Stališča študentov razrednega pouka do učenja in poučevanja angleščine v prvem triletju

Pratnemer, Manja (author), Dagarin Fojkar, Mateja (mentor)

Ko govorimo o primerni starosti za začetek učenja tujega jezika, se mnenja strokovnjakov nekoliko razlikujejo, načeloma pa navajajo starost nekje treh, štirih let pa vse tja do osmega leta (Marjanovič Umek, 2009). Za zgodnji začetek učenja prvega tujega jezika strokovnjaki navajajo različne argumente, eden izmed najbolj popularnih pa je vsekakor hipoteza o kritičnem obdobju, ko naj bi bil obstoj kritičnih obdobji pri usvajanju govora pogojen z dozorevanjem in plastičnostjo možganskih struktur, ki se odražajo v možganski kartografiji nekaterih temeljnih sestavin govora. Poučevanje kateregakoli tujega jezika na tako zgodnji stopnji je treba zasnovati na otrokovih razvojnih značilnostih in na podlagi njegovih predispozicij za učenje jezika. Na razredni stopnji, še posebej v prvem triletju, poteka ozaveščanje jezikovnega sistema otrok drugače kot v višjih razredih, zato je potrebno izbrati primeren tempo in primerne metode za poučevanje. Učitelj potrebuje za to ustrezna znanja, in to ne samo na področju jezika, pač pa tudi na področju razvojne psihologije in didaktike. Ta znanja si v Sloveniji lahko pridobi med šolanjem. Pedagoški fakulteti v Ljubljani in Kopru namreč nudita na podiplomski stopnji usmeritev v poučevanje na razredni stopnji z angleščino ali pa v okviru študijskih programov za izpopolnjevanje za učitelje, ki želijo poučevati angleščino na razredni stopnji. Starostna meja, ko učenje postane del obveznega predmetnika za učence, se vztrajno niža in s šolskim letom 2016/2017 je angleščina postala obvezna za vse učence že v drugem razredu. Na usvajanje tujega jezika, še posebno v prvem triletju, vplivajo pomembni dejavniki. Med njimi so motivacija za učenje, spomin in zaznavni stil učenca, v veliki meri pa tudi učitelj ali natančneje njegove kompetence in njegova stališča do jezika in poučevanja. Stališča pomembno vplivajo na učiteljevo pedagoško dejavnost. Učitelj pa je tudi z odnosom do predmeta, ki ga poučuje, zgled svojim učencem in je takoj za starši drugi najpomembnejši dejavnik pri oblikovanju osebnosti in kompetenc otroka v njegovem času šolanja. V empiričnem delu so nas zanimala stališča študentov razrednega pouka, torej bodočih učiteljev, do poučevanja angleščine v prvem triletju. Podatke smo zbrali s pomočjo anketnih vprašalnikov, ki so jih izpolnjevali študenti dveh pedagoških fakultet, ki obiskujejo prvi letnik dodiplomskega študija razrednega pouka in prvi letnik podiplomskega študija smeri poučevanje na razredni stopnji z angleščino. Ugotovitve so pokazale večinoma pozitivna stališča do učenja in poučevanja angleščine v prvem triletju. Poleg tega so nas zanimale tudi izkušnje anketiranih z lastnim učenjem angleščine v OŠ ter ali obstaja povezanost med temi izkušnjami in stališči do poučevanja angleščine ter rabo angleščine v vsakdanu. Na koncu nas je zanimalo še, ali obstajajo pomembne razlike med stališči študentov dodiplomskega študija in stališči študentov podiplomskega študija. Ugotavljamo, da se razlike pojavljajo pri določenih stališčih, povezanih s koristjo učenja angleščine v prvem triletju ter učiteljevim delom v razredu (dodatna didaktična znanja, ki jih potrebuje, pristope, ki jih izbira, ali vključuje v pouk angleščine materni jezik).

• Language: Slovenian
• Keywords: stališča
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-96618
• COBISS.SI-ID: 11756105
• Publication date in RUL: 11.10.2017

Secondary language

• Language: English
• Title: Pre-service primary school teachers' beliefs about learning and teaching english in the first cycle of primary school

Abstract

When speaking about the appropriate age for the beginning of L2 learning, experts' opinions slightly differ, but mostly they specify the time to start learning L2 from the age of 4 to the age of 8 (Marjanovič Umek, 2009). In the literature we can find many reasons for starting to learn a foreign language at an early age, but most popular is the critical period hypothesis that claims that there is an ideal time window to acquire language in a linguistically rich environment, after which further language acquisition becomes much more difficult and demanding, due to the brain development and maturation. The teaching of a foreign language should be based on children’s developmental features and their predispositions for language learning. An early start at second language learning requires appropriate methods, which are different than later on, at older age and need to be carefully selected. The teacher that teaches languages in primary school is required to have additional skills and knowledge not only in the language area but also in the field of development psychology and didactics. In Slovenia, required skills and knowledge can be obtained during studying to become a primary school teacher at the Faculty of Education in Ljubljana and Koper or with taking additional course after you have already become a primary school teacher and you want to specialize in teaching English from year one to year six. In Slovenia, with the beginning of school year 2016/2017 English has become obligatory since second grade. There are numerous factors that affect language acquisition, especially at an early age, such as motivation for learning and memory skills. One of the most important factors is the teacher with his competencies and beliefs about language learning and teaching. He is also an example for his students with his attitude towards language and plays a very important role in their success in learning English later on. In our research we are focusing on pre-service primary school teachers' beliefs about learning and teaching English in the first cycle of primary school. We gathered our data with surveys which were given to students of two Faculties of Education. Participants were either year 1 students at the undergraduate level, studying to become primary teachers or year 1 students at the postgraduate level studying to become primary teachers with English specialization. Our findings show mostly positive attitudes of students towards learning and teaching English in the first cycle of primary school. We were also interested in participants' own experience with learning English in primary school and correlation of those experience with beliefs about learning and teaching English and use of English in everyday life. In our last research question, we researched if there are any statistically significant differences between the beliefs of year 1 students at the undergraduate level and the year 1 students at the postgraduate level. The results show some differences, mostly in the field of beliefs about the benefit of and early start in learning English and the teachers pedagogical work in the classroom (additional didactics skills, methods, the use of mother tongue).

• Keywords: beliefs