Stališča in izkušnje učiteljev o rabi igre vlog pri pouku angleščine v prvem in drugem triletju osnovne šole : magistrsko delo

Turnšek, Tajda (author), Dagarin Fojkar, Mateja (mentor)

V sodobni, globalizirani družbi je znanje več jezikov pomembna, pogosto celo nujna spretnost, ki odpira vrata tako v osebnem kot v poslovnem svetu. Raziskave kažejo, da je najprimernejše obdobje za učenje tujega jezika otroštvo, v katerem izrazita možganska plastičnost pomaga pri oblikovanju večjezičnosti. Pri učenju jezika je za doseganje višjih ravni znanja jezika ključna spodbuda in pozitivna izkušnja. Ena izmed tehnik oz. dramskih dejavnosti, ki celostno spodbuja učenčev razvoj in hkrati uresničuje zastavljene cilje tujega jezika, je igra vlog. Njena vključitev v pouk omogoča naravno povezovanje jezikovnih spretnosti – poslušanja, govorjenja, branja in pisanja, kar prinaša očitne prednosti za učenje tujih jezikov. Poleg tega igra vlog učencem nudi priložnost, da se sporazumevajo v različnih družbenih kontekstih in družbenih vlogah, kar jim omogoča ustvarjalno uporabo angleščine v vsakdanjih okoliščinah. Vloga učitelja je nekoliko drugačna kot pri drugih tradicionalnih oblikah poučevanja, saj je učitelj več kot predavatelj oz. posredovalec podatkov – ima vlogo opazovalca in šepetalca, ki spremlja dogajanje in nudi pomoč, ko je ta potrebna. Namen magistrskega dela je s kvantitativno analizo ugotoviti stališča in praktične izkušnje učiteljev, ki so uporabljali igro vlog pri poučevanju angleščine. Vzorec je zajemal 100 učiteljev in učiteljic, ki so v šolskem letu 2022/2023 poučevali angleščino v 1. in/ali 2. triletju v Sloveniji. Rezultati raziskave potrjujejo, da večina učiteljev pozitivno ocenjuje uporabo metode igre vlog pri poučevanju angleščine v 1. in/ali 2. triletju osnovne šole. Ugotovitve kažejo, da učitelji prepoznavajo pedagoško vrednost in koristi dramskih tehnik, saj te razvijajo jezikovne spretnosti, kritično mišljenje, reševanje problemov in delo v skupini. Kljub nekaterim izzivom, kot so motivacija starejših učencev in iskanje primernih iger vlog, učitelji izkazujejo pripravljenost za uporabo in nadaljnje izobraževanje v zvezi s to metodo poučevanja. Pogostost uporabe metode se med učitelji razlikuje, pri čemer učitelji v 1. triletju to metodo uporabljajo pogosteje. Igre vlog se najpogosteje uporabljajo pri poučevanju besedišča, medtem ko se pri poučevanju slovničnih struktur uporabljajo nekoliko manj. Vendar pa iz rezultatov izhaja potreba po podpori učiteljev, vključno z dodatnim usposabljanjem in s sredstvi, ki bi jim pomagali izkoristiti potencial metode igre vlog v učnem procesu. Preučevanje stališč in izkušenj učiteljev nam omogoča, da bolje razumemo, kako igro vlog uspešno vključiti v prakso poučevanja tujega jezika, in s kakšnimi izzivi se učitelji srečujejo pri njeni uporabi. Magistrsko delo bo tako prispevalo k boljšemu razumevanju pedagoškega procesa in nudilo vpogled v poučevanje angleščine s pomočjo dramskih dejavnosti v 1. in/ali 2. triletju osnovne šole.

• Language: Slovenian
• Keywords: 1. in 2. triletje, dramski pouk, igra vlog, zgodnje poučevanje angleščine
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: T. Turnšek
• Year: 2023
• Number of pages: VI, 73 str.
• PID: 20.500.12556/RUL-151180
• UDC: 373.3(043.2)
• DOI: 20.500.12556/RUL-151180
• COBISS.SI-ID: 166483459
• Publication date in RUL: 30.09.2023

Secondary language

• Language: English
• Title: Teachers' Views and Experiences on the Use of Role-Play in English Lessons in Primary School Grades 4 to 9

Abstract

In a modern, globalised society the proficiency in many languages is an important and often necessary skill that can open doors for individuals in both their personal and professional lives. Research shows that childhood is the most appropriate age for foreign language learning since the neural plasticity at that development stage promotes multilingualism growth. Key factors needed for achieving higher levels of successful foreign language learning include encouragement and positive experiences. Role play is one of the methods that holistically encourages learners’ development and simultaneously realizes the goals of foreign language learning. By including it into teaching we can enable the benefit of the interconnectivity of various language skills (listening, speaking, reading and writing). It also allows the learners to communicate with one another in various social contexts and roles, thus promoting their creative use of language in everyday situations. The teacher’s role here is somewhat different when compared to more traditional teaching methods. They are not just a lecturer or an information provider, but also an observer and a prompter who watches over their activities and provides assistance when needed. The aim of this thesis was to determine the perspectives and practical experiences of teachers who have used role play in their English language teaching practice. The sample used included 100 1st-6th grade teachers who were teaching English in the 2022/2023 school year in Slovenia. The research results confirm that the majority of English teachers positively rate their use of the role play method in the first 6 grades of primary school. Our findings show that teachers recognize the value and benefits of drama techniques since these help develop language skills, critical thinking, problem solving skills and co-operation among learners. Despite certain challenges, e.g., motivating older students and finding suitable role play situations, teachers exhibit a willingness to both employ and to further educate themselves with regard to this teaching method. The frequency of use of this method differs among English teachers, with the most common practitioners being the 1st-3rd grade teachers. Role play is often used to teach new vocabulary, while it's less commonly used to teach grammar. These results point toward a need for support structure for English teachers, including additional training and resources that would help them better utilize the potential of the role play method in the teaching process. Analysing the perspectives and experiences of teachers allows us to better understand how to successfully incorporate the role play method into the foreign language teaching practice, and what challenges these teachers face regarding its use. This thesis will therefore assist us with better understanding of the pedagogical process and offer us an insight into teaching the English language with the help of drama techniques in the first 6 grades of primary school.

• Keywords: drama techniques, early childhood, English language learning, first 6 grades of primary school, role play