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Pedagogical Dimensions of Grimm's Fairy Tales
Petra Bokša, 2016, master's thesis

Abstract: In this Master’s thesis I considered the pedagogical dimensions of Grimm’s fairy tales. I wanted to know which of Grimm’s fairy tales are used in schools from English speaking countries, and which in schools from Slovenia. I also wanted to establish what kinds of activities are planned when working with fairy tales, and in which grades they are used. Before I started my research, I wrote the theoretical part of the thesis. I began by writing something about the authors of the fairy tales, the Brothers Grimm, and something about the fairy tales themselves. I continued by focusing on Grimm’s fairy tales and how they were modernised, and exploring about the didactic purposes of the fairy tales. For the research part of my thesis, I gathered 40 lesson plans, 20 from English speaking countries and 20 from Slovenia. I compared and analysed each lesson plan according to which fairy tale it included, how long it was, what kinds of activities were planned, and for which level of knowledge or grade it was written. I came to the conclusion that lesson plans that come from English speaking countries are better that those which actually originate from Slovenian schools. Moreover, Slovenian schools do not use the variety of fairy tales that is used in English speaking countries. However, I did come to see that both use fairy tales in all grades of Elementary school, not just for younger learners. Finally, we constructed our own lesson plan with the use of Grimm's fairy tale "Tom Thumb".
Keywords: Brothers Grimm, Grimm’s fairy tales, lesson plans, English Elementary schools, Slovenian Elementary schools
Published: 28.09.2016; Views: 490; Downloads: 47
.pdf Full text (673,62 KB)

Foreign students' speech in England
Manca Potušek, 2016, undergraduate thesis

Abstract: The diploma thesis focuses on the influence of the French, Italian and Spanish language on the Standard Southern British English pronunciation. The research is based on the recordings of 10 French, 9 Italian and 9 Spanish students who spent half a year in England as Erasmus exchange students. The theoretical part starts with an introductory chapter describing a short history of all four languages, as well as the position of the English language in the world and in the European Union. East Midlands English and Standard Southern British English are then presented with their phonological characteristics. Furthermore, the vowel systems of French, Italian and Spanish language are presented together with the most common errors the speakers of these languages encounter when pronouncing English vowels. In the following chapter the term “interlanguage” and research methods as Contrastive Analysis and Error Analysis are described. In the last segment of the theoretical part we are dealing with so-called formants which are frequencies that the vowels are made of and are essential for identification of a vowel. In the empirical part, Error Analysis is used as a research method. The key part of the research is the analysis of the recordings of foreign students’ pronunciation of 11 SSBE vowels. The results of the research clearly prove a strong influence of the French, Italian, and Spanish accents on the pronunciation of SSBE vowels, as well as a great impact of General American. To analyse the data, the descriptive method was used. The findings of the dissertation could be of help to other researchers or English teachers should they find themselves teaching in France, Italy or Spain.
Keywords: Standard Southern British English, vowels, formants, foreign students, Error Analysis
Published: 08.09.2016; Views: 343; Downloads: 43
.pdf Full text (1,98 MB)

Tjaša Pegan, 2016, undergraduate thesis

Abstract: The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation closer to a classroom setting. Among available techniques, we chose mindfulness meditation for its simplicity. In addition to having this exercise included in the lesson, the participants received the element of visualisation, which is often found in meditation traditions. Guided visualisation or the so called guided mental imagery was presented as a vocabulary learning strategy in the form of multisensory interactive story including multiple intelligences and mindfulness aspects – the pupils had to pay attention to what the teacher was saying. They were supposed to self-generate the pictures in their minds to repeat new vocabulary items or simply listen to the story with their eyes closed. The main purpose of using mindfulness was to create a more harmonious classroom atmosphere and better concentration by helping the participants become more centred by directing their attention inwardly. The main purpose of using visualisation was to remember words by giving them a mental image. We presented lesson plans from the study performed by two volunteering teachers. In total, 8 classes with 114 pupils were included in this mini research. Results are not so clear-cut and promising, mainly due to limitations. Teachers need more training, better school organisation and curriculum for the practices to be seriously implemented in education.
Keywords: meditation, mindfulness, contemplative secular education, humanistic approach to English language teaching and learning, vocabulary learning strategies, visualisation/mental imagery
Published: 21.10.2016; Views: 952; Downloads: 95
.pdf Full text (3,94 MB)

The Influence of the Early Learning of English on the Acquisition of English in Slovene Primary Schools
Nataša Kosajnč, 2016, master's thesis

Abstract: The results of the Slovenian National Assessment of Knowledge in English i.e. NAK (Nacionalno preverjanje znanja iz angleščine za 6. in 9. razred - NPZ) in the sixth class and the ninth class show different results among schools in Slovenia. The data suggest that there are several factors that help pupils achieve good results in the NAK, especially practice and early English language learning and early language exposure. The purpose of the study was to determine the English language skills of the pupils in Slovenian schools who had organized, systematic English language learning in the first triad of the primary school in comparison to the English language skills of the pupils who did not have organized, systematic English language learning in the first triad of the primary school. The purpose was also to determine the impact of systematic English language teaching in the first triad of primary school on language knowledge of the fourth class pupils. A study was designed which was based on testing the English language skills on a sample of fourth class pupils, selected according to the form of English language learning in the first triad of primary school in Slovenia. The study was conducted in the 2015/2016 school year on a sample of 110 fourth class pupils divided into three groups. The experimental group consisted of 42 pupils who had organized, systematic early learning of English during the first triad. The first control group consisted of 17 pupils who did not have any kind of organized, systematic early learning of English in the first triad. The second control group consisted of 51 pupils who learned English as an extracurricular activity or took English language courses. All groups of pupils completed a questionnaire and took part in the language skills testing on different linguistic levels: lexical, grammatical and discourse levels. A language test was designed for this purpose. The results showed that the three groups were homogenous. Test results were compared within the three groups of pupils. The obtained data was also compared to the general, publicly available data of national sixth class testing (NAK). The analysis showed statistically significant differences in the test results of the three groups of pupils. Pupils who had organized, systematic early learning of English in the first triad achieved better results overall. A more detailed analysis showed that the pupils who had early learning of English in the first triad were more successful in tasks focusing on grammar and discourse. Surprisingly, the pupils who did not experience the organized, systematic early learning of English in the first triad were more successful in lexical tasks.
Keywords: foreign language, early English language learning, research, language test, primary school
Published: 05.10.2016; Views: 567; Downloads: 55
.pdf Full text (1,02 MB)

Globalization: The Influence of English on the Language of Macedonian and Slovene Students
Emi Nikolovska, 2016, master's thesis

Abstract: Globalization influences economic development political systems, the environment, languages and cultures as well as many other aspects of societies worldwide. Language has become an integral and very sensitive element in the process of globalization; therefore globalization related issues cannot be discussed without the analysis of language changes. Today the English is a means of mutual communication of the emerging global culture spread by international trade and relations, the internet, science, literature, sports and entertainment. The influence of the English language on Macedonian and Slovene is evident on almost all linguistic levels. The main goal of this thesis is to present the influence that English has on the language of Macedonian and Slovene students. The research is focused on the analysis of undergraduate theses in order to indicate the linguistic levels where the influence is most evident and frequent. Additionally, as part of the research, I have prepared questionnaires distributed among students currently studying at major universities in Macedonia and Slovenia. The results show that the most affected linguistic levels are vocabulary and orthography. Furthermore, the results point to the necessity of enriching the technological terminology in both languages of interest. Students do not have negative attitudes toward the expansion of English; on the contrary they believe that it provides certain benefits (education, career, international communication). Macedonian and Slovene are not threatened by the spread of the English language, but that does not mean that we should stop protecting our linguistic heritage and indulge in indiscriminate use of words borrowed from English.
Keywords: globalization, global language, influence, English, students, word borrowing
Published: 05.10.2016; Views: 612; Downloads: 73
.pdf Full text (676,37 KB)

Testing pronunciation varieties of English in primary school through pictorial and textual input
Mejade Tomažič, 2016, undergraduate thesis

Abstract: We are surrounded with different varieties of English language. We listen to English music or radio shows, watch English movies and shows and watch English videos on the internet. The most common varieties that we encounter are British English and American English, which have distinctive differences in stress and pronunciation. Because we encounter both varieties daily, we have found it interesting to see which one prevails in our primary schools. The British English variety is primarily taught in school and the American variety is all around us and is thus more likely to be acquired. Children acquire a foreign language very easily if they are in contact with it on a regular basis. This is as nowadays, as we all hear English lyrics on the radio or hear English conversations on TV. The thesis focuses on the factors that might influence the choice of the English variety. It explores if the input, whether it is pictorial with pictures or textual with words, influences the choice of variety. It also presents connections between the pronunciation of more frequent and less frequent words with choice of variety, the influence of the pupils’ backgrounds, and way of learning English.
Keywords: word recognition, working and long-term memory, second language, language acquisition, language learning, British and American English pronunciation.
Published: 15.11.2016; Views: 758; Downloads: 30
.pdf Full text (1,13 MB)

High school English grammar knowledge and the influence of English coursebook use in the Celje region
Tjaša Zupan, 2016, master's thesis

Abstract: In this thesis we were writing about teaching foreign languages in Slovenian schools and about the methods and approaches used. We were talking about the lesson structure and lesson planning in general and later focused more on teaching grammar in schools. We were trying to answer the questions about what grammar is, why teach grammar and how to do it. We were also interested in syllabi and the fact how grammar learning is defined in them. Our theoretical part finishes with a chapter about the English coursebook selection. In our empirical part of the thesis we mainly focused on investigating the 2nd year students’ grammatical knowledge of Present tenses and were looking for possible correlation between their grammatical knowledge and the quality of the English coursebooks used in schools, frequency of students’ use of English coursebooks and students’ self-evaluation of their English grammar knowledge.
Keywords: grammar knowledge, English coursebook quality, teaching languages, frequency of English coursebook use, self-evaluation of students’ English knowledge
Published: 09.12.2016; Views: 476; Downloads: 59
.pdf Full text (1,09 MB)

Discourse function of nominalization
Katja Plemenitaš, 2005, original scientific article

Abstract: The article deals with nominalization as a linguistic form with a universal discourse function. It offers an explanation of the discourse function of nominalization as a topicalization mechanism. From this stems the assumption that the use of nominalization is associated with specific text types, which is supported by a comparative study of nominalizations carried out on a sample of English and Slovene newspaper articles from two different periods. The study tests some predictions with regard to the use and frequency of nominalizations in the sample, which are based on general assumptions about the function of nominalizations and some previous observations about nominalizing tendencies in English and Slovene. The results of this study show that both English and Slovene newspaper articles yield similar global patters in the distribution of nominalization in connection with the text type.
Keywords: linguistics, English language, Slovene language, text linguistics, linguistic forms, nominalization, newspaper articles
Published: 10.05.2017; Views: 561; Downloads: 48
.pdf Full text (586,99 KB)
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Reviewer response to Pinter's "The Caretaker"
Tomaž Onič, 2004, original scientific article

Abstract: The Caretaker is one of Harold Pinter's early plays. It was an immediate success, and it drew the attention of many critics, who started judging this contemporary British playwright's works from a new perspective. Therefore, many scholars consider The Caretaker an important turning point in the reception of Pinterćs works. The play has seen many stagings all over the world, two of them in Slovenia. This article sets out its most prominent productions, analyses and comments on their critical reviews, and compares these to the response to Pinter in Slovene cultural space.
Keywords: English drama, Literary reception, Slovenia, Harold Pinter, The Caretaker
Published: 10.05.2017; Views: 478; Downloads: 167
.pdf Full text (406,30 KB)
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Astronomical references in Chaucer
Victor Kennedy, 2005, original scientific article

Abstract: One of the problems in the field of English literature studies is that, with compartmentalization and specialization, it becomes introspective to the point where it devolves into the study of metafiction and metacriticism. At its heart, however, literature has to be about something: Thackeray claimed its subject is human nature, but human nature is based in the interface between human and nature. This paper explores some of the problems in the interface between human knowledge, institutions, and nature, and will offer an example of cross-disciplinary, historical study to illustrate a well-known but, to most modern readers, impenetrable medieval text, Chaucer's Treatise on the Astrolabe. It ends with three recommendations: look to history, cross boundaries between academic fields, and use practical, as well as theoretical, teaching methods.
Keywords: astronomy, astrology, astrolabe, Chaucer, Geoffrey, metafiction, English literature, middle English texts
Published: 12.05.2017; Views: 304; Downloads: 41
.pdf Full text (299,54 KB)
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