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Title:Teaching vocabulary items related to the field of nursing at the secondary level
Authors:Andrejašič, Petra (Author)
Plemenitaš, Katja (Mentor) More about this mentor... New window
Kukovec, Melita (Co-mentor)
Files:.pdf MAG_Andrejasic_Petra_2018.pdf (1,15 MB)
MD5: B4A34A4F977087337019C64A50863868
 
Language:English
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
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
Year of publishing:2018
Publisher:[P. Andrejašič]
Source:Maribor
UDC:811.111(043.2)
COBISS_ID:24267016 New window
NUK URN:URN:SI:UM:DK:WADOK0YR
Views:415
Downloads:64
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:26.11.2018

Secondary language

Language:Slovenian
Title:Poučevanje strokovnega besedišča pri srednješolcih zdravstvene stroke
Abstract:V magistrski nalogi je osrednja pozornost umerjena v strokovni jezik, ki je značilen za določeno strokovno področje in ki temelji na splošnem jeziku. Od splošnega jezika se razlikuje v več pogledih, tako z vidika besedišča kot tudi z vidika slovničnih struktur in intonacije. Strokovni jezik in pa zanj značilna strokovna terminologija sta nujen del pouka v srednjem strokovnem, poklicnem in poklicno-tehniškem izobraževanju, saj predstavljata temelj bodočega poklica dijakov. Glede na vsestranski pomen in uporabnost angleščine kot tujega jezika in glede na dejstvo, da slovenski programi omenjenega izobraževanja dijake pripravljajo na poklicno udejstvovanje v celotnem evropskem delovnem prostoru, pa je tudi del pouka angleščine kot tujega jezika po učnem načrtu namenjen jeziku stroke oz. obravnavi strokovnih vsebin v tujem jeziku. Pri tem je izrednega pomena, da učitelji tujega jezika strokovne vsebine v pouk vključujejo postopno in v sodelovanju z učitelji strokovno-teoretičnih predmetov. Učitelji tujega jezika morajo namreč izhajati iz vsebin, ki so dijakom že znane in ki so jih predhodno obravnavali v okviru strokovno-teoretičnih predmetov. Pri načrtovanju pouka tujega jezika stroke učitelj sledi predpisanemu učnemu načrtu, hkrati pa upošteva potrebe in želje dijakov. S tem stremi k učinkovitemu in uspešnemu učenju, hkrati pa uresničuje eno glavnih vodil uspešnega poučevanja in učenja – osredinjenost na učenca. V empiričnem delu naloge je predstavljena raziskava o pomenu strokovnega jezika pri pouku angleščine kot tujega jezika, ki je bila izvedena v 3. letniku štiriletnega programa zdravstveni tehnik Srednje gozdarske in lesarske šole Postojna. V njej je sodelovalo 30 dijakov, ki imajo v 3. in 4. letniku del pouka tujega jezika namenjen obravnavi strokovnega jezika. Vprašanja so bila vezana na strokovni jezik zdravstvene stroke, ki so ga dijaki pred obravnavo pri pouku angleščine že spoznali pri strokovno-teoretičnih predmetih. Glavni cilj raziskave je bil ugotoviti, kako pomembno se dijakom zdi učenje tujega jezika njihovega poklicnega področja in kako motivirani so za učenje strokovnega jezika v primerjavi s splošnimi temami ali slovničnimi strukturami. Predvideva se namreč, da se dijaki zavedajo pomena tujega strokovnega jezika, da so bolj motivirani za učenje strokovnega jezika kot obravnavo splošnih tem in drugega jezikovnega znanja, in da so pri pisnem preizkusu iz tujega jezika stroke dosegli boljši rezultat oz. višjo oceno kot pri ostalih pisnih preizkusih iz angleškega jezika.
Keywords:strokovni jezik, poučevanje tujega strokovnega jezika, učni načrt, učna gradiva, branje


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