20.500.12556/DKUM-74047 Povezanost med rabo glasbe v vsakdanjem življenju in doživljanjem anksioznosti pri pouku angleščine A correlation between music in everyday life and foreign language classroom anyiety Namen magistrskega dela je preučevanje vloge anksioznosti pri pouku angleščine pri slovenskih učencih in dijakih, hkrati pa ugotavljanje, ali lahko formalna in neformalna raba glasbe v vsakdanjem življenju pripomore k zmanjševanju anksioznosti pri pouku angleščine. V raziskavi je sodelovalo 260 udeležencev treh starostnih skupin (peti in deveti razred osnovne šole ter dijaki četrtega letnika srednje šole) ter dveh programov dijakov (splošna gimnazija in srednja glasbena šola). Odgovori na demografska vprašanja in informacije o rabi glasbe v vsakdanjem življenju so bili pridobljeni z anketnim vprašalnikom, podatki o doživljanju anksioznosti pri pouku angleščine pa so bili zbrani s pomočjo lestvice anksioznosti pri pouku angleščine (angl. Foreign Language Clasroom Anxiety Scale; FLCAS; Horwitz, Horwitz in Cope, 1986). Ugotovljene so bile statistično pomembne razlike v doživljanju anksioznosti glede na spol, starost, program dijakov in zaključno oceno pri angleščini. Prav tako je bil potrjen obstoj statistično pomembnih razlik v doživljanju anksioznosti glede na vključenost udeležencev v pevski zbor, medtem ko pri drugih formalnih in neformalnih oblikah glasbenega udejstvovanja (npr. glasbena šola, plesna šola, igranje instrumentov, pogostost igranja instrumentov, petja, plesa, poslušanja glasbe v vsakdanjem življenju ter poslušanje glasbe pred poukom angleščine) te razlike niso bile prisotne. Izkazalo se je, da se višja stopnja anksioznosti izraža pri dekletih in udeležencih z nižjo zaključno oceno, glede na starostne skupine in programe dijakov doživljajo najvišjo stopnjo anksioznosti učenci petega razreda osnovne šole, najnižjo pa učenci devetega razreda osnovne šole, medtem ko dijaki srednje glasbene šole doživljajo višjo stopnjo anksioznosti od dijakov splošne gimnazije. Pridobljene ugotovitve dajejo vpogled v stopnjo doživljanja anksioznosti otrok in mladostnikov pri pouku angleščine, hkrati pa kažejo, da glasba pri pouku angleščine sama po sebi ne pripomore k zmanjševanju anksioznosti, temveč jo je potrebno uporabljati na premišljen in ustrezen način. The purpose of the master's thesis is to study the role of anxiety in English classes among Slovene primary and secondary school students, and at the same time determine whether formal and informal use of music in daily life can help reduce anxiety in English classes. The study involved 260 participants of three age groups (the fifth and ninth grade learners of primary schools, fourth grade students of secondary schools, and two secondary school student programs (general high school and secondary music school). Answers to demographic questions and information on the use of music in daily life were obtained through a questionnaire, while data on experiencing anxiety in English classes were collected by the English Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz and Cope, 1986). Statistically significant differences were found in experiencing anxiety by gender, age, student program and final grade in English. Also, the existence of statistically significant differences in experiencing anxiety was confirmed according to the individual participation in the choir. However, there were no statistically significant differences in other formal and informal forms of musical activity (e.g. music school, dance school, playing a musical instrument, frequency of playing instruments, singing, dancing, listening to music in everyday life and during English classes). The results show that a higher degree of anxiety is reflected in girls and participants with a lower grade. According to age groups and student programs the highest level of anxiety is experienced among learners in the fifth grade of primary school, and the lowest among learners of the ninth grade of primary school. However, students of the secondary music school experience a higher degree of anxiety than students in general high school. The obtained findings provide an insight into the level of experiencing anxiety of young learners and adolescents in English lessons, and at the same time show that music in English lessons does not itself help to reduce anxiety, but needs to be used in a thoughtful and appropriate way. anksioznost pouk angleščina glasba formalne in neformalne oblike anxiety classes English music formal and informal communication true true false [G. Kolar] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2019-07-28 19:04:10 2019-09-19 14:51:00 2022-08-09 08:06:32 2019-09-20 03:13:07 2019 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811.111:616.891.6:78(043.2) 24739848 URN:SI:UM:DK:9XCABUJP MAG_Kolar_Gloria_2019.pdf MAG_Kolar_Gloria_2019.pdf 1 FB8337CA2DD5D91EF542E63AFF376FAF 0e39b7cd5c5172c7961a72c8206bc3ed566557e15d795bbdb3114006a15d9d91 ceddad95-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/ef7a85a5-03d1-42db-b0ca-ea34e79583d2 https://dk.um.si/Dokument.php?lang=slv&id=135579 Pedagoška fakulteta 0 0 0