Speech is a means used to connect and maintain contact. It also portrays our personality. Speech is one of the four communication activities, which is why schools plan its development in languages class. It is also developed with speech performances (hereinafter: SP), which are given as early as in the first grade. A part of SPs is their evaluation.
In the theoretical part, we first defined speech, speech performance (SP) and phases of a SP. Evaluation, feedback and assessment were also determined.
In the empirical part, we used the quantitative research approach. In order to determine what importance teachers in the first educational period attribute to SPs, how often pupils are asked to give them, in what subject they are asked to give them and who and how evaluates pupils' SPs, we sent an online survey to teachers of the first three grades of primary school.
Research results showed that pupils most commonly give SPs in Slovene class, where they most frequently describe people, animals or toys. Most teachers focus on and evaluate the content of the speech. A vast majority of them believes that it is either very important or important for pupils to give SPs as early as in the first educational period. When it came to their opinion on the importance of SPs, there were no statistically significant differences between first-, second- and third-grade teachers. The same applied to their opinions and length of service. The results showed that pupils of the first educational period are also included in the SP evaluation process. They most commonly give feedback on their classmates' SPs, focusing on the content of the speech. The pupil giving the speech also evaluates their own speech. There were no statistically significant differences in SP evaluators in terms of the grade. In all three grades of the first educational period, the teacher, classmates and the pupil giving the SP evaluated the speech. Research showed that the proportion between those who most commonly evaluate SPs is considerably equal.
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