20.500.12556/DKUM-43551 Dyslexia and Foreign Language Learning in Primary Schools Disleksija in učenje tujega jezika v osnovnih šolah The thesis Dyslexia and Learning a Foreign Language in Primary Schools deals with the general difficulties in foreign language learning which are caused by a very specific disorder called dyslexia. The problems that come with the disorder are in most cases transferred across languages and the aim of this thesis was to find out how dyslexia influences on the learning of the foreign language (English) in the primary school, which is becoming an issue and an open question nowadays between scientists and teachers who have a direct contact with the pupils. The main goals of the thesis are to connect the general characteristics of dyslexia and its influence on English as a foreign language and to identify the main language learning areas and skills in which dyslectics need special support and need to be taken under further investigation. The emphasis is also on providing some solutions, strategies and methods that would help teachers to support their learners with dyslexia. In the empirical part, I discuss the results. I also provide interpretations of one questionnaire, which was filled in by teachers of foreign language and one test that Slovene learners who have been learning English as their foreign language took. To obtain more additional data, five interviews with English language teachers were transcribed and analysed about their knowledge of dyslexia and the methods that they use to help dyslectics to benefit as much as possible from the foreign language lessons. Diplomsko delo Disleksija in učenje tujega jezika v osnovnih šolah predstavlja splošne težave pri učenju tujega jezika, pogojene z zelo specifično učno težavo - disleksijo. Večina težav, ki se pojavijo zaradi motnje, je prenosljivih iz enega v drugi jezik; namen te naloge je ugotoviti, kako disleksija vpliva na učenje tujega jezika (angleščine) v osnovnih šolah, kar postaja vedno bolj odprto vprašanje med znanstveniki in učitelji, ki so v neposrednem stiku z učenci. Glavni cilji naloge se navezujejo predvsem na povezovanje splošnih karakteristik disleksije in vpliv le-teh na učenje tujega jezika, pa tudi na prepoznavanje glavnih jezikovnih področij in sposobnosti, pri katerih dislektiki potrebujejo posebno pomoč in ki jih je treba podrobneje raziskati. Posebna pozornost je namenjena tudi iskanju rešitev, strategij in metod, ki bi pomagale učiteljem pri učenju otrok z disleksijo. V empiričnem delu razpravljam o rezultatih. Prav tako interpretiram anketni vprašalnik, ki so ga izpolnili učitelji tujega jezika, ter analiziram test, izveden med slovenskimi učenci, ki se učijo angleščino kot tuj jezik. Za pridobitev dodatnih podatkov je bilo izvedenih in analiziranih pet intervjujev z učiteljicami angleškega jezika: o njihovem znanju o disleksiji ter metodah, ki jih uporabljajo za pomoč dislektikom, da bi pri urah tujega jezika dosegle kar največ. dyslexia English as a foreign language early identification language awareness transfer differentiation teachers’ knowledge developing language skills disleksija angleščina kot tuj jezik zgodnja identifikacija prenos ozaveščenosti o jeziku diferenciacija znanje učiteljev razvoj jezikovnih sposobnosti true true false [D. Šmon] Angleški jezik Slovenski jezik Diplomsko delo 2014-02-07 08:06:45 2014-03-07 10:33:03 2022-05-10 03:06:01 2021-04-29 03:23:22 2014 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811.111:616.89-008.434.5(043.2) 20378888 URN:SI:UM:DK:5OBVABTC UNI_Smon_Dijana_2014.pdf UNI_Smon_Dijana_2014.pdf 1 346714171FEDF2986CB609AB3F8E6FED ed49108511335e076da61504b02c7c1fb41e6b617dd82a0fc4e10e7de6a6e8a1 aa77dc45-7c0a-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=62081 Filozofska fakulteta 0 0 0