Deduktivni in induktivni pristop pri poučevanju slovnice slovenščine kot drugega in tujega jezika : doktorska disertacija

Ključevšek, Jernej

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Title:	Deduktivni in induktivni pristop pri poučevanju slovnice slovenščine kot drugega in tujega jezika : doktorska disertacija
Authors:	ID Ključevšek, Jernej (Author) ID Pulko, Simona (Mentor) More about this mentor...
Files:	DOK_Kljucevsek_Jernej_2024.pdf (6,35 MB) MD5: 33BC0BA55CF86ABC4E0D83F6CE1DDCE3
Language:	Slovenian
Work type:	Doctoral dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	FF - Faculty of Arts
Abstract:	V doktorski disertaciji smo se ukvarjali z učinkovitostjo deduktivnega (DP) in induktivnega pristopa (IP) pri poučevanju slovnice slovenščine kot drugega in tujega jezika. V teoretičnem delu smo predstavili teoretična izhodišča in rezultate preteklih empiričnih raziskav uporabe DP in IP pri poučevanju tujih jezikov. V učbenikih Centra za slovenščino kot drugi in tuji jezik, ki so po SEJU uvrščeni med ravnema A1 in B1, smo znotraj posamezne ravni primerjali izbor oblikoslovnih vsebin in posebej osvetlili izbor posameznih sklonov ter način in zaporedje podajanja teh sklonov in glagolskega vida. V empiričnem delu smo predstavili vpliv uporabe DP in IP na znanje dveh slovničnih kategorij v slovenščini – sklona samostalnika in pridevnika ter glagolskega vida – in motivacijo študentov, in sicer glede na njihovo starost in prvi jezik. Empirični del raziskave za obe slovnični kategoriji je zajemal reševanje preizkusa znanja pred obravnavo snovi ter izpolnjevanje vprašalnika o starosti in prvem jeziku, deduktivno in induktivno obravnavo snovi, reševanje preizkusa znanja po obravnavi snovi in izpolnjevanje vprašalnika o motivaciji. Izvajal se je na univerzah v Ljubljani, Bruslju, Gentu, Granadi, Lvovu in na Dunaju. Pri kategoriji sklona se kaže velik vpliv obravnave snovi na končno skupno znanje, saj je razlika med predznanjem in znanjem zelo velika, medtem ko so pri obravnavi glagolskega vida razlike majhne. S statistično metodo analiza kovariance smo odvisno spremenljivko (znanje, motivacija) prilagodili tako, da smo jo osvobodili variacije, ki jo povzroča sospremenljivka (predznanje). Pri obeh kazalnikih, znanju in motivaciji, je v splošnem vidna močnejša tendenca po IP; bil je v prednosti pri poučevanju oblikoslovne vsebine – sklona samostalnika in pridevnika –, medtem ko je bil pri poučevanju pomenske sestavine – glagolskega vida – v rahlem zaostanku oz. med pristopoma ni bilo bistvene razlike. Glede na starost ni jasnih rezultatov, ki bi enoznačno govorili v prid enemu ali drugemu pristopu. Glede na prvi jezik so se pri sklonu ne glede na pristop bolje odrezali tisti iz neslovanskega, pri glagolskem vidu pa tisti iz slovanskega okolja. Študente je pri obravnavi sklona in glagolskega vida bolj motiviral IP, zlasti starejše, medtem ko je DP pri kategoriji sklona bolj motiviral mlajše, pri glagolskem vidu pa starejše. Pri kategoriji sklona sta DP in IP bolj motivirala tiste s slovanskim prvim jezikom. Pri kategoriji glagolskega vida je DP nekoliko bolj motiviral tiste z neslovanskim prvim jezikom, IP pa tiste s slovanskim prvim jezikom. Zaključujemo, da je slovensko oblikoslovje smiselno in učinkovito poučevati (tudi) induktivno. Pokazalo se je, da ima samostojno odkrivanje slovničnih pravil, npr. iz končnic samostalnika in pridevnika, pozitiven vpliv na pomnjenje in kasnejšo uporabo teh pravil ter da ta pristop študente tudi bolj motivira. Včasih pa na znanje in motivacijo odločilno ne vpliva izbira pristopa, temveč je treba upoštevati tudi druge dejavnike, kot je npr. jezikovno ozadje učečih se. Prav tako se učiteljem pri izbiri pristopa ni treba vedno ozirati na starost učečih se, saj naša raziskava kaže, da lahko DP enako dobro ustreza mlajšim, IP pa starejšim učečim se. Potrdilo se je, da se pri poučevanju slovnice slovenščine kot drugega in tujega jezika ni mogoče popolnoma držati enega pristopa ali popolnoma izključiti drugega ter da je v slovenščini nekatere slovnične vsebine primerneje podajati deduktivno, druge pa induktivno. Izsledki raziskave so utemeljeni na neslučajnostnem vzorcu 141 študentov in jih ni mogoče posplošiti na konkretno, temveč zgolj na hipotetično populacijo.
Keywords:	poučevanje, tuji jezik, slovenščina kot drugi in tuji jezik, slovnica, oblikoslovje, sklon samostalnika in pridevnika, glagolski vid, deduktivni pristop, induktivni pristop, znanje, motivacija, starost, prvi jezik, slovanski prvi jezik, neslovanski prvi jezik
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	J. Ključevšek
Year of publishing:	2024
Number of pages:	1 spletni vir (1 datoteka PDF (146 str.))
PID:	20.500.12556/DKUM-86682
UDC:	811.163.3'243:37.091.3(043.3)
COBISS.SI-ID:	204144387
Publication date in DKUM:	12.08.2024
Views:	79
Downloads:	55
Metadata:
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:	09.01.2024

Secondary language

Language:	English
Title:	Deductive and inductive approaches to teaching grammar of Slovene as a second and foreign language
Abstract:	This doctoral thesis investigates the effectiveness of deductive (DA) and inductive approaches (IA) in teaching the grammar of Slovene as a second and foreign language. The theoretical part presents the theoretical framework and the results of previous empirical research on the use of DA and IA in foreign language teaching. In the textbooks of the Centre for Slovene as a Second and Foreign Language, which the CEFR classifies between levels A1 and B1, we compared within each level a selection of morphological elements, focusing on a range of cases and the manner and sequence in which these cases are taught, as well as on the verbal aspect. In the empirical part, we presented the impact of DA and IA on mastering two grammatical categories in Slovene – the noun and adjective case and the verbal aspect – and on students' motivation depending on their age and first language. For both grammatical categories, the empirical part consisted of a knowledge test before teaching a certain topic, a questionnaire on age and first language, deductive and inductive teaching of the topic, a knowledge test after teaching a certain topic, and a motivation questionnaire. It was carried out at universities in Ljubljana, Brussels, Ghent, Granada, Lviv, and Vienna. The case category shows a strong influence of the taught topic on the final knowledge, as the difference between the prior and the subsequent knowledge is considerable, whereas, in the verbal aspect category, the differences are small. The statistical method of analysis of covariance was used to adjust the dependent variable (knowledge, motivation) by removing the variation caused by the covariate (prior knowledge). For both indicators, knowledge and motivation, there is a stronger tendency towards the IA; it was preferred for the teaching of morphological content – noun and adjective cases – and slightly behind for the teaching of the semantic component – verbal aspect, but there was no significant difference between the two approaches in this case. With regard to age, there are no clear results that would clearly favour one approach or the other. Regarding their first language, students from non-Slavic backgrounds had better results in the case category, and students from Slavic backgrounds had better results in the verbal aspect, regardless of the approach. When learning about the case and the verbal aspect, students, especially the older ones, were more motivated by the IA, whereas the DA proved to be more motivating for the younger ones in the case category and for the older ones in the verbal aspect. In the case category, the DA and IA proved to be more motivating for students speaking a Slavic first language. In the verbal aspect category, the DA proved to be slightly more motivating for students with a non-Slavic first language and the IA for those with a Slavic first language. We conclude that it is sensible and effective to approach the teaching of Slovenian morphology (also) inductively. It turns out that the autonomous discovery of grammatical rules, i.e., based on the endings of nouns and adjectives, has a positive effect on the memorisation and subsequent use of the rules and that such an approach motivates students better. Sometimes, it is not the approach that has a decisive influence on knowledge and motivation, and we have to consider other factors, such as the students' linguistic background. Nor does the teacher always have to consider the age of the learners, as our research has shown that the DA can be just as good for younger learners as the IA for older learners. It has also been shown that when teaching the grammar of Slovene as a second and foreign language, one cannot strictly follow one approach or eliminate the other and that some Slovene grammatical content is better taught deductively and other inductively. The research results are based on a random sample of 141 students and cannot be generalised to a concrete population but only to a hypothetical one.
Keywords:	teaching, foreign language, Slovene as a second and foreign language, grammar, morphology, noun and adjective case, verbal aspect, deductive approach, inductive approach, knowledge, motivation, age, first language, Slavic first language, non-Slavic first language

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