Zaznave osem- do desetletnih učencev angleščine o nalogah višjih taksonomskih ravni pri pouku vsebinsko in jezikovno integriranega učenja

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

Učenje tujega jezika oz. kakršno koli učenje mora potekati v sproščenem okolju, moramo ga osmisliti in poskrbeti, da naloge učence miselno izzovejo. Navkljub dognanjem strokovnjakov o tem, kako se učimo in kaj je potrebno za uspešno učenje, pa so gradiva za učenje tujega jezika za učence pogosto miselno premalo zahtevna. Primerno raven zahtevnosti nalog in dejavnosti pri tujem jeziku v teoriji zelo dobro upošteva vsebinsko in jezikovno integrirano učenje. To je pristop k poučevanju tujega jezika, pri katerem se nejezikovne predmete poučuje v tujem jeziku oz. se v poučevanje tujega jezika vključujejo vsebine in cilji nejezikovnih predmetov. Ta pristop bo uporabljen tudi v pričujočem magistrskem delu, kot sredstvo, ki bo pomagalo zagotoviti vsebino, s katero smo osmislili učenje tujega jezika, hkrati pa bo pomagalo pri vnosu miselnega izziva za učence v pouk tujega jezika. Ker je bilo na področju zgodnjega poučevanja tujega jezika v Sloveniji opravljenih premalo raziskav o zaznavah učencev o nalogah višjih taksonomskih ravni pri učenju tujega jezika, hkrati pa je tema v času, ko angleščina postaja obvezni predmet že v drugem razredu, aktualna, se bo s tem pojavila tudi potreba po miselno zahtevnejših nalogah in dejavnostih pri poučevanju tujega jezika, smo v empiričnem delu raziskali zaznave učencev o nalogah višjih taksonomskih ravni. V empiričnem delu raziskave smo preizkusili 8 dejavnosti in nalog, ki spodbujajo višje miselne procese pri učencih, ki temeljijo na vsebinsko in jezikovno integriranem učenju. Ugotavljali smo, kako te naloge vplivajo na motivacijo učencev, ter kako zahtevne se jim zdijo naloge višjih taksonomskih ravni. V empirično raziskavo je bilo vključenih 39 učencev iz dveh 5. razredov na nizozemski osnovni šoli in trije učitelji, prisotni pri izvajanju raziskave. V nadaljevanju smo želeli izvedeti tudi, kaj o takšnih nalogah menijo učitelji, ki so bili prisotni pri izvajanju raziskovalnega dela. Po vsaki preizkušani nalogi je bila zapisana evalvacija izvedbe, učenci pa so izrazili svoje mnenje z reševanjem formativnega anketnega vprašalnika. Ob koncu raziskave pa je bil izveden tudi intervju z učitelji, učenci pa so izpolnili tudi zaključni anketni vprašalnik. Raziskava je pokazala, da so bile učencem naloge večinoma všeč in v izziv ter da bi si podobnih nalog želeli reševati tudi v nadaljevanju. Učitelji pa so povedali, da se jim je zdelo, da so učence naloge motivirale, jim nudile miselni izziv, glede uporabnosti takšnih nalog za učenje tujega jezika pri učencih začetnikih pa so njihova mnenja deljena.

• Language: Slovenian
• Keywords: vsebinsko in jezikovno integrirano učenje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-89276
• COBISS.SI-ID: 11474505
• Publication date in RUL: 30.08.2017

Secondary language

• Language: English
• Title: Eight to ten year old English pupils' perception of higher taxonomy level tasks at content and language integrated learning

Abstract

It is essential for any learning to take place in a relaxed atmosphere, to be meaningful and cognitively challenging for the learner. Regardless of the contemporary research findings on how learning takes place and what is needed for successful learning, experts are noticing that exercises in foreign language course books are too simple and aren't cognitively challenging enough for the learner. Content and Language Integrated Learning is an approach that includes the content of other subjects in language teaching or integrates the aims of other subjects into the language lessons. Because it considers cognitively challenging tasks, the approach was used in this master’s thesis. There has been a lack of research in Slovenia in the field of young language learners’ perceptions on developing higher order thinking tasks. The topic itself is also relevant due to the fact that English has become an obligatory subject from the second grade of primary education on in Slovenia and therefore there is a need for developing exercises and activities for teaching a foreign language to young learners. For that reason we've decided to research young language learners’ perceptions on tasks promoting higher order thinking skills. In the empirical part, eight tasks promoting higher levels of thinking were designed, based on the Content and Language Integrated Learning Approach. The research shows the task’s impact on children’s motivation and the children’s perceptions of the tasks’ difficulty level. The research included 39 children of group 5 in a school in the Netherlands and 3 teachers present during the research. After every assignment children were asked to fill in a questionnaire expressing their opinion of the assignment. At the end of the research children were asked to fill in a final questionnaire about the tasks and an interview was made with the 3 teachers present during the research. The research showed that children found the assignments challenging, were fond of the tasks and expressed the desire to include more of the similar tasks in English lessons. The teachers found the assignments motivating for the children and challenging but as far as the use of the tasks in the class of beginners goes, their opinions are divided.

• Keywords: content and language integrated learning