The following thesis compares the listening in the classroom in different cultures and tries to determine their similarities and differences.
For an easier understanding, the theoretical part shall firstly introduce both investigated educational systems: Slovenian and Spanish. The fact that the Slovenian and Spanish culture are indeed quite different, because Spanish people are known for being very temperament nation. And that is what we wanted to research in the classroom. How teachers see listening and what are evaluation of students.
We will continue with definition what listening actually is, what a good listener is like, we define different types of listening, and address the issue of listening in school.
In the empirical part we will try to answer three main research questions, namely whether there is a difference in listening in the classroom between students in different cultures, whether there is a difference in listening between the both sexes and how the importance of listening is understood and interpreted by teachers. Our study included 73 pupils: 36 from primary school in Slovenia and 37 from primary school in Spain, and 9 teachers, who teach at both of these schools. We got details for our study with four-level claim scale and analysis of structured interview.
According to the results, we found out that in spite of some differences between students who come from different cultures there have been no statistically significant differences proven, since the students achieved the same results with analysis of variance. But there are some statistical important differences between two sexes. The test actually showed that the girls are better listeners than the boys are.
From the analysis of the interviews that we have made with teachers from both countries, it has been shown that the Spanish teachers are more aware of the importance of listening, they identify problems with it, especially at the beginning of class day wherein differentiate with Slovenian teachers. Those have mainly problems with listening at the end of class day, when motivation decrease.