Jezikovne zmožnosti učencev 5. razreda osnovne šole v Sloveniji in v zamejstvu v Italiji : magistrsko delo

Roversi, Anna (author), Pižorn, Karmen (mentor), Juriševič, Mojca (comentor)

V magistrskem delu so obravnavane splošne jezikovne zmožnosti – individualne sposobnosti, ki vplivajo na učenčevo hitrost učenja tujih jezikov – učencev 5. razreda v Sloveniji in v goriškem zamejstvu v Italiji. V teoretičnem delu so opisane splošne jezikovne zmožnosti, njihova pomembnost v šolskem okolju in primeri testov za merjenje splošnih jezikovnih zmožnosti. Opisane so tudi razlike med procesom učenja drugega/tujega jezika in procesom učenja tretjega jezika. Opredeljena je dvojezičnost, navedene pa so tudi pomembne prednosti, ki jih imajo dvojezični učenci pri učenju tretjega jezika. V empiričnem delu so prikazani rezultati raziskave o stopnji izmerjenih splošnih jezikovnih zmožnosti učencev 5. razreda. V raziskavi je sodelovalo 234 učencev iz Slovenije in zamejstva. Učenci so rešili test za merjenje splošnih jezikovnih zmožnosti SloMLAT-E. Poleg tega so učenci izpolnili lestvico o motiviranosti za učenje angleščine in rešili test jezikovnega znanja angleščine. Rezultati so pokazali, da je stopnja izmerjenih splošnih jezikovnih zmožnosti učencev 5. razreda raznolika, a na splošno precej visoka. Dosežki na SloMLAT-E se statistično pomembno, pozitivno in srednje močno povezujejo z dosežki na testu jezikovnega znanja angleščine, pozitivno šibko pa z motiviranostjo učencev za učenje angleščine. Iz tega bi bilo mogoče sklepati, da so splošne jezikovne zmožnosti ena izmed individualnih razlik med učenci, ki vpliva na uspeh pri učenju tujih jezikov, ni pa povezana z motiviranostjo za učenje tujih jezikov. Rezultati so pokazali statistično pomembne razlike med učenci z različnim maternim jezikom na posameznih področjih (v besednem zakladu in sposobnosti povezovanja glasov s simboli, v slovnični občutljivosti in v sposobnosti slišanja ter razlikovanja med glasovi govora) in v stopnji povezanosti splošnih jezikovnih zmožnosti z jezikovnim znanjem angleščine. Mogoče je povzeti, da se formalno učenje enega tujega jezika pozitivno povezuje z nadaljnjim formalnim učenjem drugih jezikov.

• Language: Slovenian
• Keywords: dvojezičnost, učna motivacija, jezikovno znanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Roversi]
• Year: 2014
• Number of pages: 65 str.
• PID: 20.500.12556/RUL-69174
• UDC: 373.3:81(497.4:450)(043.2)
• COBISS.SI-ID: 10242121
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: The language aptitude of year 5 primary school students in slovenia and in the slovenian minority in italy

Abstract

The MA dissertation discusses the topic of the language aptitude – a complex of basic abilities that facilitate foreign language learning – of Year 5 students in Slovenia and in the Slovenian minority in the Gorizia’s province in Italy. The theoretical part defines the concept of language aptitude, its important role in the school context and some different examples of tests that measure learners’ language aptitude. Furthermore, the differences between the second and the third language acquisition are described. The phenomenon of multilingualism is defined and its important advantages of the third language learning process. The empirical part investigates the language aptitude of Year 5 students. In the research study, 234 Slovenian and Slovene minority students from the Gorizia’s province in Italy were tested using the Slovenian elementary version of the Modern Language Aptitude Test (SloMLAT-E). They also filled in the attitude and motivational scale for learning English as a foreign language and took an English language proficiency test. The results show that the average level of language aptitude of year 5 students varies, but is generally quite high. The correlation between the level of the measured language aptitude and the results on the English proficiency test is statistically significant and moderate positive. On the other hand, the results show a statistically significant but weak positive relation between the level of the measured language aptitude and the learners’ motivation to learn English. This may prove that the language aptitude is an individual difference – which influences the process of language learning but is not strongly connected with the foreign language learning motivation. The results also show statistically significant differences between learners with a different mother tongue in different subcomponents of language aptitude (in the vocabulary knowledge and in the sound-symbol association, in the grammatical sensitivity and in the ability to hear and make distinction between speech sounds) and in the relationship between the language aptitude and English language proficiency. Finally, it may be assumed that the formal learning of a foreign language is positively correlated to formal learning of other foreign languages.