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Title:Poučevanje angleščine kot tujega jezika na razredni stopnji v Sloveniji in na Hrvaškem : magistrsko delo
Authors:ID Šinković, Aneja (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Sinkovic_Aneja_2024.pdf (1,77 MB)
MD5: B9AA3FAC8F5CCC8FFBFBB4D83CB19E86
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu predstavljamo razlike pri poučevanju angleščine kot tujega jezika na razredni stopnji osnovne šole, in sicer pri tretješolcih v Sloveniji in na Hrvaškem. Osredotočamo se na aktivnosti učencev in na profesionalne značilnosti učitelja skozi različne didaktične kategorije. S pomočjo opazovanja pouka smo pridobili podatke o oblikah dela, jezikovnih zmožnostih učencev, kompetencah učitelja tujega jezika ter formativnem spremljanju. Opazovanje pouka angleščine v Sloveniji in na Hrvaškem kot tujega jezika smo izvedli s pomočjo opazovalnega lista. Hkrati smo s pomočjo polstrukturiranega intervjuja pridobili podatke o načinu poučevanja angleščine kot tujega jezika učitelja, ki poučujeta opazovana razreda. Ugotovljeno je bilo, da tretješolci v Sloveniji izvajajo aktivnosti skozi različne oblike dela, medtem ko na Hrvaškem prevladuje frontalna oblika dela. Učenci v Sloveniji v večji meri razvijajo jezikovne zmožnosti slušnega razumevanja in ustnega sporočanja, učenci na Hrvaškem pa bralnega razumevanja in pisnega sporočanja. Spoznali smo, da imata oba učitelja razvite različne kompetence za poučevanje tujega jezika. V pouk vpeljujeta elemente formativnega spremljanja, vendar ne vse ter ne v enaki meri. Pri tem prevladuje učitelj v Sloveniji. S pomočjo polstrukturiranega intervjuja ugotavljamo, da oba učitelja težita k načelom sodobnega pouka. Učitelj v Sloveniji velik poudarek namenja sodelovalnemu delu, na Hrvaškem pa uporabi tujega jezika.
Keywords:poučevanje angleščine, tuji jezik, razredna stopnja, Slovenija, Hrvaška
Place of publishing:Maribor
Place of performance:Maribor
Publisher:A. Šinković
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (X, 110 str.))
PID:20.500.12556/DKUM-89148 New window
UDC:37.091.3:811.111'243(497.4+497.5)(043.2)
COBISS.SI-ID:203579139 New window
Publication date in DKUM:05.08.2024
Views:121
Downloads:33
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
ŠINKOVIĆ, Aneja, 2024, Poučevanje angleščine kot tujega jezika na razredni stopnji v Sloveniji in na Hrvaškem : magistrsko delo [online]. Master’s thesis. Maribor : A. Šinković. [Accessed 9 January 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=89148
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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:19.06.2024

Secondary language

Language:English
Title:Teaching English as a Foreign Language at the Primary Level in Slovenia and Croatia
Abstract:The master thesis examines the differences in teaching English as a foreign language at the primary school level, specifically for third-grade students in Slovenia and Croatia. Our focus is on student activities and the teachers’ professional characteristics, analysed through various didactic categories. Data on teaching methods, students' language abilities, teacher competencies in foreign language instruction, and formative assessment practices were collected through classroom observations. Observations of English lessons in Slovenia and Croatia were conducted using observation sheet. Additionally, we conducted semi-structured interviews with the teachers of the observed classes to gain insights into their methods of teaching English as a foreign language. The results show that third-grade students in Slovenia engage in activities through various teaching forms, while in Croatia, frontal teaching predominates. In Slovenia, students predominantly develop listening comprehension and oral communication skills, whereas in Croatia, the focus is more on reading comprehension and written communication. Both teachers were found to have developed different competencies for teaching a foreign language. They incorporate elements of formative assessment into their teaching, although not all elements and not to the same extent, with the teacher in Slovenia incorporating more of these elements. Through the semi-structured interviews, it was revealed that both teachers strive towards the principles of modern foreign language teaching. The teacher in Slovenia places significant emphasis on collaborative work, whereas in Croatia, there is a stronger focus on the use of the foreign language.
Keywords:teaching English, Foreign Language, Primary Level, Slovenia, Croatia


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