MEDKULTURNE IN PREVAJALSKE VSEBINE V SREDNJEŠOLSKIH UČBENIKIH ZA TUJE JEZIKE IN NJIHOVA OBRAVNAVA PRI POUKU

Škratek, Nuša

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Title:	MEDKULTURNE IN PREVAJALSKE VSEBINE V SREDNJEŠOLSKIH UČBENIKIH ZA TUJE JEZIKE IN NJIHOVA OBRAVNAVA PRI POUKU
Authors:	ID Škratek, Nuša (Author) ID Kučiš, Vlasta (Mentor) More about this mentor... ID Kramar, Martin (Comentor)
Files:	UN_Skratek_Nusa_2016.pdf (2,60 MB) MD5: 0CCF08BD377AADCC8DB7C948443F77F9
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Namen diplomskega dela je bil podrobneje pregledati dva srednješolska učbenika za 1. in 2. letnik srednje šole in v obeh poiskati medkulturne in prevajalske vsebine ter ugotoviti, kakšen vpliv imajo na učenca in proces izobraževanja na splošno. Za primerjavo smo vzeli učbenik Matrix (Gude in Wildman, 2001) in učbenik Way Up (Collie, 2010). Učbenika smo med seboj primerjali tudi po kriterijih, ki smo jih vnaprej izbrali, da bi ugotovili, kakšne so razlike v strukturi obeh. Ugotoviti smo želeli razlike in podobnosti v notranji in zunanji zgradbi izbranih učbenikov ter pogostost pojavljanja medkulturnih in prevajalskih vsebin v obeh. V teoretičnem delu smo se najprej osredotočili na učbenik in njegovo definicijo. Preučili smo pomen didaktičnega oblikovanja in didaktičnih načel, ki jih je pri sestavi učbenika treba upoštevati. Nato smo prešli na medkulturne vsebine, ki jih najdemo v učbenikih za tuje jezike, njihovo obravnavo pri pouku ter njihov vpliv na učenca. Temu sledi poglavje o prevajalstvu, kjer spoznamo odnos med prevajalstvom in kulturo ter probleme, ki se lahko pojavijo pri prevajalstvu. Empirični del naloge je sestavljen iz dveh delov. V prvem delu raziskujemo notranjo in zunanjo zgradbo izbranih učbenikov in razlike med njima. Ugotovili smo, da se učbenika po nekaterih kriterijih med seboj precej razlikujeta. V drugem delu pa ocenjujemo vsebnost medkulturnih in prevajalskih vsebin v izbranih učbenikih in primerjamo delež le-teh. Ugotovili smo, da oba učbenika, tako Matrix (Gude in Wildman, 2001), kakor tudi Way Up (Collie, 2010) vsebujeta velik delež medkulturnih vsebin, medtem ko prevajalske vsebine presenetljivo najdemo le v učbeniku Way Up (Collie, 2010).
Keywords:	učbenik, medkulturne vsebine, prevajalske vsebine, zunanja zgradba, notranja zgradba.
Place of publishing:	Maribor
Publisher:	[N. Škratek]
Year of publishing:	2016
PID:	20.500.12556/DKUM-64040
UDC:	81'255(043.2)
COBISS.SI-ID:	22701064
NUK URN:	URN:SI:UM:DK:DW7VGIYN
Publication date in DKUM:	24.10.2016
Views:	1191
Downloads:	92
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	INTERCULTURAL AND TRANSLATIONAL CONTENTS IN HIGHSCHOOL TEXTBOOKS FOR FOREIGN LANGUAGES
Abstract:	The purpose of the thesis is to examine two secondary school textbooks for the 1st and 2nd year of high school and seek for intercultural and translational content and determine what impact they have on students and on the educational process in general. We compared two textbooks, Matrix (Gude and Wildman, 2001) and Way Up (Colle, 2010). Both textbooks were also taken into comparison by criteria that we have pre-selected, in order to determine the differences in the structure. We wanted to find differences and similarities in their internal and external structure and determine the incidence of intercultural and translational content in both textbooks. In theoretical part of the thesis we firstly focus on the textbook itself and its definition. We examined the importance of didactic form and didactic principles that have to be considered when writting a textbook. Then we continued with intercultural content, which we can find in textbooks for foreign languages, and their influence on the students. This is followed by a chapter about translating , where we get to know the relationship between translation and culture, and also the problems that may occur when translating. The empirical part of the thesis consists of two parts. In the first part we explore internal and external structure of selected textbooks and we identify differences between them. We discovered some differences between both textbooks. In the second part, we estimate the presence of intercultural and translational content in both textbooks and copare the proportion of both criteria. We discovered that both textbooks, Matrix (Gude and Wildman, 2001) as well as Way Up (Collie, 2010), contain a significant portion of intercultural content, while we surprisingly found translational content only in one textbook – Way Up (Collie, 2010).
Keywords:	Textbook, intercultural elements, translational elements, external structure, internal structure.

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