Pomen stališč učencev do angleščine za pouk v heterogenih razredih
Ključne besede:
heterogeni razredi, stališča do tujih jezikov, tujejezikovna motivacija, pomembni drugi, angleščina kot tuji jezik.
Povzetek
V prispevku preučujemo dejavnike, ki prispevajo k oblikovanju stališč učencev do učenja angleščine. Ti predstavljajo pomemben vir informacij pri načrtovanju pouka v heterogenih razredih. V empiričnem delu predstavljamo raziskavo med tretješolci (n = 90), v kateri smo ugotavljali, kako so njihova stališča do angleščine povezana s starostjo, pri kateri so se začeli učiti tujega jezika, spolom, izpostavljenostjo jeziku v domačem okolju in ''pomembnimi drugimi'' (učitelji, starši, sošolci). Rezultati kažejo, da med slednjimi, ki najbolj prispevajo k oblikovanju učenčevih stališč do učenja angleščine, izstopajo učitelji in starši, medtem ko sošolci v tem starostnem obdobju še nimajo pomembne vloge.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Abu-Rabia, S. (2004). Teachers' role, learners' gender differences, and FL anxiety among seventh-grade
students studying English as a FL. Educational Psychology, 24(5), 711–721.
Al Rifai, N. (2010). Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it. Procedia-Social and Behavioral Sciences, 2(2), 5216–5227.
Asmali, M. (2017). Young Learners' Attitudes and Motivation to Learn English. Novitas-ROYAL (Research on Youth and Language), 11(1), 53–68.
Blažič, M., Ivanuš-Grmek, M., Kramar, M., Strmčnik, F. (2003). Didaktika: visokošolski učbenik. Visokošolsko središče, Inštitut za raziskovalno in razvojno delo.
Bratož, S. (2018). Anketiranje tretješolcev s spletnim vprašalnikom. V: T Štemberger idr. (ur.), Oblikovanje inovativnih učnih okolij (str. 237–251). Koper: Založba Univerze na Primorskem.
Bratož, S., Pirih, A., Štemberger, T. (2019). Identifying children's attitudes towards languages: construction and validation of the LANGattMini Scale. Journal of Multilingual and Multicultural Development, 1–13.
Brumen, M. (2011). The perception of and motivation for foreign language learning in pre-school. Early child development and care, 181(6), 717–732.
Cowley, S. (2018). The Ultimate Guide to Differentiation: Achieving Excellence for All. London, New York:
Bloomsbury Publishing.
Djigunović, J. M. (2012). Attitudes and motivation in early foreign language learning. Ceps Journal, 2, 55–74.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Enever, J. (2011). ELLiE: Early Language Learning in Europe. London: British Council.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121–144.
Heacox, D. (2009). Diferenciacija za uspeh vseh. Ljubljana: Rokus Klett.
Juriševič, M., Pižorn, K. (2013). Young foreign language learners’ motivation –A Slovenian experience. Porta Linguarum, 19, 179–198.
Kalin, J. (2006). Možnosti in meje notranje učne diferenciacije in individualizacije pri zagotavljanju enakih možnosti. Sodobna pedagogika, 57, 78–93.
Kim, J. T., Barrett, R. (2019). The Role of Learners' Attitudes toward Parental Involvement in L2 English Learning. English Language Teaching, 12(1), 18–29.
Liu, T. Y., Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643.
Lightbown, P. M., Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: Državna založba Slovenije.
Masgoret, A. M., Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language learning, 53(S1), 167–210.
Mehrpour, S., Motlagh, F. A. (2015). Investigating the Effect of Motivation and Attitude towards Learning English, Learning Style Preferences and Gender on Iranian EFL Learners' Proficiency. Research Papers in Language Teaching & Learning, 6(1).
Nastran Ule, Mirjana. 2000. Sodobne identitete v vrtincu diskurzov. Ljubljana: Znanstveno in publicistično središče.
Nikolov, M. (1999). ‘Why do you learn English?’‘Because the teacher is short.’A study of Hungarian children’s
foreign language learning motivation. Language Teaching Research, 3(1), 33–56.
Oroujlou, N., Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994–1000.
Pinter, A. (2017). Teaching young language learners. Oxford: Oxford University Press.
Pirih, A., Žefran, M., Bratož, S. (2020). Raising plurilingual children: parents` attitudes towards multilingualism and plurilingualism. Language and Culture in the Intercultural World, 287.
Pižorn, K., Vogrinc, J. (2010). Stališča staršev do uvajanja tujih jezikov v 1. VIO osnovne šole.[Parents’
Attitudes to Implementing Foreign Languages in the First Triad of the Primary School in Slovenia]. POT v večjezičnost–zgodnje učenje tujih jezikov, 1, 90–105.
Shoaib, A., Dörnyei, Z. (2005). Affect in lifelong learning: Exploring L2 motivation as a dynamic process. V P. Benson, D. Nunan (ur.), Learners’ stories: Difference and diversity in language learning. (str. Cambridge: Cambridge University Press.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria: ASCD.
Ur, P. (1996). Course in Language Teaching: Practice to Theory. Cambridge: Cambridge University Press.
Valentic, D. (2005). ELT in multi-level classes. Hupe Newsletter, 23 (December), 1–4.
Wallace, M. P., Leong, E. I. L. (2020). Exploring Language Learning Motivation among Primary EFL Learners. Journal of Language Teaching and Research, 11(2), 221–230.
Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational
Research, 41(2), 197–208.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom
environment. System, 31(4), 501–517.
Žefran, M. (2015). Students’ Attitudes towards their EFL Lessons and Teachers. Journal of Elementary Education, 8(1/2), 167–180.
students studying English as a FL. Educational Psychology, 24(5), 711–721.
Al Rifai, N. (2010). Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it. Procedia-Social and Behavioral Sciences, 2(2), 5216–5227.
Asmali, M. (2017). Young Learners' Attitudes and Motivation to Learn English. Novitas-ROYAL (Research on Youth and Language), 11(1), 53–68.
Blažič, M., Ivanuš-Grmek, M., Kramar, M., Strmčnik, F. (2003). Didaktika: visokošolski učbenik. Visokošolsko središče, Inštitut za raziskovalno in razvojno delo.
Bratož, S. (2018). Anketiranje tretješolcev s spletnim vprašalnikom. V: T Štemberger idr. (ur.), Oblikovanje inovativnih učnih okolij (str. 237–251). Koper: Založba Univerze na Primorskem.
Bratož, S., Pirih, A., Štemberger, T. (2019). Identifying children's attitudes towards languages: construction and validation of the LANGattMini Scale. Journal of Multilingual and Multicultural Development, 1–13.
Brumen, M. (2011). The perception of and motivation for foreign language learning in pre-school. Early child development and care, 181(6), 717–732.
Cowley, S. (2018). The Ultimate Guide to Differentiation: Achieving Excellence for All. London, New York:
Bloomsbury Publishing.
Djigunović, J. M. (2012). Attitudes and motivation in early foreign language learning. Ceps Journal, 2, 55–74.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Enever, J. (2011). ELLiE: Early Language Learning in Europe. London: British Council.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2), 121–144.
Heacox, D. (2009). Diferenciacija za uspeh vseh. Ljubljana: Rokus Klett.
Juriševič, M., Pižorn, K. (2013). Young foreign language learners’ motivation –A Slovenian experience. Porta Linguarum, 19, 179–198.
Kalin, J. (2006). Možnosti in meje notranje učne diferenciacije in individualizacije pri zagotavljanju enakih možnosti. Sodobna pedagogika, 57, 78–93.
Kim, J. T., Barrett, R. (2019). The Role of Learners' Attitudes toward Parental Involvement in L2 English Learning. English Language Teaching, 12(1), 18–29.
Liu, T. Y., Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643.
Lightbown, P. M., Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: Državna založba Slovenije.
Masgoret, A. M., Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language learning, 53(S1), 167–210.
Mehrpour, S., Motlagh, F. A. (2015). Investigating the Effect of Motivation and Attitude towards Learning English, Learning Style Preferences and Gender on Iranian EFL Learners' Proficiency. Research Papers in Language Teaching & Learning, 6(1).
Nastran Ule, Mirjana. 2000. Sodobne identitete v vrtincu diskurzov. Ljubljana: Znanstveno in publicistično središče.
Nikolov, M. (1999). ‘Why do you learn English?’‘Because the teacher is short.’A study of Hungarian children’s
foreign language learning motivation. Language Teaching Research, 3(1), 33–56.
Oroujlou, N., Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994–1000.
Pinter, A. (2017). Teaching young language learners. Oxford: Oxford University Press.
Pirih, A., Žefran, M., Bratož, S. (2020). Raising plurilingual children: parents` attitudes towards multilingualism and plurilingualism. Language and Culture in the Intercultural World, 287.
Pižorn, K., Vogrinc, J. (2010). Stališča staršev do uvajanja tujih jezikov v 1. VIO osnovne šole.[Parents’
Attitudes to Implementing Foreign Languages in the First Triad of the Primary School in Slovenia]. POT v večjezičnost–zgodnje učenje tujih jezikov, 1, 90–105.
Shoaib, A., Dörnyei, Z. (2005). Affect in lifelong learning: Exploring L2 motivation as a dynamic process. V P. Benson, D. Nunan (ur.), Learners’ stories: Difference and diversity in language learning. (str. Cambridge: Cambridge University Press.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria: ASCD.
Ur, P. (1996). Course in Language Teaching: Practice to Theory. Cambridge: Cambridge University Press.
Valentic, D. (2005). ELT in multi-level classes. Hupe Newsletter, 23 (December), 1–4.
Wallace, M. P., Leong, E. I. L. (2020). Exploring Language Learning Motivation among Primary EFL Learners. Journal of Language Teaching and Research, 11(2), 221–230.
Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational
Research, 41(2), 197–208.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom
environment. System, 31(4), 501–517.
Žefran, M. (2015). Students’ Attitudes towards their EFL Lessons and Teachers. Journal of Elementary Education, 8(1/2), 167–180.
Objavljeno
2022-09-23
Kako citirati
Klemen Blatnik N., & Bratož S. (2022). Pomen stališč učencev do angleščine za pouk v heterogenih razredih. Revija Za Elementarno izobraževanje, 15(3), 317-337. https://doi.org/10.18690/rei.15.3.317-337.2022
Številka
Rubrike
Znanstveni članki
Copyright (c) 2022 Nina Klemen Blatnik, Silva Bratož
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.