of Arts
Year:2020
Views:287
Downloads:126
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Secondary language

Language:English
Title:Theatre as a tool for developing speaking skills in the EFL / SFL class
Abstract:
This M.A. thesis focuses on the relationship between theatre classes, affective factor, and speaking skills. The main goal of the thesis is to explore the potential positive effects of theatre on the development of students’ speaking skills. In the theoretical part, the focus is on the affective factor's role in the foreign language classroom and its influence on the development of the competence that the negative affective factors influence the most, i.e. oral communication skills. It shortly comments on the current situation concerning theatre use in Slovenian schools. Moreover, it explores the possible advantages and disadvantages of theatre use in class, and briefly presents some useful guidelines regarding the choice of play. The empirical part consists of the analysis of semi-structured interviews with two groups of university students that participated in a theatre class. One group consisted of the students of English who took part in the English theatre club, and the other one of the students of Spanish who were involved in the Spanish theatre class. Through the analysis of the interviewees' personal experience with theatre, this research examines the following facets of theatre use in the classes of foreign languages: the relationship between participation in a theatre class and the level of the affective filter, the link between participation in a theatre class and language acquisition, and the relevance of student participation in a theatre class to their engagement in other classes. The research results show a positive impact of theatre use on students' speaking skills. Participation in a theatre class/club helped lower the students' affective filter and aided students in improving their knowledge of a language. Theatre classes also had a positive effect on students' active engagement in other courses.

Keywords:foreign language classes, English and Spanish as foreign languages, speaking skills, affective factor, theatre classes

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