Uporaba slovenščine pri poučevanju angleščine v drugem triletju osnovne šole : magistrsko delo

Blaško, Maša (author), Dagarin Fojkar, Mateja (mentor)

Raba maternega jezika pri poučevanju tujega je bila in je še vedno sporna pri mnogih učiteljih. Mnenja teoretikov o tem so deljena. V zadnjem času prevladuje trend premišljene uporabe materinščine pri tujejezikovnem poučevanju. Primeri uporabe maternega jezika niso opredeljeni. Odločitev, kdaj uporabljati slovenščino pri poučevanju tujega jezika, je v celoti prepuščena učiteljem, ki presodijo, ali jo bodo uporabljali ali ne, glede na vsebino poučevanja in potrebe učencev. V tuji literaturi lahko zasledimo mnogo raziskav te teme. Večina jih zajema področja, ki se navezujejo na pogostost in primere uporabe maternega jezika pri pouku, ter mnenja učiteljev o njegovi uporabi pri tujejezikovnem poučevanju. V empiričnem delu sem z anketo, v katero je bilo vključenih 87 učiteljev 2. triletja, raziskovala zaznave in stališča učiteljev o njihovi uporabi slovenščine pri poučevanju angleščine. Podatke sem podkrepila z opazovanjem, v katerem je sodelovalo 7 učiteljev 4. razreda. Ugotovila sem, da večina učiteljev pri poučevanju tujega jezika uporablja slovenščino, količina uporabe pa se med posameznimi učitelji razlikuje in je nekoliko nad povprečjem priporočene mere po mnenju Atkinsona (1987) in Tanga (2002). Učitelji se zavedajo tako pozitivih kot negativnih vidikov uporabe maternega jezika, znane pa so jim tudi težave pri uporabi samo tujega jezika. Najpogostejša strategija, ki jo uporabljajo, da se izognejo uporabi materinščine, je uporaba vizualnih pripomočkov. Približno četrtina učiteljev bi želela, da bi učni načrt predpisal uporabo slovenščine pri poučevanju angleščine, približno dve tretjini učiteljev bi si želeli dodatnih izobraževanj na to temo.

• Language: Slovenian
• Keywords: poučevanje angleščine, materni jezik, tuji jezik, 2. triletje, slovenščina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [M. Blaško]
• Year: 2017
• Number of pages: 63 str.
• PID: 20.500.12556/RUL-92409
• UDC: 811.111:373.3(043.3)
• COBISS.SI-ID: 11555145
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Using Slovene in teaching English in the second triad of primary school

Abstract

The use of mother tongue in foreign language teaching has been discussed and highlighted as controversial in language teaching theory and practice for many years now. Nowadays, research and theory advocates that the mother tongue should be incorporated by teachers in foreign language learning. However, the use of mother tongue should be judicious, systematic and selective. The ways of how to use the mother tongue are not prescribed, but it is the teachers’ job to decide when and how to use it. There is much research in foreign literature on this topic and most of them try to find out how frequent and for what purposes teachers use first language, as well as their opinions about it. My research was conducted with the help of 87 teachers in the second triad of primary school. The research tool was a questionnaire. Additionally, I compared the questionnaire findings with the classroom reality through classroom observations. I observed 7 teachers, teaching in the fourth grade. The aim of my study was to find out teachers’ perceptions and attitudes towards the use of mother tongue. The majority of teachers who participated in the survey reported the active use of the mother tongue. The amount of it differs from teacher to teacher and it is beyond the amount suggested by Atkinson (1987) and Tang (2002). Teachers are aware of positive and negative impact of the use of the mother tongue on foreign language learning and the problems occurring when using only foreign language. The most common strategy teachers use to avoid the use of mother tongue is the use of visual aids. A quarter of all teachers wished that the English syllabus would prescribe the use of mother tongue in foreign language teaching and approximately two-thirds of the teachers would like to participate in seminars regarding this topic.

• Keywords: English language, primary education, angleščina, osnovnošolski pouk