Izkušnje in stališča učiteljev o uporabi zgodb pri poučevanju angleščine v prvem triletju osnovne šole

Bunderšek, Katja (author), Dagarin Fojkar, Mateja (mentor)

Pripovedovanje zgodb je ena najstarejših dejavnosti človeka, hkrati pa eden najbolj primernih in vedno bolj priljubljenih pristopov za poučevanje tujega jezika na zgodnji stopnji. Ker učenci že celo otroštvo poslušajo zgodbe v maternem jeziku, so jim te, zaradi njim že znane strukture zgodb, toliko bližje, ko jim jih pričnemo pripovedovati ali brati v tujem jeziku. Poslušanje zgodb ima nemalo koristi, ki pričajo v prid uporabe teh pri poučevanju tujega jezika v šolskem okolju. Zgodbe so odlično sredstvo za motivacijo, spodbujajo ustvarjalno mišljenje, razvijajo domišljijo, sociološko komponento sodelovanja med učenci, občutek za jezik ter vse štiri komponente jezika: slušno zaznavanje, govorno izražanje, branje in pisanje. Poleg tega izboljšujejo raven koncentracije, spodbujajo učence k samostojnemu branju in krepijo odnos do literature, tujega jezika ter drugih kultur. Pridobljeno znanje je trajnejše in je lahko dobra podlaga za nadaljnje delo v razredu, tudi v povezavi z drugimi šolskimi predmeti. Uporaba zgodb tako ni omejena samo na učno uro tujega jezika, ampak omogoča široko uporabo pri pouku. Vse te koristi se seveda v praksi pokažejo le v primeru, da so zgodbe skrbno in pravilno izbrane. Prav zato je, pri izbiri gradiv in načrtovanju dela z njimi, ključna vloga učitelja. Ta mora poznati želje, potrebe in zmožnosti svojih učencev, ob pripovedovanju pa se znati vživeti v vlogo pripovedovalca in uporabiti dodatne vizualne in slušne podpore, ki učencem olajšajo razumevanje vsebine. V prvem delu magistrskega dela predstavimo nekaj teoretičnih izhodišč. V empiričnem delu pa predstavimo potek in rezultate kvantitativne raziskave, s katero smo raziskali, v kolikšni meri in na kakšen način učitelji, ki v prvem triletju poučujejo angleščino, uporabljajo zgodbe pri poučevanju ter kakšna so njihova stališča do uporabe zgodb. Raziskovali smo s pomočjo vprašalnika, v vzorec pa smo zajeli 113 slovenskih učiteljev, ki v prvih treh razredih osnovne šole poučujejo angleščino. S pridobljenimi rezultati raziskave smo pokazali oz. ponudili vpogled v to, kakšno je dejansko trenutno stanje na področju uporabe zgodb pri poučevanju angleškega jezika v Sloveniji.

• Language: Slovenian
• Keywords: poučevanje angleščine
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-106260
• COBISS.SI-ID: 12324425
• Publication date in RUL: 27.03.2019

Secondary language

• Language: English
• Title: Teachers' experiences and attitudes fowards the use of stories in teaching English in the first cycle of elementary school

Abstract

Storytelling is one of the oldest human acts and also one of the most appropriate and popular approaches for early language teaching. Children are used to listening to stories in their mother tongue and because of that they can easily recognize »story patterns« when listening to a story in a foreign language. The act of listening to stories has a lot of advantages, which makes the use of stories in English teaching classroom very reasonable. Stories are a great means of motivation, they encourage creative thinking, develop imagination and cooperative work among students, they also give students a bigger picture of the language itself and develop all four language components: listening, speaking, reading and writing. Furthermore, stories prolong concetration span, encourage pupils to read more and also more willingly and create a positive attitude towards literature, foreign language and other cultures. The language, acquired by listening to stories, is more long-term based and can be a good starting point for further work in the class and for crosscurricular links. The use of stories thus is not limited only to the English teaching lessons, but enables its usage in the whole school environment. All of these benefits can only be shown in the practice when stories are carefully and correctly selected. That is why the role of the teacher is so important when choosing and planning the storytelling work. The teacher has to know pupils' wishes, needs and abilities and, according to that, has to provide visual and aural support that makes it easier for them to understand the story. In the first part of this master's thesis we present some theory on storytelling. In the empirical section we present the results of a quantitative research we made, for the purpose to find out, how often and in what way the teachers, who teach English in the first cycle of elementary school, use stories in teaching and what their views on using them are. We asked Slovenian teachers to complete the questionnaire and 113 teachers, who teach English language in the first cycle, responded. The results offer an insight into the use of stories in teaching English in the first cycle of elementary school in Slovenia.

• Keywords: teaching English