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Vocabulary acquisition for future nursing staff
Kirsten Hempkin, Barbara Majcenovič Kline, 2012, izvirni znanstveni članek

Opis: Research suggests that many ESL teachers either modify or supplement the set textbooks they use in class, or develop their own materials for classroom use. Indeed, in recent years, the internet in particular has opened up a rich and at times perhaps baffling array of resources for those ESL practitioners who wish to incorporate authentic materials into their teaching. While the benefits of authentic materials are well-documented, their use is, however, not entirely unproblematic, and as research into the field of material (authentic or otherwise) development grows, this raises a number of issues as to the form these materials should take and how they can best be employed. This article presents a set of vocabulary building activities for future nursing staff; these activities are in use at the Faculty of Health Sciences in Maribor. The article explains the rationale behind them in light of the theoretical framework of language acquisition that underpins them.
Ključne besede: ESL teachers, vocabulary acquisition, authentic materials, trainee nurses, theoretical framework
Objavljeno: 10.07.2015; Ogledov: 188; Prenosov: 1
.pdf Polno besedilo (105,48 KB)

4.
Exploring stereotypes
Kirsten Hempkin, 2008, izvirni znanstveni članek

Opis: It is widely accepted that the use of humour and jokes in particular brings a number of benefits to the EFL teacher. Not only can jokes help to establish a relaxed learning atmosphere, they can also serve as a context in which to study particular aspects of grammar, vocabulary and culture. However, jokes based on national and regional stereotypes tend to be ignored by EFL teachers, as their potential to cause offense has seen them deemed unsuitable for classroom use. The purpose of this paper is to present a different perspective: it is precisely the rather risky nature of these jokes which makes them ideal for classroom use, particularly in lessons with the specific aim of raising students' cultural awareness through the exploration of stereotypes.
Ključne besede: EFL classroom, Scottish jokes, Slovene jokes, stereotypes, cultural awareness
Objavljeno: 16.05.2017; Ogledov: 44; Prenosov: 3
.pdf Polno besedilo (187,98 KB)

5.
Exploring student attitudes to the refugee crisis
Kirsten Hempkin, 2016, izvirni znanstveni članek

Opis: The issue of migrants and refugees has occupied Europe for the last few months. Much of the discourse surrounding this issue has been overwhelmingly negative, lapsing at times into stereotype, prejudice and even hate speech. As language teachers at a humanities faculty, we have a responsibility to address this issue in the classroom, especially as classroom experience tells us that our students are prone to stereotypical thinking. The article presents a series of song-based activities intended for use in language development classes for future teachers and translators at the Faculty of Arts, University of Maribor.
Ključne besede: migrants and refugees, negative discourse, stereotypical thinking, songs, intercultural awareness
Objavljeno: 16.05.2017; Ogledov: 47; Prenosov: 4
.pdf Polno besedilo (95,63 KB)

6.
Introduction
Kirsten Hempkin, Melita Kukovec, Katja Težak, 2017, predgovor, spremna beseda

Opis: Introduction to the special issue of ELOPE: Addressing Learners’ and Teachers’ Needs: Keeping up with a Changing EFL World.
Ključne besede: English, foreign languages, teaching methodology, introduction, learners, teachers, EFL
Objavljeno: 09.08.2017; Ogledov: 98; Prenosov: 0
.pdf Polno besedilo (58,71 KB)

7.
The Etymology, Use and the Meaning of the Word Fuck
Aleš Horvat, 2016, diplomsko delo

Opis: Different words have been considered as obscene, immoral, forbidden, taboo, indecent or incendiary at different times throughout our still short civilized human history. From religious profanity (such as damn) to taboo words that were considered sacred and forbidden to even think about. Not so long ago such words as leg (the proper substitute for the word was limb) and all other words for parts of the human body were forbidden and shocking. And even though it seems that today we are pretty much every day using the so called F-word or simply fuck and it is very easy to find it in most places, the word still has some kind of taboo aura around it, since it is still censored on television, some or most papers refuse to print it in its true form, but rather use some kind of substitute (fudge) or even censor it with asterisks (f**k) and the radio bleeps it out or replaces it with a modified sound when it appears in songs. But what is true is that fuck is one of the most useful, versatile, one of the most fun words with wonderfully polymorphous possibilities in the whole English language or as Peter Silverton puts it in his book Filthy English: "The beginning, the very moment of creation, the starting point for both life and fun: fuck! Or perhaps: sexual intercourse! We all do it. Well, most of us. Our ancestors did it, too – not when they were fishes perhaps but not long after ... And yet the simplest, most direct and longest serving English language word for this most ontologically essential of human acts has, for most of its life, been considered so rude, so disturbing, so nasty, so condemnably yeeeurgh that people have been arrested, tried and jailed for speaking it or writing it. The OED wouldn't even give it page room until 1972. All I can say to that is: fuck! Or: fucking hell! Or: fuck me! Or: how fucking stupid!" (Silverton, 2010, p.20) In this work I am going to discuss the etymology of the word fuck, its meaning with examples, use as nouns, verbs, idioms, interjections, verbal phrases, acronyms, abbreviations and the way society has viewed fuck and tried to mask it through censorship and alternatives in the media and about the frequency of use.
Ključne besede: Fuck, etymology, meaning of fuck, use of the word fuck, abbreviations and censorship.
Objavljeno: 13.06.2016; Ogledov: 568; Prenosov: 22
.pdf Polno besedilo (1003,53 KB)

8.
THE USE OF MUSIC, SONGS AND SONG LYRICS IN AN ESL CLASSROOM AND THEIR MOTIVATIONAL IMPACT ON THE LEARNERS
Jaka Cafuta, 2016, magistrsko delo

Opis: This MA paper explores different ways of using music, songs and song lyrics in an ESL classroom, different experience of teachers and other researchers with this area, and the effects music and songs have on students and class work. The theoretical section includes scientific findings, experience and reports of researchers and teachers, relating to a wide spectrum of using music and songs for teaching English in many different ways. It also explores the area of motivation, its position in the learning process and the correlation between motivation and the use of music and songs in the classroom. The empirical section presents a more practical follow-up to the theoretical section, and is roughly divided into four “sub-sections”: the first sub-section was designed to research the opinions and experience of English language teachers from Maribor, Celje and Velenje (and their immediate surroundings) about using music and songs in an ESL classroom. There were 89 elementary school teachers included in the survey, which was also the instrument for data collection in this sub-section. The data shows that most of the teachers use music and songs quite often in their classrooms and have a predominantly positive experience with it. Most teachers strongly agree that music and songs enrich the lesson and activate the students. However, there are some who believe that music and songs take up too much time in the already over-stuffed schedule. Teachers use different sources to find their music and songs and also present these songs in different ways. Nevertheless, it is very uncommon for them to sing and play the songs to the students themselves- they usually use a cd or the internet. Most teachers use children’s songs and also believe that using songs is most effective with younger learners in the 1st triad. The majority of teachers also believe that music has the most powerful effect on student motivation and participation, however, they don’t see music and songs as good alternatives for standard language exercises and drills. Overall, most believe that an occasional, but regular use of music could change classroom practice in a very positive way (which is why many of them are already (more or less) including it into their English lessons). The second sub-section refers to a case-study implemented for researching the effect of using music and songs for teaching English on student learning achievement. The data was collected with the help of specially designed tests of knowledge (pre-tests and post-tests) and the case-study itself, in which 3 English lessons with music and songs were carried out in two groups of students from grade 9 (control group (9 students) and experimental group (8 students)) from one of the elementary school in Maribor. The results show that the two groups had different initial knowledge before the experiment even began- the experimental group scored higher on the pre-test of the 2nd conditional structure. Even though there were no other statistically significant differences between the two groups, the effect size measurement has shown that music has a medium to strong effect on student learning achievement. However, there was a statistically-significant difference in scores on the 1st conditional tests in the experimental group relating to progress within the group. I believe that same progress would have been seen in with the 2nd conditional structure too, but the students had already “aced” the pre-test, so it was almost impossible to achieve a statistically significant difference with the post-test. The third sub-section deals with researching the effects that using music and songs in the classroom has on student engagement, student motivation and classroom atmosphere. The data here was gathered with the help of a specially designed observational checklist with a chronological scale for observing classes/lessons. The results here were unanimous and show that all three categories under study were rated much high
Ključne besede: ESL, songs, music, learning/teaching a language, motivation
Objavljeno: 20.02.2017; Ogledov: 270; Prenosov: 50
.pdf Polno besedilo (909,09 KB)

9.
Analysis of didactic games in selected coursebooks
Mateja Krajnc, 2017, magistrsko delo

Opis: For early foreign language learning, it is typical that it is carried out in a dynamic, varied and child-friendly way. This means that there is a wide variety of media used in these lessons, which enrich the learning process and make learning more efficient and, most importantly, more interesting for the students. One of the many media is also didactic games, which is being used more and more in practice. Due to the actuality of the topic of didactic games, the purpose of this Master’s thesis is to analyze didactic games in selected coursebooks for English in the fourth grade of primary school. In the theoretical part the terms “(child’s) play”, “game” and “didactic game” are defined, based on the technical literature. The importance of child’s play for the development of children and the significance of games in the educational process are presented. Numerous types of didactic games are listed and presented, along with their use in the classroom. Furthermore, the term “coursebook” is defined and the importance of its role in the educational process illustrated. At the end of the theoretical section, the requirements for coursebook design are presented and the characteristics of a quality coursebook listed. In the empirical section of the thesis, the analysis that was carried out based on the selected coursebooks is presented. The research shows that there is a small share of didactic games in the selected coursebooks and that language games and communicative games prevail. The majority of games are intended for practicing vocabulary, speaking and listening. The research also reveals that didactic games encourage all forms of work (individual work as well as pair work and group work).
Ključne besede: child’s play and games, didactic games, early ELT classroom, coursebooks, coursebook design, analysis of didactic games
Objavljeno: 15.06.2017; Ogledov: 124; Prenosov: 22
.pdf Polno besedilo (2,04 MB)

10.
In vse tiho je bilo: uporaba literarnih del pri poučevanju angleščine v višjih razredih osnovne šole
Irena Tertinek, 2017, magistrsko delo

Opis: Literarna dela pomembno vplivajo na hitrost napredovanja pri učenju tujega jezika, zato jih želimo pri pouku spodbujati, tako intenzivno, kot tudi ekstenzivno branje. Magistrsko delo je zasnovano kot zaključena celota s teoretičnim uvodom in praktičnimi primeri uporabe v nadaljevanju. Prikazuje teoretične osnove pomena uporabe literarnih del pri poučevanju angleščine, pomen uporabe literarnih del pri poučevanju angleščine v luči že izvedenih raziskav v Sloveniji, napotke za uporabo literarnih del ter primere učnih priprav in potrebnih didaktičnih pripomočkov za uporabo pri poučevanju angleščine v višjih razredih osnovne šole.
Ključne besede: literarna dela, poučevanje angleščine, angleščina kot tuji jezik, osnovna šola, ekstenzivno branje, intenzivno branje, učne priprave.
Objavljeno: 19.10.2017; Ogledov: 28; Prenosov: 4
.pdf Polno besedilo (3,14 MB)

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