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Genre and Multimodality in Primary School EFL Textbooks : master's thesis
Sara Škerget, 2023, magistrsko delo

Opis: The master's thesis examines the features of textual and visual material included in primary school EFL textbooks. The genre theory according to the Sydney School is introduced in the theoretical part. The features of authentic and simplified texts are also presented. The principles of discourse and multimodal analysis, which served as a basis for our analysis, are outlined. The analysis includes twenty texts with the accompanying visual material selected from the Messages (EFL) textbooks for lower-secondary students aged 11 to 14 years created by English authors Diana Goodey and Noel Goodey in cooperation with others. The study presented in this thesis focuses on the analysis of selected texts from these textbooks with regard to three dimensions of register: field, i.e., the entities, objects, concepts, and activities represented in the texts and their accompanying images; tone, i.e., the formality or informality of texts and images; and mode, i.e., the dependence of texts and images on the context. The study also examines the prevailing genres and text-image relations in the analysed material.
Ključne besede: textbooks, genres, multimodality, discourse analysis, English as a foreign language
Objavljeno v DKUM: 22.08.2023; Ogledov: 85; Prenosov: 9
.pdf Celotno besedilo (6,67 MB)

The use of false friends among Slovene students of English : master's thesis
Hajdi Hauptman, 2023, magistrsko delo

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
.pdf Celotno besedilo (1,25 MB)

Character representation in the romance genre: the example of the novel Outlander : master's thesis
Nataša Pernat, 2023, magistrsko delo

Opis: Written by the American author Diana Gabaldon, the novel Outlander is one of the most popular books in the historical romance genre, but it also includes elements of the fantasy genre. The Master thesis explores the identification chains of the two protagonists – Jamie Fraser, Claire (Randall) Fraser, and the antagonist, Black Jack Randall. The analysis is based on the concept of reference and participant identification as proposed by Halliday and Hasan (1976) and Martin and Rose (2004). The purpose of the thesis is to analyse the diversity of references in identification chains of the three selected characters. References are divided into five specified categories. Additionally, references are also analysed by categories in each reference chain according to their evaluation (positive, negative, and neutral). Four hypotheses have been set to guide the analysis. H1: The most diverse identity chain belongs to the male protagonist (Jamie Fraser). H1 has been confirmed. H2: The majority of the references in the identity chain of the antagonist (Black Jack Randall) have a negative evaluation. H2 has been rejected. The antagonist (Black Jack Randall) has the least diverse identity chain, H3 has been confirmed. H4: The identity chain of the female protagonist (Claire Randall Fraser) is the longest. H4 has also been confirmed. The findings from the analysis are interpreted in connection to the characteristics of the romance genre.
Ključne besede: character representation, romance genre, cohesion, identity chain, Outlander, historical romance
Objavljeno v DKUM: 31.05.2023; Ogledov: 201; Prenosov: 17
.pdf Celotno besedilo (2,79 MB)

Gender stereotypes in English nursery rhymes : m. a. thesis
Jasna Strmšek, 2023, magistrsko delo

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
.pdf Celotno besedilo (1,10 MB)

Gender of job titles in advertisements in american newspapers
Maja Petek, 2018, magistrsko delo

Opis: This master’s thesis focuses on gender-specific and gender-neutral expressions or words for job titles in English. When we are choosing the right expression for a job title we often neglect one gender or we put one gender in forefront. In the theoretical part of our master’s thesis we explain the difference between biological sex (sex) and semantic sex (gender). We also write about gender categories, sexism and feminism. We discuss the important topic of politically correct language and we focus on gender marked words. In the practical part we analyse job advertisements in old and new newspapers. We want to determine the use and the frequency of the use of gender marked job titles. Then we use these job titles and we analyse them by using two corpuses: COHA (Corpus of Historical American English) and COCA (Corpus of Contemporary American English). We try to determine if the job titles in the past were gender marked, if the words that we use nowadays are gender marked and what is the frequency of the use of gender marked job titles nowadays with the comparison with its use in the past.
Ključne besede: semantic gender, linguistic sexism, gender-neutral language, feminism, job titles in English
Objavljeno v DKUM: 05.05.2023; Ogledov: 177; Prenosov: 6
.pdf Celotno besedilo (1,81 MB)

Emergency Remote Teaching During the COVID-19 Epidemic in Slovene Primary Schools From the Perspective of Teachers : master's thesis
Ciril Kolar, 2022, magistrsko delo

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
.pdf Celotno besedilo (1,10 MB)

Spolni stereotipi v učbenikih angleščine: primerjava dveh izdaj serije učbenikov messages : master's thesis
Veronika Mešić, 2022, magistrsko delo

Opis: The Master’s Thesis focuses on gender stereotypes in English language coursebooks with special emphasis on the comparison between two editions of the coursebook series Messages. The analysis of coursebook series consists of descriptive, qualitative, and quantitative analysis of gender stereotypes in the linguistic (text) and visual (photographs, illustrations) forms. The Master’s Thesis classifies gender stereotypes as those instances in which women and men are portrayed stereotypically e. g. in their profession, through physical appearance, assumed binary traits etc. The found stereotypes are represented descriptively and statistically. Both editions of the coursebook series Messages are compared in terms of gender stereotypes in them. The findings of the study show an increase in gender stereotypes in the visual imagery between the two editions, unequal male to female characters ratio, and underrepresentation of women in occupational roles and activities.
Ključne besede: gender stereotypes, English language textbooks, coursebook analysis, Messages, sexism
Objavljeno v DKUM: 09.09.2022; Ogledov: 430; Prenosov: 64
.pdf Celotno besedilo (2,42 MB)

Možnosti medpredmetnega povezovanja slovenščine in angleščine v 6. razredu osnovne šole : magistrsko delo
Nina Kreže, 2022, magistrsko delo

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
.pdf Celotno besedilo (2,69 MB)

Gender-Based Features of Conversations in Political Interviews : m. a. thesis
Monika Kajbič, 2022, magistrsko delo

Opis: This master´s thesis examines the role of gender in political interviews. It focuses on how men and women use linguistic features in eight selected political interviews. The purpose of this study was to examine the use of the following linguistic features to see if men and women use them differently: minimal responses, hedges, tag questions, elicitation types, interruptions, silences, pauses and hogging the floor. The political interviews were transcribed according to Tannen´s transcription conventions (2007). Previous research indicates that women use the above-mentioned linguistic features to connect and show support, while men use them to dominate and have power over the conversation. The following hypotheses were tested in the study: Hypothesis 1: Women use minimal responses more than men. Hypothesis 2: Women use more hedges than men. Hypothesis 3: Women use tag questions more than men. Hypothesis 4: Men interrupt women more than women interrupt men. Hypothesis 5: Overlapping talk is used more by men than women. Hypothesis 6: Male speakers talk more than female speakers. Hypotheses 7: Men use elicitations to attack and women to support. Contrary to our expectations the results reveal that men use more minimal responses and hedges than women. By doing that they maintain their power and control over the interview. Also, women do not use more tag questions than men. On the other hand, in mixed-gender interviews women interrupt the conversation more than men. There are fewer overlaps when there are two females in the interviews compared to mixed-gender interviews. Our results also showed that men dominate the talking time. This study is limited to eight interviews; however, its findings can be used as a basis for further research in this area.
Ključne besede: gender, interview, language, women´s language, linguistic features
Objavljeno v DKUM: 03.06.2022; Ogledov: 455; Prenosov: 31
.pdf Celotno besedilo (2,62 MB)

English teaching update available: a study on online EFL educators : magistrsko delo
Andreja Benković, 2021, magistrsko delo

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
.pdf Celotno besedilo (1,88 MB)

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