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Opis: The theoretical framework in the master’s thesis entitled “The Use of False Friends among Slovene Students of English” covers concepts that are fundamental to false friends and translation studies in general. The theoretical part discusses the authors’ perspectives on definitions and classifications which include various examples of equivalence, cognates and false friends. It then highlights some examples and ideas regarding teaching and learning false friends in the classroom. It is argued that focus on false friends is a useful tool for teachers who incorporate the concept of false friends in their classes. The empirical part of this thesis presents the results of the research which examines the use and knowledge of Slovene-English false friends among Slovene students of English. The research was conducted through a questionnaire which had 26 questions and was distributed online with the help of the tool 1ka. The study included 244 Slovene learners of English. 118 participants were primary school learners from 6th to 9th grade and 126 participants were secondary school learners from years 1 to 4. The results show that Slovene students of English are aware of a significant number of false friends included in the survey, although there are still plenty of Slovene-English false friend pairs that remain unfamiliar. The questionnaire results indicate that more than half of the participants have not heard the expression “false friends” as a linguistic concept at the time of the testing. In general, secondary school learners were more successful in the use of Slovene-English false friends pairings than primary school learners. At the same time, the results do not show that learners with higher grades in English are more familiar with false friends than those with lower grades.
Ključne besede: false friends, equivalence, cognates, language learning, teaching English as a second language
Objavljeno v DKUM: 17.08.2023; Ogledov: 507; Prenosov: 54
Celotno besedilo (1,25 MB)

Opis: 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.
Ključne besede: travel writing, literary tourism, branding, teaching, learning, English language
Objavljeno v DKUM: 29.10.2020; Ogledov: 2002; Prenosov: 41
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Opis: 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.
Ključne besede: English teaching, language learning, adults, non-native speaking teachers, native speaking teachers, Vaughan, Spain
Objavljeno v DKUM: 11.02.2019; Ogledov: 1677; Prenosov: 85
Celotno besedilo (1,04 MB)

Opis: 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.
Ključne besede: word recognition, working and long-term memory, second language, language acquisition, language learning, British and American English pronunciation.
Objavljeno v DKUM: 15.11.2016; Ogledov: 1886; Prenosov: 74
Celotno besedilo (1,13 MB)

Opis: 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.
Ključne besede: foreign language, early English language learning, research, language test, primary school
Objavljeno v DKUM: 05.10.2016; Ogledov: 1850; Prenosov: 162
Celotno besedilo (1,02 MB)