|Opis:||In the thesis we compare motivation of pupils of the second educational period (2. VIO) of primary schools (PS) in Slovenia and Spain for foreign language learning (English). We also compare the motivation of younger and older pupils of the second educational period. We focus on foreign language learning in childhood, where we first define the concept of motivation, motivation for learning – thus, learning motivation, its types, e.g. internal and external motivation, and specifically motivation for foreign language learning at the primary leve. This is followed by a comparison of teaching and learning of a foreign language (English) in the second educational period in schools in Slovenia and Spain.
The empirical part of the thesis analyzes the motivation of pupils in the second educational period (2. VIO) of primary school for foreign language learning (English) in Slovenia, compared to pupils in Spain. We are more interested in internal motivation (curiosity, interest, goals and aspirations) and external motivation (environment, family, teacher, media, television, computer, music) of 2. VIO PS pupils for foreign language learning (English) in Slovenia, compared to 2. VIO PS pupils from Spain. We are also interested in internal motivation of younger 2. VIO PS pupils compared to older 2. VIO PS pupils. The comparison was conducted based on question for the pupils of the 2. VIO PS in Slovenia and Spain. The results show that there are statistical differences; Slovenian 2. VIO PS pupils are more externally motivated for foreign language learning as 2. VIO PS pupils from Spain, due to the impact of the environment, family, teacher, media, television, computer and music. Statistical differences concerning motivational encouragements were also found. Slovenian pupils are more motivated for English language learning in terms of motivational encouragement, arising from them alone (e.g. they want to understand and speak the foreign language; they also want to understand the movie plot, a book or lyrics of a popular song ...). When motivation is influenced by physical conditions (pleasant/unpleasant class), teaching methods and activities, the teacher, learning success/failure, Spanish pupils are more motivated for English language learning as Slovenian 2. VIO PS pupils. Spanish pupils love to attend the English classes in school because of the teacher and activities during the class. The survey also shows that younger 2. VIO PS (4th and 5th grade) are more internally motivated for English language learning than older 2. VIO PS (6th grade) pupils. |