Individualni napredek učencev pri učenju slovenščine kot tujega jezika

• Main Author: Škerget, Barbara
• Other Authors: Brumen, Mihaela
• Format: Master Thesis
• Language: Slovenian
• Published: B. Škerget 2017
• Subjects: jezikovni napredek; slovenščina kot tuji jezik; dvojezičnost; formativno spremljanje; ustno preverjanje znanja; Britanska mednarodna šola v Ljubljani; language progress; Slovene as a foreign language; bilingualism; formative assessment; oral assessment; British International School in Ljubljana.; info:eu-repo/classification/udc/37.091.212.6:811.163.6'243(043.2); Malo; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=67472; https://dk.um.si/Dokument.php?id=115695&dn=; https://plus.si.cobiss.net/opac7/bib/23323912?lang=sl

V magistrskem delu smo se osredotočili na jezikovni napredek učencev pri slovenščini kot tujem jeziku. V teoretičnem delu smo opisali različna poglavja, ki se prepletajo z našo raziskavo. Učenci, ki sodelujejo v raziskavi, imajo različne prve, druge in tuje jezike, zato smo te pojme najprej opredelili. Sledi poglavje o formativnem spremljanju, ki smo ga uporabili v raziskavi, uporabljajo pa ga tudi na Britanski mednarodni šoli v Ljubljani. V poglavju Usvajanje oz. učenje jezikov smo osvetlili pojem dvojezičnosti, saj so udeleženci v raziskavi dvojezični govorci. Prav tako smo se v tem poglavju osredotočili na interakcijo med jezikom in kulturo, saj učenci večkrat menjajo bivalno okolje ter se začnejo učiti novega jezika in spoznavati novo kulturo. V zadnjem poglavju je predstavljena Britanska mednarodna šola v Ljubljani, kjer smo izvedli raziskavo. V empiričnem delu je predstavljen potek naše raziskave. V določenem časovnem obdobju smo spremljali jezikovni napredek učencev v znanju slovenščine kot tujega jezika na osnovi besedišča izbrane teme. V raziskavi so sodelovali štirje učenci iz petega razreda, ki obiskujejo Britansko mednarodno šolo v Ljubljani. V obdobju raziskovanja smo preverjali začetno, vmesno in končno stanje znanja slovenščine kot tujega jezika na temo oblačila. Rezulate smo analizirali s pomočjo kriterija, ki smo ga izdelali sami. Na osnovi rezulatov lahko povemo, da učenci predznanja o tej temi niso imeli ali so ga imeli zares malo. Njihovi rezultati so se občutno izboljšali po drugem ustnem preverjanju znanja, kjer zasledimo velik jezikovni napredek učencev na osnovi besedišča na izbrano temo. Manjši napredek zasledimo le pri Učencu 3. Rezultati tretjega ustnega preverjanja znanja so pokazali, da je pri učencih jezikovno znanje izbrane teme rahlo upadlo. Le Učenec 3 je za razliko od drugih napredoval. The following Master's thesis we focuses on students' language progress in learning Slovenian as a foreign language. In the theoretical part we described different topics relevant to our research. Students who participated in the study have different first, second and foreign languages. This is the reason why we described them. The second chapter deals with formative assessment which was used in our study and which is also used in British International School in Ljubljana. In the chapter on acquisition and learning languages the concept of bilingualism was described due to bilingual students in the study. Besides this, in the same chapter, we also focused on interaction between language and culture since students frequently move with their parents and consequently they have to start to learn a new language and learn how to function in a new culture. In the last chaptered we introduced British International School in Ljubljana where we implemented our research. The course of our research is presented in the last chapter. During a certain period of time, we followed students’ language progress in learning Slovene as a foreign language based on the vocabulary of the selected topic. Four students from Year 5 participated in this research. They all attend British International School in Ljubljana. During the research period, we assessed initial, intermediate and final level of knowledge of Slovene as a foreign language based on the topic of clothing. The results were analysed according to criteria chosen by ourselves. On the basis of the results we can say that students did not have any knowledge of this topic or they had very little. Their results have increased significantly after second oral assessment where we find great students’ language progress based on vocabulary of selected topic. Only Učenec 3 made less language progress than others. The results of the final oral assessment showed that students’ language knowledge of the selected topic slightly fell, with the exception of Učenec 3 who made progress.