Bralno razumevanje angleških besedil med slovenskimi petošolci : magistrsko delo

Jelovčan, Tjaša (author), Dagarin Fojkar, Mateja (mentor)

V magistrskem delu smo raziskovali bralno razumevanje angleških besedil med slovenskimi petošolci, uporabo bralnih učnih strategij in dejavnike, ki vplivajo na bralno razumevanje. Namen magistrskega dela je bil na izbranem vzorcu ugotoviti, kako uspešni so slovenski petošolci pri reševanju nalog, ki preverjajo njihovo bralno razumevanje v primerjavi z rezultati, pridobljenimi v okviru evropskega raziskovalnega projekta ELLiE (Early Language Learning in Europe), in rezultati, pridobljenimi v okviru raziskave, izvedene v Srbiji (Savić, 2016), ter katere bralne strategije učenci uporabljajo med branjem angleških besedil. V prvem delu magistrskega dela je predstavljenih nekaj teoretičnih izhodišč, osredotočili pa smo se predvsem na značilnosti branja v tujem jeziku, bralno razumevanje, odnos učencev do branja v tujem jeziku in od česa je odvisen, bralne težave in vzrok njihovega nastanka ter bralne strategije. V empiričnem delu raziskave pa smo predstavili potek in rezultate raziskave. V raziskavo je bilo vključenih 211 učencev, ki so v šolskem letu 2022/2023 obiskovali 5. razred osnovne šole. Raziskava prinaša vpogled v bralno razumevanje med slovenskimi petošolci pri branju angleških besedil, uporabo bralnih strategij med branjem, povezanost med dosežki bralnega razumevanja in začetkom učenja angleščine, med dosežki bralnega razumevanja in odnosom do učenja angleščine, med dosežki bralnega razumevanja in odnosom do branja v angleščini ter najpogostejše težave, s katerimi se srečujejo učenci pri branju v angleščini. Rezultati opravljene raziskave so pokazali, da so dosežki slovenskih petošolcev na testu bralnega razumevanja primerljivi z dosežki učencev, ki so sodelovali v srbski raziskavi (Savić, 2016) in ELLiE raziskavi (Enever, 2011). Med učenci, ki so se začeli učiti angleščino v vrtcu oziroma pred vstopom šolo, in učenci, ki so se začeli učiti angleščino v 1., 2. ali 3. razredu, ne prihaja do statistično značilnih razlik v uspešnosti reševanja testa bralnega razumevanja. Učenci, ki imajo bolj pozitiven odnos do učenja angleščine in branja v angleščini, na testu bralnega razumevanja dosegajo boljše rezultate. Kot strategijo pri branju angleških besedil učenci, ki na testu bralnega razumevanja dosegajo boljše rezultate, najpogosteje za pomoč prosijo učitelja ali sošolca, še enkrat preberejo celo poved in poskušajo uganiti, kaj beseda pomeni, ali pa poskušajo na podlagi slike uganiti, kaj beseda pomeni. Raziskava je pokazala, da največ učencev sicer poroča, da pri branju v angleščini nimajo težav, tisti, ki se s težavami srečujejo, pa kot najpogostejšo težavo navajajo, da se ne morejo spomniti, kako bi prebrali angleške besede. Raziskava bo vplivala na didaktiko angleškega jezika, natančneje na razvijanje bralnega razumevanja v angleščini pri učencih na razredni stopnji.

• Language: Slovenian
• Keywords: bralne strategije, bralno razumevanje, branje v tujem jeziku, odnos do branja, težave pri branju
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: T. Jelovčan
• Year: 2023
• Number of pages: 57 str.
• PID: 20.500.12556/RUL-152459
• UDC: 811.111:37(043.2)
• DOI: 20.500.12556/RUL-152459
• COBISS.SI-ID: 173784579
• Publication date in RUL: 26.11.2023

Secondary language

• Language: English
• Title: Reading Comprehension of English Texts Among Slovenian Fifth Graders

Abstract

In this master’s thesis we studied the reading comprehension of English texts among Slovenian Grade 5 students, the use of reading strategies and the factors influencing reading comprehension. The aim of the master's thesis was to use a selected sample to determine how well Slovenian Grade 5 students perform on tasks that test their reading comprehension in comparison with the results obtained in the European research project ELLiE (Early Language Learning in Europe) and the results obtained in a study conducted in Serbia (Savić, 2016), and which reading strategies students use when reading English texts. The first part of the thesis presents some theoretical background and focuses mainly on the characteristics of reading in a foreign language, reading comprehension, learners' attitudes towards reading in a foreign language and what it depends on, reading difficulties and their causes, and reading strategies. In the empirical part of the research, we presented the research process and results. The study included 211 students attending Grade 5 of primary school in the school year 2022/2023. The study provides insights into the reading comprehension of Grade 5 students in reading English texts, the use of reading strategies during reading, the relationship between reading comprehension achievement and the beginning of English learning, between reading comprehension achievement and attitudes towards learning English, between reading comprehension achievement and attitudes towards reading in English, and the most common difficulties students encounter when reading in English. The results of the study showed that the performance of Slovenian Grade 5 students on the reading comprehension test is comparable to the performance of students who participated in the Serbian study (Savić, 2016) and the ELLiE study (Enever, 2011). There are no statistically significant differences in performance on the reading comprehension test between students who started learning English in kindergarten or before entering school and students who started learning English in Grades 1, 2 or 3. Students who have a more positive attitude towards learning English and reading in English perform better on the reading comprehension test. As a strategy for reading English texts, students who achieved higher scores on the reading comprehension test most often asked a teacher or a classmate for help, read the whole sentence again and try to guess what the unknown word means, or try to guess what the word means from the picture. The survey shows that while most students report no problems while reading in English, those who do have problems report that the most frequent problem is not being able to remember how to read English words. The research will have implications for English language didactics, more specifically for the development of reading comprehension in English for students at lower grades.

• Keywords: reading strategies, reading comprehension, reading in a foreign language, reading attitude, reading difficulties