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1.
The use of Past Simple and Present Perfect Tense and common errors of students in 9th grade
Kaja Podgoršek, 2021, master's thesis

Abstract: In master's thesis entitled The Use of Past Simple and Present Perfect Tense and Common Errors of Students in 9th Grade theoretical part thoroughly presents English as a global language, language acquisition and language learning, teaching English as a foreign language, grammar and its correlation to education, deductive and inductive approach, the two tenses – Past Simple and Present Perfect and the most common errors in learning English grammar. The empirical part is based on a research where 100 9th graders from 6 different schools answered questions from a questionnaire regarding English tenses. With the help of questionnaire which had 9 tasks in total, we were able to examine and research to what extent do the Slovenian 9th graders know and successfully use Past Simple and Present Perfect. The questionnaire was created accordingly to the syllabus. The learners were the most successful when dealing with the theoretical part of the questionnaire. Even though they had some problem when choosing the correct tense when dealing with practical tasks, they had a higher success rate when dealing with the tasks that were theoretical. The learners from 9th grade achieved overall positive success rate in all tasks which means that they successfully know, recognize and properly use Past Simple and Present Perfect Tense.
Keywords: English tenses, Teaching English as a foreign language, Language learning, English grammar, English as a global language
Published in DKUM: 07.10.2021; Views: 348; Downloads: 9
.pdf Full text (1,20 MB)

2.
Exercises in Travel Writing and Literary Tourism : A Teaching and Learning Experiment
Laura Lupše, Maja Možic, Nuša Cesar, Žiga Zdovc, Marina Majerič, Martina Senekovič, Boštjan Koželj, Jasna Potočnik Topler, 2020

Abstract: The book entitled »Exercises in Travel Writing and Literary Tourism – A Teaching and Learning Experiment« emerged as a result of experimental project work in teaching English during the subject English in Tourism – Higher Level 1 at the Faculty of Tourism in Brežice, University of Maribor. This approach included teaching in the classroom, research in libraries and at home, and field work. The collection brings eight very different texts on Travel Writing and Literary Tourism by Master's students of Tourism, who were free in choosing the topic of the texts, their styles and the titles . The field of Travel Writing is significant, not only as its own discourse, a tourism trend and a tool of branding and embedding attractions and/or destinations, but also as a tool of teaching and learning a foreign language, which, along with upgrading specific language knowledge, encourages curiosity, research, creativity, reflection and self-development.
Keywords: travel writing, literary tourism, branding, teaching, learning, English language
Published in DKUM: 29.10.2020; Views: 434; Downloads: 24
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3.
English and Italian in the Frame of Genre-based Research and Foreign Language Learning
Ivo Fabijanić, 2020

Abstract: The publication focuses on English and Italian in the context of genre-based research in foreign language learning, with five contributions focusing on language, namely the position of abbreviations in the Italian business context, the English language in tertiary education using the LanGuide platform, the compilation of the Shakespeare's Dictionary, the attitude of young learners towards the introduction of the first foreign language and the strategies used in translating administrative texts into a minority language. In her contribution, Lenassi discusses the principle of economy in the language usage in business Italian correspondence, and focuses on the similarities and differences in the use of abbreviations. Kompara Lukančič and Fabijanić present a different approach to learning and teaching foreign languages, and they emphasise the role of language acquisition and multilingualism. Kompara Lukančič also discusses the micro- and macrostructure of the Shakespeare’s Dictionary. In his contribution, Smajla discusses the attitudes of Slovenian language learners to the introduction of the first foreign language. In the last part of the monograph Paolucci writes about his study from 2019 in which he examined source and target-oriented strategies in the translation of normative and informative administrative texts for the Italian minority in Slovenia.
Keywords: language learning, first foreign language, legal languages, business communication, lexicography.
Published in DKUM: 10.09.2020; Views: 395; Downloads: 0

4.
Motivation for Learning English in Adulthood
Jerneja Osredkar, 2019, master's thesis

Abstract: Technological development, information technology development, new ways of communicating and globalisation have influenced the society and knowledge greatly. One's knowledge needs to be upgraded and improved constantly since it enables the quality of work, personal development, as well as a better quality of life in society. Due to historical spread of the language and the economic power of the United States of America, English has gained the position of a global language and is used as a lingua franca in the world. Therefore, many invidiuals decide to learn English in adulthood. Their decision to enrol in language courses and final success depend on many factors, motivation certainly being one of the key factors. The main aim of the master’s thesis is to find out what motivates adults to take part in language courses as well as what the potential barriers are. The analysis of the survey has not shown any major differences in motivation between older and younger adults; however, factor analysis shows that knowledge is the most important value upon which people decide to enrol in the English language classes. When analysing barriers, situational barriers have proven as the most pressing issue once again.
Keywords: lifelong learning, the English language, motivation, barriers to learning
Published in DKUM: 20.12.2019; Views: 607; Downloads: 95
.pdf Full text (1,18 MB)

5.
Applying the Vaughan Method When Teaching English as a Foreign Language in Spain
Laura Podkoritnik, 2019, master's thesis

Abstract: In the thesis we write about English as a global language and the process of teaching it using a special in-company method. Learning a language differs from person to person, and even more from adults to children. When it comes to teaching English as a foreign language, we can use different approaches and methods, from conventional to alternative ones. There are many ways for people to learn a foreign language – it can be by themselves using different books, audio-visual material or apps, or by taking classes with an English teacher. Browsing through numerous job ads for English teacher vacancies one can easily notice there is a preference of native speaking teachers. Why are native speakers, that potentially do not even have any teaching certificates, more valued than non-native teachers with pedagogical background? Spain is one of the countries where English is not vastly spoken; a situation which in the past few years have been slightly changing for the better as more and more people sign up for English courses to learn English for different purposes (most common are work, travelling or themselves). One of the companies that offer English courses all over Spain is Vaughan Systems where teaching evolves around an autonomous method developed by an American, Richard Vaughan. In the thesis we introduce the method and Vaughan teachers’ opinion on it regarding their workload, pedagogical background and textbook assessment and comparing the results based on the teachers’ native speaker status and the time they have been working for the company.
Keywords: English teaching, language learning, adults, non-native speaking teachers, native speaking teachers, Vaughan, Spain
Published in DKUM: 11.02.2019; Views: 848; Downloads: 60
.pdf Full text (1,04 MB)

6.
Teaching vocabulary items related to the field of nursing at the secondary level
Petra Andrejašič, 2018, master's thesis

Abstract: In the following MA thesis professional language is presented in detail. Professional language is based on general one and characterized by technical terminology. It is an essential part of the lessons in vocational programmes, as it forms the basis for students’ future profession. According to the curriculum, a part of English lessons (English as a foreign language) in vocational programmes should be dedicated to professional language in order to prepare students for their career paths/professional activities throughout Europe. To gain as good learning outcomes as possible, it is of great importance that foreign language teachers integrate professional language into the lessons gradually and in cooperation with teachers of vocation specific subjects. Teachers plan professional foreign language lessons in accordance with the curriculum, while taking into account the needs and wishes of their students. In this way, they aim at efficient and successful learning and at the same time exercise one of the key guiding principles of successful teaching and learning – learner-centred teaching. Choosing appropriate vocabulary is of key importance, as well as giving clear, short explanations of new or unknown vocabulary items that are accompanied by examples of their use and, if needed, also by translations/mother tongue equivalents. Teachers should inform students of different learning strategies that facilitate their learning or acquiring new vocabulary. They should also decide on appropriate teaching methods that motivate students and contribute to their independent learning, as well as teaching/learning materials. As learning foreign languages usually starts with reading, its main features are presented in the MA thesis, focusing on reading professional foreign language texts. In the empirical part our research into the importance of learning professional language in foreign language classes is presented. The survey was carried out among third year students of the nursing school. The findings shows how important they consider learning a professional foreign language, how motivated they are for learning it, and if professional language test results were better compared to all the other foreign language tests.
Keywords: professional language, teaching professional foreign language, curriculum, teaching/learning materials, reading
Published in DKUM: 08.01.2019; Views: 635; Downloads: 85
.pdf Full text (1,15 MB)

7.
Teaching early-level foreign languages to pupils with impaired pronunciation abilities
Věra Janíková, 2009, review article

Abstract: Today, teaching and learning early-level foreign languages has become a common issue often discussed by specialists. This article deals with the problems of foreign language pronunciation for primary level pupils with impaired communication abilities. The article includes findings from special education and psychology reports along with a definition of the term impaired communication ability and the phonetic-phonological impact it has on learning a foreign language. The conclusion presents some chosen methods for teaching drama and theatre projects that deal with proper pronunciation training and the results of related research investigations.
Keywords: special education needs, specific learning difficulties, impaired communication ability, early-level foreign language learning, methods of teaching drama, research
Published in DKUM: 09.10.2017; Views: 1022; Downloads: 74
.pdf Full text (951,93 KB)
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8.
Students' attitudes towards their EFL lessons and teachers : their retrospective study
Mojca Žefran, 2015, original scientific article

Abstract: The article investigates attitudes towards English as a foreign language (EFL) by focusing on retrospective accounts of higher-education students' experience with learning English. The first part looks at individual factors affecting foreign language (FL) learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students' attitudes towards their past EFL lessons and teachers and students' FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.
Keywords: learning anxiety, foreign language anxiety, attitudes towards foreign language instruction, attitudes towards EFL teachers, English language
Published in DKUM: 03.10.2017; Views: 873; Downloads: 96
.pdf Full text (841,28 KB)
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9.
Materials design for language m-learning
Dejan Pukšič, Melita Zemljak Jontes, Marjan Krašna, 2015, original scientific article

Abstract: Today's smart phones are versatile multimedia devices. Their processing power is incredible compared to decades-old personal computers (PCs), and the time is right to use them in education. The touch screen has provided a haptic user interface that cannot be considered as merely another mouse. The design of m-learning materials therefore needs to follow a special set of rules to maximize the efficiency of constraints posed by the devices and the user interface. In the article the design considerations are presented in the context of a practical application for using mobile devices in language learning with the application BlaBla$^{TM}$.
Keywords: m-learning, design, mobile assisted language learning, haptic user interface
Published in DKUM: 21.09.2017; Views: 697; Downloads: 118
.pdf Full text (729,26 KB)
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10.
ICT-supported language learning tools for Chinese as a foreign language : a content review
Tina Čok, 2016, review article

Abstract: The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1) What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2) Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3) Are some learning technologies used more often for practising specific language skills than others?
Keywords: Chinese as a second language, foreign language study and teaching, didactics, ICT-supported language tools, computer assisted language learning (CALL)
Published in DKUM: 21.09.2017; Views: 578; Downloads: 84
.pdf Full text (195,76 KB)
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