Raba angleških časov past simple in present perfect ter najpogostejše napake učencev v 9. razredu osnovne šoleKaja Podgoršek
, 2021, master's thesis
Abstract: In master's thesis entitled The Use of Past Simple and Present Perfect Tense and Common Errors of Students in 9th Grade theoretical part thoroughly presents English as a global language, language acquisition and language learning, teaching English as a foreign language, grammar and its correlation to education, deductive and inductive approach, the two tenses - Past Simple and Present Perfect and the most common errors in learning English grammar. The empirical part is based on a research where 100 9th graders from 6 different schools answered questions from a questionnaire regarding English tenses. With the help of questionnaire which had 9 tasks in total, we were able to examine and research to what extent do the Slovenian 9th graders know and successfully use Past Simple and Present Perfect. The questionnaire was created accordingly to the syllabus. The learners were the most successful when dealing with the theoretical part of the questionnaire. Even though they had some problem when choosing the correct tense when dealing with practical tasks, they had a higher success rate when dealing with the tasks that were theoretical. The learners from 9th grade achieved overall positive success rate in all tasks which means that they successfully know, recognize and properly use Past Simple and Present Perfect Tense.
Keywords: master theses, English tenses, teaching English as a foreign language, language learning, English grammar, English as a global language
Published: 11.01.2022; Views: 64; Downloads: 5
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The use of Past Simple and Present Perfect Tense and common errors of students in 9th gradeKaja Podgoršek
, 2021, master's thesis
Abstract: In master's thesis entitled The Use of Past Simple and Present Perfect Tense and Common Errors of Students in 9th Grade theoretical part thoroughly presents English as a global language, language acquisition and language learning, teaching English as a foreign language, grammar and its correlation to education, deductive and inductive approach, the two tenses – Past Simple and Present Perfect and the most common errors in learning English grammar.
The empirical part is based on a research where 100 9th graders from 6 different schools answered questions from a questionnaire regarding English tenses. With the help of questionnaire which had 9 tasks in total, we were able to examine and research to what extent do the Slovenian 9th graders know and successfully use Past Simple and Present Perfect. The questionnaire was created accordingly to the syllabus.
The learners were the most successful when dealing with the theoretical part of the questionnaire. Even though they had some problem when choosing the correct tense when dealing with practical tasks, they had a higher success rate when dealing with the tasks that were theoretical.
The learners from 9th grade achieved overall positive success rate in all tasks which means that they successfully know, recognize and properly use Past Simple and Present Perfect Tense.
Keywords: English tenses, Teaching English as a foreign language, Language learning, English grammar, English as a global language
Published: 07.10.2021; Views: 181; Downloads: 5
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English and Italian in the Frame of Genre-based Research and Foreign Language LearningIvo Fabijanić
Abstract: The publication focuses on English and Italian in the context of genre-based research in foreign language learning, with five contributions focusing on language, namely the position of abbreviations in the Italian business context, the English language in tertiary education using the LanGuide platform, the compilation of the Shakespeare's Dictionary, the attitude of young learners towards the introduction of the first foreign language and the strategies used in translating administrative texts into a minority language. In her contribution, Lenassi discusses the principle of economy in the language usage in business Italian correspondence, and focuses on the similarities and differences in the use of abbreviations. Kompara Lukančič and Fabijanić present a different approach to learning and teaching foreign languages, and they emphasise the role of language acquisition and multilingualism. Kompara Lukančič also discusses the micro- and macrostructure of the Shakespeare’s Dictionary. In his contribution, Smajla discusses the attitudes of Slovenian language learners to the introduction of the first foreign language. In the last part of the monograph Paolucci writes about his study from 2019 in which he examined source and target-oriented strategies in the translation of normative and informative administrative texts for the Italian minority in Slovenia.
Keywords: language learning, first foreign language, legal languages, business communication, lexicography.
Published: 10.09.2020; Views: 279; Downloads: 0
Teaching vocabulary items related to the field of nursing at the secondary levelPetra Andrejašič
, 2018, master's thesis
Abstract: In the following MA thesis professional language is presented in detail. Professional language is based on general one and characterized by technical terminology. It is an essential part of the lessons in vocational programmes, as it forms the basis for students’ future profession. According to the curriculum, a part of English lessons (English as a foreign language) in vocational programmes should be dedicated to professional language in order to prepare students for their career paths/professional activities throughout Europe. To gain as good learning outcomes as possible, it is of great importance that foreign language teachers integrate professional language into the lessons gradually and in cooperation with teachers of vocation specific subjects. Teachers plan professional foreign language lessons in accordance with the curriculum, while taking into account the needs and wishes of their students. In this way, they aim at efficient and successful learning and at the same time exercise one of the key guiding principles of successful teaching and learning – learner-centred teaching. Choosing appropriate vocabulary is of key importance, as well as giving clear, short explanations of new or unknown vocabulary items that are accompanied by examples of their use and, if needed, also by translations/mother tongue equivalents. Teachers should inform students of different learning strategies that facilitate their learning or acquiring new vocabulary. They should also decide on appropriate teaching methods that motivate students and contribute to their independent learning, as well as teaching/learning materials. As learning foreign languages usually starts with reading, its main features are presented in the MA thesis, focusing on reading professional foreign language texts.
In the empirical part our research into the importance of learning professional language in foreign language classes is presented. The survey was carried out among third year students of the nursing school. The findings shows how important they consider learning a professional foreign language, how motivated they are for learning it, and if professional language test results were better compared to all the other foreign language tests.
Keywords: professional language, teaching professional foreign language, curriculum, teaching/learning materials, reading
Published: 08.01.2019; Views: 552; Downloads: 75
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Students' attitudes towards their EFL lessons and teachersMojca Žefran
, 2015, original scientific article
Abstract: The article investigates attitudes towards English as a foreign language (EFL) by focusing on retrospective accounts of higher-education students' experience with learning English. The first part looks at individual factors affecting foreign language (FL) learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students' attitudes towards their past EFL lessons and teachers and students' FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.
Keywords: learning anxiety, foreign language anxiety, attitudes towards foreign language instruction, attitudes towards EFL teachers, English language
Published: 03.10.2017; Views: 761; Downloads: 88
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Human rights education in foreign language learningMelita Kukovec
, 2017, review article
Abstract: Today's world is marked by numerous violations of human rights. As teachers, we would like to believe that future violations can be prevented through human rights education which empowers individuals to build and promote a universal human rights culture. Young people should be given the chance to practise what it means to live together in an open and free society while at school; they, therefore, need to be equipped with a knowledge of human rights and the skills to put these rights into practice. The paper addresses issues relating to including lessons on human rights into Slovene primary and secondary education as part of the foreign language learning syllabus, as well as the need to empower future teachers to react appropriately if their students reject other people's perspectives out of hand, or even express radical ideas in class that run contrary to democratic values. It also presents various strategies for enabling future teachers to develop the skills necessary to implement human rights education.
Keywords: human rights, education, personal development, foreign language learning
Published: 09.08.2017; Views: 1074; Downloads: 335
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Assessment of young learners' foreign language in Slovenian primary schoolsMihaela Brumen
, Branka Čagran
, Shelagh Rixon
, 2005, original scientific article
Abstract: Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are famillar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers' experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers' assessment in practice, and teachers' attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.
Keywords: education, assessment, primary education, foreign language teaching, early learning, primary learners of a foreign language
Published: 12.05.2017; Views: 811; Downloads: 328
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The Influence of the Early Learning of English on the Acquisition of English in Slovene Primary SchoolsNataša Kosajnč
, 2016, master's thesis
Abstract: 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.
Keywords: foreign language, early English language learning, research, language test, primary school
Published: 05.10.2016; Views: 1118; Downloads: 106
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