Naloge ustnega izražanja v učbenikih za francoščino in španščino kot tuji jezik

Podbrežnik, Petja (author), Šifrar Kalan, Marjana (mentor), Lah, Meta (mentor)

Magistrsko delo raziskuje razvoj ustnega izražanja v francoščini in španščini kot tujem jeziku (FLE in ELE) skozi dejavnosti, ponujene v učbenikih. Ustno izražanje je pri pouku tujega jezika prisotno v interakcijah med učenci, v njihovih vprašanjih, naslovljenih na učitelja, prošnjah, komentarjih itd. Kljub temu pa je pomembno uporabljati učinkovite dejavnosti, ki so posebej zasnovane z namenom razvijanja ustnega izražanja. Tako lahko učenci postopoma premagujejo jezikovne in čustvene težave, s katerimi se soočajo pri govorjenju tujega jezika. Namen raziskave je ugotoviti, koliko dejavnosti za ustno izražanje vsebujejo različni učbeniki za poučevanje francoščine kot tujega jezika, katerega tipa so te dejavnosti in kako vodene so. Na eni strani primerjamo ravni A1 in A2 ter posamezne učbenike za francoščino, na drugi pa jih primerjamo z učbeniki za poučevanje španščine kot tujega jezika (ELE). V ta namen je bilo analiziranih osem učbenikov za poučevanje francoščine kot tujega jezika, ki so na seznamu potrjenih učbenikov za uporabo v srednješolskem izobraževanju. Učbeniki so na ravneh A1 in A2, vsi temeljijo na akcijskem pristopu. V analizi je vsak učbenik razvrščen po dveh merilih: vodenost nalog in socialna dinamika. Glede na napredovanje so dejavnosti razdeljene na vodene, delno vodene in nevodene. Socialnih dinamik je sedem: individualni govor, dialog v dvojicah, pogovor o temi v manjši ali v večji skupini, predstavitev teme, dejavnosti na podlagi igre in igra vlog. Omenjena kriterija smo prevzeli iz podobne raziskave, ki temelji na analizi nalog ustnega izražanja v učbenikih za poučevanje španščine kot tujega jezika (Pavlič, 2023). Ena od ključnih ugotovitev raziskave se nanaša na primerjavo med učbeniki za francoščino in španščino: delež nalog ustnega izražanja je nižji v učbenikih za francoščino kot za španščino, v učbenikih za francoščino pa so dejavnosti bolj vodene. Delno vodene naloge so najpogostejše, poleg tega so naloge manj vodene na stopnji A2. Najbolj zastopane vrste dejavnosti so individualni govor, pogovor v manjši skupini, v večji skupini in dialog v dvojicah. Najmanj pogoste so igra vlog, predstavitev teme in dejavnosti na podlagi igre.

• Language: Slovenian
• Keywords: poučevanje tujih jezikov, ustno izražanje, analiza učbenikov, francoščina kot tuji jezik, španščina kot tuji jezik
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2025
• PID: 20.500.12556/RUL-172496
• COBISS.SI-ID: 248094211
• Publication date in RUL: 07.09.2025

Secondary language

• Language: English
• Title: Oral expression activities in French and Spanish as foreign languages

Abstract

The present master's thesis explores the development of oral expression in French and Spanish as foreign languages (FLE and ELE) through the activities proposed in different textbooks. Oral expression is present in a foreign language class in interactions between students, their questions to the teacher, their requests, comments, etc. However, it is essential to use effective activities designed specifically with the aim of developing oral expression. In this way, learners can gradually overcome the linguistic and emotional difficulties they face when speaking a foreign language. The purpose of this study is to find out how many oral expression activities are contained in different French as a foreign language textbooks, what type they are, and how guided they are. Comparisons are made, on the one hand, between levels A1 and A2, as well as between specific textbooks and, on the other hand, with textbooks intended for learning Spanish as a foreign language. To this end, eight textbooks for French as a foreign language, approved by the for use in secondary education in Slovenia, are analyzed. They are at levels A1 and A2 and all follow an action-based approach. In the analysis, each textbook is classified according to two criteria: the progression of the activities and their social dynamics. In terms of progression, the activities are divided into guided, semi-guided, and unguided. There are seven possible categories or social dynamics: individual expression, presentation of a topic, dialogue in pairs, small group discussion, large group discussion (with all students and the teacher), game-based activity, and role-playing. These two criteria have been adopted from similar research based on the analysis of oral expression activities in Spanish as a foreign language textbooks (Pavlič, 2023). One of the key findings of the research concerns the comparison between French and Spanish textbooks: the percentage of oral expression activities is lower in FLE textbooks than in ELE textbooks, and FLE textbooks propose more guided activities. Semi-guided activities are the most frequent; in addition, the exercises are less guided as the level increases. The most common types of activities are individual expression, small group discussion, large group discussion, and dialogue in pairs. The least frequent are role-playing, presentation of a topic, and game-based activities.

• Keywords: foreign language teaching, oral expression, textbook analysis, French as a foreign language, Spanish as a foreign language