Analiza besedišča v učbenikih za poučevanje angleščine v 4. in 5. razredu osnovne šole

Brelih, Ana (author), Dagarin Fojkar, Mateja (mentor)

V tem magistrskem delu smo se osredinili na analizo besedišča v šestih najbolj uporabljenih učbenikih za poučevanje angleščine v četrtem in petem razredu v Sloveniji v šolskem letu 2019/20 ter na razvijanje učenčevega besedišča z njihovo pomočjo. V drugem vzgojno-izobraževalnem obdobju učbeniki postanejo eno izmed glavnih orodij za poučevanje angleščine zato, ker v veliki meri določajo vsebino, ki jo učenci usvojijo tekom šolskega leta. Besedišče, ki ga zajemajo, je eden glavnih faktorjev za uspešno učenje tujega jezika in ga je potrebno načrtno razvijati. S pomočjo analize v programskem orodju AntWordProfiler (Anthony, 2014) smo ugotavljali najbolj pogoste besede v učbenikih ter njihovo prekrivanje med seboj. Prav tako smo besedišče uvrstili glede na Skupni evropski jezikovni okvir (slo.: SEJO, ang.: CEFR) in analizirali, na kateri stopnji (A1–C2) so. Analizirali smo tudi, v kolikšni meri se besedišče ujema z 2.000 najpogostejšimi angleškimi besedami s seznama NGSL (New General Service List) in seznama GSL. Seznam NGSL so leta 2013 začeli ustvarjati Charles Browne, Brent Culligan in Joseph Phillips in ga dokončno oblikovali in izdali leta 2017 (Brown, 2019). Seznam je nastal na podlagi GSL (General Service List) seznama besed, ki ga je leta 1953 osnoval Michael West (West, 1953). Prišli smo do ugotovitev, da se besedišče v večji meri prekriva s seznamom GLS kot pa NGSL. Nato smo opravili analizo prekrivanja ciljnega besedišča glede na vseh šest učbenikov. Ugotovili smo, da je besedišče v učbenikih različno in se ujema v vseh šestih učbenikih v zelo majhnem odstotnem deležu, tj. 1 % besed oziroma 25 besed. Pri primerjanju učbenikov glede na razred pa so se odstotki prekrivanja skupnega besedišča nekoliko zvišali in so znašali v četrtem razredu 8 %, v petem pa 7 %. Pri analizi SEJO ravni smo ugotovili, da se večina besedišča nahaja na ravni A1 ter da se ciljno besedišče v veliki meri zadostno ponavlja. Za analizo smo vzeli spodnjo mejo ponavljanja, tj. vsaj petkrat čez celotni učbenik. Nazadnje smo opravili analizo prekrivanja obravnavanih sklopov z učnim načrtom ter analizo besednih vrst (glagol, pridevnik, samostalnik in drugo) ciljnega besedišča. Magistrsko delo bo vplivalo na didaktiko poučevanja angleščine v drugem triletju, natančneje na razvijanje besedišča v učbenikih za poučevanje angleščine v četrtem in petem razredu osnovne šole. Analiza bo v pomoč učiteljem pri poučevanju besedišča v angleščini ter snovalcem gradiv za poučevanje angleščine v drugem triletju osnovne šole. Delo ponuja vpogled v analizo ciljnega besedišča skozi celotne učbenike.

• Language: Slovenian
• Keywords: angleščina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-137180
• COBISS.SI-ID: 110039299
• Publication date in RUL: 16.06.2022

Secondary language

• Language: English
• Title: Vocabulary analysis in textbooks for teaching English in grades 4 and 5 of primary school

Abstract

This master's degree thesis concentrates on analysis of vocabulary of six course books that were most commonly used to teach English in fourth and fifth grade in Slovenia in the 2019/20 school year. The second educational period sees the course books become one of the main means of teaching EFL (English foreign language) because they extensively determine the teaching contents that the students learn in that school year. The vocabulary in the course books is one of the main factors that contribute to successful learning of EFL and as such has to be intentionally developed. The most common words in course books and their overlap were established by analysing the course book vocabulary with AntWordProfiler (Anthony, 2014). Vocabulary in textbooks was also classified regarding to the Common European Framework of Reference for Languages (eng.: CEFR, slo.: SEJO) and further analysed to determine the level (A1–C2) of it. The extent to which the vocabulary matches the 2.000 most common English words from the NGSL (New General Service List) and GSL (General Service List) lists was also analysed. The creators of NGSL wordlist are Charles Browne, Brent Culligan and Joseph Phillips. They started making the list in 2013 and finished and published it in 2017 (Brown, 2019). The list is based on 1953 formed GSL wordlist that was created by Michael West (West, 1953). We reached the conclusion that the vocabulary in the coursebooks has a greater overlap with the GSL than the NGSL list. Furthermore, the analysis of overlap among target vocabulary of all six course books was performed. We concluded that there is fairly small percentage of words from the target vocabulary that appear in all of the coursebooks. When only the course books that are used to teach EFL in specific grades were compared to each other, the percentage of overlap was a bit higher. The CEFR level analysis showed that most of the words in course books reach the A1 level and that the target vocabulary repeats with high enough frequency. The hypothesis that we set at the beginning was that the target vocabulary should repeat at least five times. Lastly, we performed the analysis of overlap between discussed chapters in course books and syllabus and the analysis of different parts of speech in target vocabulary. This master's degree thesis will affect the didactics of teaching English language in the second educational cycle, more accurately the development of course book vocabulary in fourth and fifth grade of elementary school. This analysis will help the teachers plan their teaching of English language in schools and the learning material designers in creating course books for the second cycle of elementary school. The thesis offers the insight into analysis of target vocabulary throughout course books.

• Keywords: course book