20.500.12556/DKUM-95357 Understanding the Grammatical Category Aspect in Present Tense Forms and Past Tense Forms in Primary School master's thesis Razumevanje slovnične kategorije glagolski vid v oblikah sedanjika in preteklika v osnovni šoli The purpose of the master thesis entitled Understanding the Grammatical Category Aspect in Present Tense Forms and Past Tense Forms in Primary School is to determine whether primary school learners associate the forms of the simple present and past tense with the simple/indefinite aspect and the forms of the progressive present and past tense with the continuous/progressive aspect. This is crucial for building grammar knowledge of elementary school learners and applying that knowledge in real-life situations. English is becoming more and more integrated into our daily lives and in some cases is a prerequisite for achieving goals. Therefore, the need for learning and teaching English is also increasing. Teachers face the challenge of how to get the learners to actively participate and speak in a foreign language, and applying the grammar rules to achieve the understanding, not just the knowledge of rules. The theoretical part of the thesis presents English language on a global level with the distinction between L2 users. It further presents the language acquisition and language learning and the factors that affect the perception of the language. It describes different teaching methods, approaches and strategies that the teachers use in the classroom. Then the grammar is presented as various linguists describe and perceive it, based on the universal grammar hypothesis by Noam Chomsky. Further, the focus is on the indefinite and progressive form of aspect and the terminology of terminative and non-terminative verbs is presented. The formation and the uses of Present Indefinite/Progressive and Past Indefinite/Progressive are explained in detail as a base for the empirical part of the thesis. In the end of the theoretical part, the correspondences between the present and past tense referring to the universal truths and general statement, stative/dynamic verbs and limited actions is described. The empirical part presents the results of a research, conducted in March and April 2022 in two primary schools in north-eastern Slovenia. Learners of 7th and 8th grade were tested with the help of two questionaries. The first questionnaire (Present Simple vs Present Continuous) consisted of six questions plus one additional task. The first five tasks were completely practical; however, the first two tasks included a theoretical task, asking the learners to explain why the said time is used in that particular task. The last task and the additional task required a more complex thinking since the learners had to use their knowledge of grammar rules and their usage to successfully solve all the tasks on the questionnaire. The second questionnaire (Past Simple vs Past Continuous) consisted of six tasks in total. The first five tasks were practical, with task two and three additionally requiring the learners to write why they thought Past Simple or Past Continuous were used. The data was then analysed and presented in tables in terms of correctness/incorrectness and in the percentage of the answers given by learners. The results showed that learners learn grammatical rules according to the syllabus and mostly through drilling exercises, which resulted in the very high success rate of the practical tasks, but they achieved poor results on theoretical tasks, where they were required to show the understanding of those rules. The results also confirmed our hypothesis that learners relate the simple present and past tense with the simple/indefinite aspect and the progressive present and past tense with the continuous/progressive aspect. In the end, we compared the results of our study with the results of the study done by Kaja Podgoršek, since it covers a similar topic. Namen magistrske naloge z naslovom Razumevanje slovnične kategorije glagolski vid v oblikah sedanjika in preteklika v osnovni šoli je ugotoviti, ali učenci osnovne šole povezujejo oblike enostavnega sedanjika in preteklika z dovršnim glagolskim vidom ter oblike progresivnega sedanjika in preteklika z nedovršnim glagolskim vidom. To je ključnega pomena za gradnjo znanja slovnice osnovnošolcev in uporabo tega znanja v resničnih življenjskih situacijah. Angleščina se vse bolj vključuje v naše vsakdanje življenje in je v nekaterih primerih pogoj za doseganje ciljev. Zato se povečuje tudi potreba po učenju in poučevanju angleščine. Učitelji se soočajo z izzivom, kako učence spodbuditi k aktivnemu sodelovanju in govorjenju v tujem jeziku ter uporabi slovničnih pravil za doseganje razumevanja, ne le poznavanja pravil. Teoretični del diplomske naloge predstavlja angleški jezik na globalni ravni z razlikovanjem med uporabniki angleščine kot tujega jezika. Delo nadalje predstavlja načine usvajanja in učenja angleščine ter dejavnike, ki vplivajo na zaznavanje jezika. Opisuje različne metode, pristope in strategije poučevanja, ki jih učitelji uporabljajo v razredu. Nato je predstavljena slovnica, kot jo opisujejo in zaznavajo različni jezikoslovci, na podlagi hipoteze o univerzalni slovnici Noama Chomskega. Poleg tega je poudarek na nedoločni in progresivni obliki glagolskega vida, predstavljena pa je tudi terminologija dovršnih in nedovršnih glagolov. V empiričnem delu so predstavljeni rezultati raziskave, ki je bila izvedena marca in aprila 2022 v dveh osnovnih šolah v severovzhodni Sloveniji. Učenci 7. in 8. razreda so bili testirani s pomočjo dveh vprašalnikov. Prvi vprašalnik (preprosti sedanjik proti progresivnemu sedanjiku) je vseboval šest vprašanj in eno dodatno nalogo. Prvih pet nalog je bilo popolnoma praktičnih; vendar sta prvi dve nalogi vsebovali še teoretično nalogo, pri kateri so morali učenci razložiti, zakaj se določen čas uporablja v tej določeni nalogi. Pri zadnji in pri dodatni nalogi je bilo potrebno bolj kompleksno razmišljanje učencev, saj so morali uporabiti svoje znanje o pravilih slovnice in njihovi uporabi, da so uspešno rešili vse naloge na vprašalniku. Drugi vprašalnik (navadni preteklik proti progresivnemu pretekliku) je vseboval skupaj šest nalog. Prvih pet nalog je bilo praktičnih, pri drugi in tretji nalogi pa so morali učenci poleg tega napisati, zakaj so menili, da so uporabili navadni preteklik oziroma progresivni preteklik. Podatki so bili analizirani in predstavljeni v tabelah glede na pravilnost in odstotek odgovorov, ki so jih podali učenci. Rezultati so pokazali, da učenci usvajajo slovnična pravila v skladu z učnim načrtom in večinoma s pomočjo ponavljanja, kar je povzročilo zelo visoko uspešnost pri praktičnih nalogah, vendar so dosegli slabe rezultate pri teoretičnih nalogah, kjer so morali pokazati razumevanje teh pravil. Rezultati so potrdili tudi našo hipotezo, da učenci navadni sedanjik in preteklik povezujejo z dovršnim glagolskim vidom, progresivni sedanjik in preteklik pa z nedovršnim glagolskim vidom. Na koncu smo rezultate našega raziskovanja primerjali z rezultati raziskave, ki jo je izvedla Kaja Podgoršek, saj zajema podobno temo. teaching English primary school English tenses English grammar terminitative verbs non-terminitative verbs učenje angleščine osnovna šola angleški časi angleška slovnica dovršni glagoli nedovršni glagoli true true false S. Klar Zadravec Angleški jezik Slovenski jezik Magistrsko delo/naloga 2025-09-15 12:31:55 2025-10-16 10:44:11 2025-10-17 03:20:45 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XV, 68 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:811.111'243'366.58(043.2) 253436419 MAG_Klar_Zadravec_Sasa_2025.pdf MAG_Klar_Zadravec_Sasa_2025.pdf 1 837F6D6793B754E5E8CE049B431655DE c16e74e00b48b32f8de153795a088fcc1b457a7c7e713a48a1bb1275c52a9c64 63560cb0-99d9-11f0-a1be-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=199166 Filozofska fakulteta 0 0 0