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Title:MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM
Authors:ID Pegan, Tjaša (Author)
ID Pižorn, Karmen (Mentor) More about this mentor... New window
ID Kukovec, Melita (Comentor)
Files:.pdf UN_Pegan_Tjasa_2016.pdf (3,94 MB)
MD5: 6387E66CD994283EB5C363BE8261E0AC
 
Language:English
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation closer to a classroom setting. Among available techniques, we chose mindfulness meditation for its simplicity. In addition to having this exercise included in the lesson, the participants received the element of visualisation, which is often found in meditation traditions. Guided visualisation or the so called guided mental imagery was presented as a vocabulary learning strategy in the form of multisensory interactive story including multiple intelligences and mindfulness aspects – the pupils had to pay attention to what the teacher was saying. They were supposed to self-generate the pictures in their minds to repeat new vocabulary items or simply listen to the story with their eyes closed. The main purpose of using mindfulness was to create a more harmonious classroom atmosphere and better concentration by helping the participants become more centred by directing their attention inwardly. The main purpose of using visualisation was to remember words by giving them a mental image. We presented lesson plans from the study performed by two volunteering teachers. In total, 8 classes with 114 pupils were included in this mini research. Results are not so clear-cut and promising, mainly due to limitations. Teachers need more training, better school organisation and curriculum for the practices to be seriously implemented in education.
Keywords:meditation, mindfulness, contemplative secular education, humanistic approach to English language teaching and learning, vocabulary learning strategies, visualisation/mental imagery
Place of publishing:Maribor
Publisher:[T. Pegan]
Year of publishing:2016
PID:20.500.12556/DKUM-62796 New window
UDC:37.091.33:811.111'24(043.2)
COBISS.SI-ID:22696456 New window
NUK URN:URN:SI:UM:DK:LN2DSYUV
Publication date in DKUM:21.10.2016
Views:2492
Downloads:236
Metadata:XML DC-XML DC-RDF
Categories:FF
:
PEGAN, Tjaša, 2016, MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM [online]. Bachelor’s thesis. Maribor : T. Pegan. [Accessed 25 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=62796
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Secondary language

Language:Slovenian
Title:MEDITACIJA PRI POUKU ANGLEŠKEGA JEZIKA
Abstract:Praktična akcijska raziskava v diplomskem delu z naslovom Meditacija pri pouku angleškega jezika je bila izpeljana kot manjši eksperiment, ki je bil začetno pripravljen tako, da je raziskal meditacijo ter ocenil njene potenciale oz. uporabnost v izobraževanju. Pri predmetu TJA je učenje jezika združevalo vizualne in avditivne informacije ter je bilo osnovano na vizualnem in verbalnem spominu. Eden od namenov teoretičnega dela je bil najti ‘univerzalno formulo’, ki bi približala meditacijo učencem v razredu. Med razpoložljivimi tehnikami smo izbrali čuječnostno meditacijo (ang. mindfulness), in sicer zaradi njene preprostosti. Poleg te vaje, vključene v pouk, so udeleženci prejeli tudi element vizualizacije, ki ga pogosto najdemo v različnih tradicijah. Vodena vizualizacija ali t. i. vodene miselne podobe so bile predstavljene kot strategija učenja besedišča v obliki multisenzorne in interaktivne zgodbe, ki je vključevala raznotere inteligentnosti in aspekte čuječnosti – učenci so morali biti pozorni, kaj učiteljica govori. Ob tem se je pričakovalo, da si samostojno prikličejo miselne podobe za ponovitev besedišča ali preprosto poslušajo zgodbo z zaprtimi očmi. Glavni namen vpeljave čuječnosti je bilo ustvariti bolj harmonično vzdušje v razredu in boljšo koncentracijo ob pomoči udeležencem, da postanejo osredotočeni z usmerjanjem pozornosti navznoter. Glavni namen vpeljave vizualizacije je bilo pomnjenje besed s posredovanjem mentalne podobe. Predstavili smo učne priprave iz raziskovalne študije, v kateri sta prostovoljno sodelovali dve učiteljici. V našo manjšo raziskavo je bilo vključenih 114 učencev iz 8 razredov. Rezultati niso očitni in obetajoči, zlasti zaradi omejitev. Učitelji bi potrebovali dodatno izobraževanje, boljšo šolsko organizacijo in kurikulum za resnejšo implementacijo teh praks v sistem vzgoje in izobraževanja.
Keywords:meditacija, čuječnost, kontemplativna sekularna vzgoja in izobraževanje, humanistični pristop k poučevanju in učenju angleščine, strategije učenja besedišča, vizualizacija/mentalne podobe


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