RABA UČNIH SLOVARJEV PRI ANGLEŠČINI V SLOVENSKIH GIMNAZIJAH

Smole Korpar, Irena

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	RABA UČNIH SLOVARJEV PRI ANGLEŠČINI V SLOVENSKIH GIMNAZIJAH
Authors:	ID Smole Korpar, Irena (Author) ID Gabrovšek, Dušan (Mentor) More about this mentor...
Files:	MAG_Smole_Korpar_Irena_2012.pdf (5,45 MB) MD5: 3E781A8DA8179FAD14073235F84007EE PID: 20.500.12556/dkum/079ce4dd-f523-4aff-be7d-0e55aea001c1
Language:	Slovenian
Work type:	Master's thesis
Organization:	FF - Faculty of Arts
Abstract:	Magistrsko delo se ukvarja z izbranimi področji perspektive uporabnika učnih slovarjev. Prvi del predstavlja izbor nekaj najpomembnejših raziskav s tega področja v zvezi z vrstami slovarjev, uporabnikovih potreb in zmožnosti, najpogostejšimi raziskovalnimi metodami ter pedagoškimi vidiki, kot so poučevanje ustreznih zmožnosti in pomen slovarjev pri usvajanju besedišča tujega jezika. V drugem delu predstavljamo rezultate raziskave s pomočjo vprašalnikov za 105 dijakinj in dijakov štirih zaključnih letnikov gimnazij z mariborskega področja, ki se učijo angleščino kot tuji jezik. Ugotovili smo, da dijaki v šoli najraje uporabljajo knjižne dvojezične slovarje za dekodiranje in enkodiranje, enojezične slovarje za preverjanje rabe besed ali zvez, pol dvojezičnih slovarjev pa večina ne pozna. Analiza in primerjava vprašalnikov za dijake in učitelje je pokazala, da slednji na splošno visoko cenijo enojezične slovarje in da menijo (nasprotno kot dijaki), da so najprimernejši za dekodiranje. Obe skupini se strinjata, da so dvojezični slovarji najprimernejši za enkodiranje, enojezični pa za preverjanje rabe besed oz. besednih zvez. Učiteljem priporočamo več direktnega poučevanja dela s slovarji, le-ti pa morajo ustrezati potrebam uporabnikov in njihovim zmožnostim.
Keywords:	učni slovarji, slovaroslovje, uporabniki slovarjev, raba slovarjev
Place of publishing:	Maribor
Publisher:	[I. Smole Korpar]
Year of publishing:	2011
PID:	20.500.12556/DKUM-21943
UDC:	811.111'374:373.5(043.2)
COBISS.SI-ID:	18918408
NUK URN:	URN:SI:UM:DK:HBCO5XEY
Publication date in DKUM:	15.03.2012
Views:	2298
Downloads:	300
Metadata:
Categories:	FF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:	English
Title:	USE OF EFL DICTIONARIES IN EFL CLASSROOMS IN SELECTED SLOVENIAN SECONDARY SCHOOLS
Abstract:	The thesis addresses certain aspects of user perspective in the field of learners' lexicography. The first part presents some of the most important user-related studies with regard to types of dictionaries, users' reference skills and needs, as well as the investigative methods most often employed by researchers. It also deals with pedagogical aspects, such as the instruction in dictionary skills and foreign language vocabulary acquisition. The second part presents the results of the questionnaire surveys related to dictionary ownership, dictionary use and dictionary needs of 105 final-year EFL students at four selected high schools in the Maribor area. The students reported using print bilingual dictionaries (for reception and production) most often at school, while monolingual learners' dictionaries were preferred for checking usage. The majority of the subjects were not familiar with bilingualised dictionaries. The results of the survey from the teachers' perspective show that monolingual dictionaries were preferred overall, while both groups agreed that bilingual dictionaries were the best choice for encoding and monolingual dictionaries for checking usage. We suggest that the amount of (systematic) dictionary skills instruction should be increased, and that students should be consistently provided with dictionaries relevant to their needs and skills.
Keywords:	learners' dictionaries, lexicography, dictionary users, dictionary use

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back