Zaznave študentov o njihovem znanju angleščine pri uporabi metode poslušanje ob branju : magistrsko delo

Vovk, Špela (author), Pižorn, Karmen (mentor)

V magistrskem delu so obravnavane zaznave študentov tretjega letnika Pedagoške fakultete Univerze v Ljubljani o njihovem znanju angleščine pri uporabi metode poslušanje ob branju. V teoretičnem delu je opredeljeno poslušanje ter informacijski in konstruktivistični pogled na poslušanje. Opredeljeno je tudi branje in postopek obdelave podatkov pri samem procesu branja. Prek definicij različnih avtorjev iz tujine je opisana metoda poslušanje ob branju, saj pri nas ta metoda se ni uveljavljena, še manj raziskana. Podrobneje so predstavljene tudi ugotovitve s področja raziskav metode poslušanja ob branju in natančno opisane tiste, ki so v neposredni povezavi z izbrano temo. V zaključku teoretičnega dela so predstavljeni najpomembnejši izsledki raziskav. V empiričnem delu so prikazani rezultati raziskave o zaznavah študentov o njihovem znanju angleščine pri uporabi metode poslušanje ob branju. V raziskavi je sodelovalo dvaindevetdeset študentov tretjega letnika razrednega pouka na Pedagoški fakulteti v Ljubljani. Študenti so najprej sodelovali pri uporabi metode poslušanje ob branju ter hkrati v okviru samostojnega dela poslušali ob branju različna bralna gradiva in izpolnjevali portfolio, ki je služil kot dnevnik branja. Na koncu so bili ustno in pisno ocenjeni, rešiti pa so morali tudi anketni vprašalnik, ki se je nanašal na samo uporabo metode. Rezultati so pokazali, da so si študenti po njihovem mnenju s pomočjo metode poslušanje ob branju v veliki večini izboljšali tekočnost branja in slušno razumevanje. Ko smo njihove zaznave primerjali z dosežki na testu znanja, smo ugotovili, da so na teh dveh področjih dosegli dobre rezultate. Drugače se je izkazalo pri izgovorjavi in intonaciji, kjer so tri četrtine študentov menile, da so se pri tej spretnosti izboljšali, na testu znanja pa jih je več kot polovica dosegla slabši rezultat. Pri vseh preverjenih spretnostih tujejezikovne zmožnosti (tekočnost branja, slušno razumevanje, izgovorjava in intonacija) je vedno več kot polovica študentov menila, da so se pri posamezni spretnosti izboljšali. Študenti so tudi menili, da so si z uporabo metode izboljšali znanje angleškega jezika iz več razlogov. Nekateri so bili mnenja, da zato, ker so hkrati poslušali in brali besedilo ter ga zato lažje razumeli, drugi pa so menili, da so slišali izgovorjavo, jo s tem izboljšali in tako pridobili tudi na besednem zakladu. Nekaj jih je tudi menilo, da so si znanje izboljšali in da ga lahko pridobimo samo, če metodo redno uporabljamo. Samo peščica študentov je bila mnenja, da si s to metodo ne moremo izboljšati znanja angleškega jezika, ker z njo utrjujemo samo določena področja.

• Language: Slovenian
• Keywords: poslušanje ob branju (PoB), tekočnost branja, hitrost branja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [Š. Vovk]
• Year: 2015
• Number of pages: 56 str.
• PID: 20.500.12556/RUL-79938
• UDC: 028:811.111(043.2)
• COBISS.SI-ID: 10846793
• Publication date in RUL: 30.12.2015

Secondary language

• Language: English
• Title: Students´ perceptions of their english language proficiency in using reading while listening method

Abstract

The MA dissertation discusses Year 3 students´ perceptions of their English language proficiency in using reading while listening method. In the literature review, I defined listening (top-down and bottom-up processing). I defined reading and data processing related to it. I described reading while listening method through various definitions of several authors. I thoroughly presented the findings related to reading while listening method and accurately described the ones that were in direct relation to the chosen topic. At the end of the theoretical part, I summarized the research findings on the reading while listening method. The empirical part investigates the results of research on the students´ perceptions about their English language proficiency in using reading while listening method. The study involved 92 students of the Year 3 Primary Education students of the Faculty of Education University of Ljubljana. The students used the reading while listening method, and had to read while listen different kinds of reading materials as part of their home assignments and fill in the portfolio which served as a reading log. They were assessed orally and had to take a written examination. They also had to fill in a survey questionnaire about the method. The results show that the majority of students perceived that they had improved their reading fluency and listening comprehension by applying the reading while listening method. When tested in these two language subskills, the majority of them achieved good results (grades 8, 9 and 10). On the other hand, most of the students considered that they had improved their pronunciation and intonation but more than half of them achieved low results. In all components of the English language competence (reading fluency, listening comprehension, pronunciation and intonation), there was always more than half of the students that believed that they had improved at every single component. The students also believed that they had improved their English language proficiency for many different reasons. Some believed that had been due to the fact they had both listened and read reading materials simultaneously and therefore understood the text better, others believed that they listened and improved the pronunciation and enriched their vocabulary. 13 of them believed that it is possible to improve one`s language proficiency if the method is used regularly (every day). Only a handful of students believed that this method cannot improve English language proficiency as a whole but only its particular subskills.

• Keywords: reading while listening (RwL)