Iskanje po katalogu digitalne knjižnice

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: 81; Prenosov: 13
Celotno besedilo (1,25 MB)

Opis: Nursery rhymes are children's first interaction with literature. Because of their rhythm and melody, we start to expose our children to them soon after they are born. Most babies and children like rhymes and repetitive rhythms and they usually show their enthusiasm by bouncing up and down or jumping. In the theoretical part of our thesis, we explain the terminology gender, sexism, stereotypes, and gender stereotypes. We also present the benefits for children listening to nursery rhymes like the development of motor skills, communication skills, social-emotional skills, world knowledge, cognition, language, and literacy. The downside of nursery rhymes is that they also contain gender stereotypes. It is not good for children to hear these stereotypes and grow up believing that women are inferior to men and are passive contrary to men that play an active role and are dominant. In the empirical part of our thesis, we examine selected English nursery rhymes and analyze them. We developed our own coding system, that helped us see what kind of gender stereotypes prevail in English nursery rhymes.
Ključne besede: gender, sexism, stereotypes, gender stereotypes, nursery rhymes
Objavljeno v DKUM: 31.05.2023; Ogledov: 154; Prenosov: 9
Celotno besedilo (1,10 MB)

Opis: The emergence of COVID-19 has heavily impacted specific sectors around the globe, including the education sector. What followed were global school closures. This thesis aims to identify which methods and strategies are the most effective in emergency remote teaching (ERT) in primary schools to determine a suitable work plan for other instances of emergency remote teaching. Firstly, we present definitions of ERT and legislation in Slovenia and discuss the importance of digital competence in today's digital society. We employed a questionnaire and a semi-structured interview to explore the thoughts and opinions of primary school teachers of English in Slovenia. Our respondents did not have much experience with remote teaching; the predominant challenge they faced during this period was a lack of time for preparation to teach remotely, followed by a lack of knowledge about online/remote teaching strategies and remote communication tools—the teachers prepared for this shift predominantly by connecting with colleagues. The teachers used video conferencing tools the most. Their biggest challenge was creating content for online spaces. The critical lesson they learned from this experience was an improvement of their digital skills. As for the strategies that should be employed in future instances of ERT, they suggested training programs for teachers. Advice for future cases of ERT from the surveyed teachers is simple: do not panic, do not cause yourself too much stress, and teach calmly. The interviews with teachers further emphasize the importance of ICT and digital competence among students and teachers for quality teaching. Both interviewed teachers call for ICT learning tools and the development of digital competency, which they think is of utmost importance.
Ključne besede: emergency remote teaching, ERT, remote education, primary education, COVID-19
Objavljeno v DKUM: 19.10.2022; Ogledov: 240; Prenosov: 30
Celotno besedilo (1,10 MB)

Opis: V magistrskem delu smo predstavili medpredmetno povezovanje slovenščine in angleščine v 6. razredu osnovne šole. Ukvarjali smo se z možnostmi medpredmetnega povezovanja, ki jih ponujata učna načrta obeh predmetov in izbrani učbeniki. Namen dela je bil poiskati povezovalne elemente obeh učnih načrtov in analizirati medpredmetne vsebine, ki se pojavljajo v aktualnih učbenikih. V teoretičnem delu magistrskega dela smo z deskriptivno metodo povzeli teoretična spoznanja o medpredmetnem povezovanju. Z metodo komparacije smo na podlagi analize obeh učnih načrtov ugotovili, da bi bili za osnovo medpredmetnega povezovanja primerni predvsem cilji, povezani s spoznavanjem in razvijanjem strategij (branja, poslušanja, pogovarjanja, tvorjenja pisnega besedila, preverjanja besedil na vsebinski, jezikovni in pravopisni ravni ipd.), in cilji, povezani s primerjanjem obeh jezikov (prepoznavanje vzrokov za učenje jezika, izgovorne, pisne in slovnične podobnosti in razlike med angleščino in slovenščino, primerjanje zapisa glasov in besed v slovenščini in angleščini ipd.). Analiza v empiričnem delu je pokazala, da vsi izbrani učbeniki vsebujejo naloge, ki omogočajo medpredmetno povezovanje, vendar obseg teh nalog precej niha. Ugotovili smo, da analizirani učbeniki za angleščino v povprečju vsebujejo več medpredmetnih vsebin kot učbeniki za slovenščino. Izkazalo se je, da ustvarjalci učbenikov medpredmetno povezovanje v učbenike najpogosteje vključujejo preko vsebin kulturne vzgoje, znanosti in tehnologije ter vzgoje za zdravje. Z analizo smo ugotovili, da možnosti medpredmetnega povezovanja ponuja tudi medpredmetna obravnava jezikoslovnih izrazov, saj vsi učbeniki za angleščino vsebujejo vsaj polovico vseh jezikoslovnih izrazov zapisanih v vsebinah učnega načrta za slovenščino za 6. razred. Posebno poglavje smo namenili praktični medpredmetni učni pripravi, s katero želimo spodbuditi učitelje k uporabi medpredmetnega povezovanja in jim olajšati pripravo na delo.
Ključne besede: medpredmetno povezovanje, slovenščina, angleščina, učbenik, učni načrt
Objavljeno v DKUM: 10.08.2022; Ogledov: 521; Prenosov: 99
Celotno besedilo (2,69 MB)

Opis: The master’s thesis explores the north-Croatian teachers’ readiness for teaching online. With technology slowly, but steadily, taking over everyday actions, it was only a matter of time when it would take over education. With March 2020 and the COVID-19 pandemic, technology was the safest way of conducting lessons and was instantaneously implemented into education. This master’s thesis aims to determine how English teachers in the three northernmost Croatian counties managed the new challenge. Specifically, it tests factors that influenced their e-readiness through 7 hypotheses. The research is based on questionnaire results – the questionnaire was sent to 86 primary schools, 30 secondary schools and 11 private language schools in Međimurje county, Varaždin county and Koprivnica-Križevci county via email with a request to forward it to their English teachers. Analysing responses with quantitative research methods, the study showed that factors such as age, gender and professional development influence teachers’ e-readiness, while there were no differences among the three counties. Furthermore, the results revealed that the teachers generally feel ready for conducting online lessons, although Gay’s questionnaire on Carribean teachers’ online teaching readiness proved otherwise. Interestingly, some of the teachers did have online teaching experience prior to the pandemic, which along with organized professional development offered to them, helped them feel ready to teach online. Ultimately, teachers are better prepared to teach online than they were prior to the pandemic; however, there is still a lot of room for improvement.
Ključne besede: Keywords: Croatian English teachers, online education, technical readiness, lifestyle readiness, pedagogical readiness, questionnaire by Glenda H. E. Gay
Objavljeno v DKUM: 03.12.2021; Ogledov: 548; Prenosov: 42
Celotno besedilo (1,88 MB)