Iskanje po katalogu digitalne knjižnice

Opis: Exposure to mass media in today’s world is metaphorically starting to equal the process of breathing air; scrolling through social media has become a part of everyday routine, and students use their smartphones for lengthy durations and for a variety of chores that stem from responsibilities as well as from their hobbies. The aim of this master's thesis is to offer an insight into the possibility of integrating TikTok and English language education, as perceived by Slovene students in the third triennium of primary school. We employed a questionnaire to explore the opinions of students (grades 7 – 9) in the Podravje region. The results revealed that students are loyal users of the app, on which they encounter English content to a greater extent and share a good understanding of the language. They recognize TikTok’s potential for improving different language skills (predominantly speaking), and are familiar with English teaching channels on the app. The results portray a moderate preference for using TikTok in the ELT classroom, mostly due to inexperience and linking social media solely to leisure time. Teachers should at least consider incorporating TikTok in accordance with their students’ needs and preferences or share advice on finding valuable resources on the platform.
Ključne besede: ICT, social media, English language learning, extramural activities, language skills
Objavljeno v DKUM: 04.10.2024; Ogledov: 0; Prenosov: 40
Celotno besedilo (2,48 MB)

Opis: English language has become the international language of communication. It is being used in almost every company; therefore the need for English-speaking staff is increasing. Making learners speak and actively participate in order to practice and improve their speaking skills is one of the hardest tasks for a teacher. Children learn best through play, but it is also adults that learn best when stimulated by different activities that put them in authentic situations. The purpose of this thesis is to find the importance and the effect that well-structured activities have on adult-learners’ speaking skills and to what extent they contribute to their level of proficiency of the English language. The theoretical part of this thesis contains information on what affects adult’s learning of a foreign language, and approaches of teaching them. There are methods presented on how to encourage learners to speak and actively participate. It is explained how to deal with adult-learners’ errors in the most productive way and how to teach pronunciation. As the red thread of this research, there are activities listed that actively engage and motivate learners to speak. In the empirical part there are nine activities presented that were applied when teaching two courses, the beginner’s course (ten participants) and the advanced course (ten participants), during the period of one year. The research was conducted to see how these activities affected twenty learners’ speaking skills, which of the activities were the most motivating for them and which helped develop their speaking skills, while dividing between beginner learners and advanced learners. Another point of the research was to see which activities helped learners remember new vocabulary for a longer period of time. The research results are then analyzed and the improvement of learners’ speaking skills is described, while the important findings are summarized at the end of the thesis.
Ključne besede: adult learners of a foreign language, English language, speaking skills, encouragement, activities.
Objavljeno v DKUM: 21.09.2018; Ogledov: 1845; Prenosov: 103
Celotno besedilo (1,16 MB)

Opis: 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.
Ključne besede: dyslexia, English as a foreign language, early identification, language awareness transfer, differentiation, teachers’ knowledge, developing language skills
Objavljeno v DKUM: 07.03.2014; Ogledov: 3590; Prenosov: 301
Celotno besedilo (1,01 MB)

Ključne besede: linguistics, English, business language, reading, skills, communication, international marketing, interpersonal relations, business successfulness, success of business operation, career success, job satisfaction, work, satisfaction, risk, electronic commerce, team work, financial business operation, consumer, customer, services, risk management, takeovers, mergers, business, future, textbooks, cases, case study, vocabularies
Objavljeno v DKUM: 01.06.2012; Ogledov: 2698; Prenosov: 59
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