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Petra Matko, 2013, undergraduate thesis

Abstract: Language is an important means of communication and an integral part of each person’s identity. Different social groups use different language varieties such as slang, jargon and argot. This paper concentrates on slang, the language which is popular among the youth and whose vocabulary is a subject of constant changes. Slang is a language variety which the young people use for expressing their feelings and beliefs about society in a different way. It is a spoken language; however it can be found in written form in electronic messages, short messages, lyrics and on numerous social network sites. The main aim was to analyze the use of slang in English and Slovene lyrics in three chosen music genres: pop, rock and rap music. Slang and its characteristics are described in the theoretical part. The focus is also on the use of slang in the Slovene language and on the influence of the English language on Slovene slang. In the empirical part, English and Slovene lyrics are classified into corresponding music genres. The results of analyzed slang words are presented and interpreted.
Keywords: Slang, influence of foreign languages, Slovene lyrics, English lyrics, music genres, youth
Published: 18.04.2013; Views: 1564; Downloads: 128
.pdf Full text (1,84 MB)

Saša Puntar, 2013, undergraduate thesis

Abstract: This thesis discusses the influence of Irish language on the use of English language in Ireland. It reveals how the Irish speak, how much Irish English vocabulary they understand, how much of it they use and in what circumstances. Irish language is greatly reflected in English language spoken in Ireland and Irish English adopted linguistic, phonological and stylistic features of both Irish and English language. The thesis consists of a theoretical and empirical part. The first part discusses several aspects of Irish English such as history, grammar, pronunciation and vocabulary. The latter part consists of a questionnaire analysis and the interpretation of the results. The purpose of the empirical part was to explore to what extent, where and how often Irish people use Irish English words in everyday communication. The results confirmed my hypotheses and showed us that the young are not as familiar with it as the older Irish people are, however they all seem to use it rarely and always in informal situations. The literature and online sources on Irish English language were accurately examined before and during the research.
Keywords: Irish language, English language, Irish English, history, grammar, pronunciation, vocabulary
Published: 27.03.2013; Views: 1110; Downloads: 87
.pdf Full text (1,12 MB)

Eda Drmota, 2013, undergraduate thesis

Abstract: The diploma thesis addresses the use of music in teaching English and discusses many aspects of music and language learning. The theoretical part introduces music as an important factor in people's lives and presents reasons for its decisive role in acquiring a foreign language. It also provides a comparison between language and music and their effect on human brains. The attention is paid to songs which are presented as an effective pedagogical tool indispensible especially in young learners’ classroom. The aim of the empirical part is to give insight into the use of songs in current English classrooms by examining six English coursebooks which are used with fourth and fifth graders. The study clarifies the function of songs and analyses their presentation based on chosen criteria which define a good language learning song. My research also focused on pupils and their experience of songs in chosen coursebook. The sample included 124 pupils. The aim was to find out which songs are pupils' favourite and which criteria are the most important to them when choosing a favourite song. The findings of the research have been set in the conclusion.
Keywords: foreign language teaching, early language teaching, English coursebooks, Primary School, music, song, human brains, motivation
Published: 09.05.2013; Views: 1818; Downloads: 224
.pdf Full text (1,11 MB)

Tanja Zelenik, 2013, undergraduate thesis

Abstract: The noun is one of the most important sentence elements in grammar. Accordingly, it plays an important role. It occurs in various forms, but generally, we can say that in English language the nouns may be divided into a limited number of categories, which differ according to their meaning and grammatical use. These categories, and more specifically, the countability of English nouns based on the examples of the noun 'work' and the noun 'time', are the focus of the graduation thesis. Moreover, the aim of the thesis was to research the countability of these two nouns. In particular, the emphasis was on the point when or in which cases are the nouns uncountable and when countable; what impacts on the occurance of the shift from uncountable to countable (and vise versa); the grammatical changes and changes in meaning that follow and, nevertheless, which countability form is their basic form. After the presentation of the noun as a sentence article in the theoretical part, the noun is in empirical part analyzed based on the examples of the noun 'work' and 'time' with the help of Corpus of Contemporary American English - COCA. Based on several examples of the use of nouns 'work' and 'time', which were also obtained from the corpus, it is also possible to conclude in which circumstances are the nouns used most frequently as singular nouns or in which as plural.
Keywords: noun, English noun, types of nouns, countability, singular countable form, singular uncountable form, plural countable form, plural uncountable form
Published: 04.06.2013; Views: 886; Downloads: 52
.pdf Full text (534,07 KB)

The Use of Borrowings in American English with Special Reference to Words from Native American Languages
Mateja Čuš, 2013, undergraduate thesis

Abstract: American English is one of many varieties of English which is spoken in the United States of America. It is the result of the English colonization in North America during the 17th century. Borrowing of new lexical items into American English first began when the colonists adopted names for unfamiliar things and concepts from languages of Native American tribes. Most borrowings of Native American origin came from the Algonquian group of languages.The Native American languages greatly influenced American English vocabulary. Many borrowings of Native American origin are still widely used in everyday communication but some words became obsolete and were dropped from every day use. Many loanwords for plants, animals, food, and culture are still used in American everyday speech. However, American English has been greatly influenced by Spanish, French, German, and African languages as well (Mencken, 1952). This thesis deals with the use of borrowings in American English that appeared in different texts from 1810 to 2012. With the help of The Corpus of Historical American English, The Corpus of Contemporary American English, and Online Etymology Dictionary twelve borrowings from seven different languages were analyzed. The majority of borrowings have kept their original meaning. Nevertheless, during different decades all of them acquired at least one additional meaning. The use of selected borrowings has been increasing in all text types, especially in the last two decades. I established that almost all borrowings have been more frequently used in the last two decades than in the past. According to the text type in which they have appeared, borrowings have been mainly used in fiction and magazines.
Keywords: American English, borrowings, Native American languages, frequency, corpus.
Published: 08.07.2013; Views: 1012; Downloads: 93
.pdf Full text (1,07 MB)

The Analysis of the Berlitz Approach to English Language Teaching
Admira Halvadžić, 2013, undergraduate thesis

Abstract: This paper investigates the role of the Berlitz method of teaching English in today's language education. The Berlitz method has been present in the English language area for a long time and the principal objective of this diploma thesis was to prove that even today, it is a very successful and effective method of teaching English, whose characteristics should be implemented in language classrooms around the world. The first part of my thesis introduces the history of English language teaching and the history of the Berlitz method. Characteristics of the Berlitz method, its development and the role in today's education are presented. The second part, which is also the principal part of the thesis, draws upon lesson observations of three children’s and two adult classes which I did at the Berlitz language centre in Maribor. The data collected here focused on three aspects of the didactical triangle: the teacher, the learner and the content. Important information about each segment is introduced, with the emphasis on the content, the use of teaching aids, the role of fluency and accuracy, the rapport between teachers and learners and about motivation in Berlitz classes. The last part of my thesis involves information about Berlitz kids’ camps and a survey which reveals some significant information about the teachers’ and learners’ experiences and views on the Berlitz method.
Keywords: English language teaching, the Berlitz method, lesson observations, the content, teaching aids, fluency and accuracy, rapport, motivation, Berlitz kids' camps.
Published: 08.07.2013; Views: 1349; Downloads: 96
.pdf Full text (653,75 KB)

Teaching History through English
Andreja Lasnik, 2013, undergraduate thesis

Abstract: This diploma thesis discusses Content and Language Integrated Learning (CLIL) as a new and innovative educational approach in different countries with the emphasis on the current status of CLIL in Slovenia. However, the main focus of the diploma thesis is to discuss the extent of using English in History lessons and out-of-school activities related to history topics among Year 8 and Year 9 primary school learners. Although CLIL has been part of the national curricula in several countries in Europe, Canada and the United States, it still has not been formally established in Slovenia. Therefore, one of the main purposes of the diploma thesis is to raise awareness about positive effects of CLIL on the learners and teachers and discuss some key suggestions for its implementation in the Slovenian primary schools. The diploma thesis provides different examples of CLIL History lesson plans and considerations for teachers on how History lessons could be taught in English as a foreign language. In the empirical part of the thesis I investigate the use of English in History lessons. This represents the basic question of the research and the starting point for the following sub-questions regarding the manner and the place of the use of English. The survey data was collected by means of a questionnaire, which was distributed to the learners of Year 8 and Year 9 in four Slovenian primary schools (N= 195). The results show that Year 8 and Year 9 learners in rural or urban primary schools rarely use English in History lessons. Age and the location of primary schools in most cases do not have a statistically significant effect on the use of English in History lessons or on the students’ out-of-school activities related to history topics. The respondents use English history websites and watch English history documentaries and films more frequently than read English history books. The students want to use English in History lessons more often.
Keywords: CLIL, English language, History, teacher, learner
Published: 29.05.2014; Views: 902; Downloads: 83
.pdf Full text (1,73 MB)

Dyslexia and Foreign Language Learning in Primary Schools
Dijana Šmon, 2014, undergraduate thesis

Abstract: The thesis Dyslexia and Learning a Foreign Language in Primary Schools deals with the general difficulties in foreign language learning which are caused by a very specific disorder called dyslexia. The problems that come with the disorder are in most cases transferred across languages and the aim of this thesis was to find out how dyslexia influences on the learning of the foreign language (English) in the primary school, which is becoming an issue and an open question nowadays between scientists and teachers who have a direct contact with the pupils. The main goals of the thesis are to connect the general characteristics of dyslexia and its influence on English as a foreign language and to identify the main language learning areas and skills in which dyslectics need special support and need to be taken under further investigation. The emphasis is also on providing some solutions, strategies and methods that would help teachers to support their learners with dyslexia. In the empirical part, I discuss the results. I also provide interpretations of one questionnaire, which was filled in by teachers of foreign language and one test that Slovene learners who have been learning English as their foreign language took. To obtain more additional data, five interviews with English language teachers were transcribed and analysed about their knowledge of dyslexia and the methods that they use to help dyslectics to benefit as much as possible from the foreign language lessons.
Keywords: dyslexia, English as a foreign language, early identification, language awareness transfer, differentiation, teachers’ knowledge, developing language skills
Published: 07.03.2014; Views: 2105; Downloads: 226
.pdf Full text (1,01 MB)

Nastja Ditmajer, 2014, undergraduate thesis

Abstract: English is more widely spoken and written than any other language. It has become global language and it is used by at least 750 million people (Graddol, Leith, Swann, Rhys and Gillen, 2007). English is also the biggest donor language in the world and it has borrowed many words from other languages. More than fifty percent of all English words are of Latin and French origin (Finkenstaedt and Wolff, 1973). They came into English during the historical events which allowed contacts with different foreign nations and thus their culture and language. Latin and French have been the biggest suppliers of words into English. In the Old English people coined new words together because there was no need to use foreign words. However, later, people had the need to express sophisticated concepts and they found it easier to adopt existing words (Hock and Joseph, 1996). Latin has been a major influence on English. Words from Latin were introduced into Old English and Middle English by the Romans. Words were manly associated to church and its services. The French influence has been around since the Middle Ages. Before the Norman Conquest in 1066, there were contacts between the English and French cultures. After 1066, when William, Duke of Normandy won the English throne, French became the official language of government and the upper classes of Norman nobility. In the 18th and 19th centuries, French was the language of culture, prestige and civilization. In Modern Period, English borrowed from less and less languages and people were more concerned about the situation of English language (Baugh and Cable, 2002). The thesis deals with the of Latin and French borrowings by focusing on their use in contemporary English. The examples for the analysis have been collected from an issue of the English magazine, called Glamour Magazine. Each borrowing is analysed according to the different categories of various vocabulary areas it belongs to. In addition, the meaning, the etymology and word class is provided for each word. The borrowings are then evaluated according to the group, frequency, arrival into English and origin and word class.
Keywords: borrowings, etymology, history of English language, Latin and French origin, Glamour Magazine.
Published: 10.12.2014; Views: 859; Downloads: 71
.pdf Full text (1,00 MB)

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