Motivacija učencev pri učenju nemščine v osnovni šoli

Sobočan, Valerija

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Title:	Motivacija učencev pri učenju nemščine v osnovni šoli
Authors:	ID Sobočan, Valerija (Author) ID Javornik, Marija (Mentor) More about this mentor... ID Čagran, Branka (Comentor)
Files:	MAG_Sobocan_Valerija_2018.pdf (344,12 KB) MD5: 2AF1DC488E23B40E5369F374D7E10E0C PID: 20.500.12556/dkum/7195ba9a-1fc1-4f21-ad2e-1eb7a057c6ed
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Danes potrebe po znanju tujih jezikov presegajo vse meje in učiti se je treba na vsakem koraku. Znanje lahko pridobimo le z učenjem, pri katerem sta notranja in zunanja motivacija ključnega pomena. Notranja motivacija je najboljša predispozicija za učenje, saj izhaja iz učenca samega in ne potrebuje nobenih drugih zunanjih spodbud, notranje motivirane učence pa pogosto dodatno spodbuja tudi radovednost. Dandanes veliko učencem primanjkuje prav notranje motivacije. Učijo se, ker šolski sistem to zahteva. Starši otroke v želji, da bi jim vzbudili zanimanje za določeno šolsko dejavnost, motivirajo z obljubljanjem različnih nagrad. Prav je, da so učenci za uspešnost nagrajeni, ne sme pa priti do pretiravanj in nagrade ne smejo predstavljati prevelike vrednosti. Glavni cilj magistrske naloge sta bila analiza in proučitev motivacije učencev četrtega in osmega razreda v osnovni šoli. S pomočjo raziskave smo ugotovili, da so učenci za učenje nemščine tako notranje kot zunanje motivirani. Motivacijske spodbude prihajajo iz učencev samih, saj se večinoma nemščino učijo, ker želijo govoriti nemško. Pri učenju jim največkrat pomagajo starši in učitelji. Analiza je pokazala, da ima večina učencev pozitiven odnos do učenja nemščine, da jim je učenje nemščine zanimivo ter da se zavedajo koristne in uporabne vrednosti jezika v življenju. Ugotovili smo, da je med demografskimi podatki, ki smo jih kontrolirali, najbolj pomemben razred.
Keywords:	motivacija, notranja in zunanja motivacija, nemščina kot tuji jezik, odnos učencev do učenja tujega jezika, osnovnošolski učenci
Place of publishing:	Maribor
Publisher:	[V. Sobočan]
Year of publishing:	2018
PID:	20.500.12556/DKUM-70240
UDC:	811.112.2\'243(043.2)
COBISS.SI-ID:	77733891
NUK URN:	URN:SI:UM:DK:RMKPAG4W
Publication date in DKUM:	01.10.2021
Views:	1846
Downloads:	232
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	18.04.2018

Secondary language

Language:	English
Title:	Students motivation in learning german in primary school
Abstract:	In today’s world there is a great need for knowledge of foreign languages and one is required to learn whenever possible. Knowledge can only be acquired through learning, the key to which are internal and external motivation. Internal motivation is the best predisposition to learning because it stems from pupils themselves and does not need any other external motivational factors; internally motivated pupils are also often driven by curiosity. Nowadays, a great number of pupils lack internal motivation. They only learn because the school system requires them to do so. In the desire to develop children's interest in a specific school activity, parents try to motivate them by promising them different rewards. Although pupils should be rewarded for their success, this should not lead to exaggeration and rewards should not be regarded as too valuable. The main purpose of this master’s thesis was to analyse and study the motivation of fourth and eighth grade pupils. Our research shows that pupils are both internally and externally motivated to learn German. Motivational incentives come from the pupils themselves; most of them learn German because they want to be able to speak the language. Most times, parents and teachers are the ones that help them with learning. The analysis has shown that most pupils have a positive attitude towards learning German, that they find it interesting, and that they realize the useful and practical value language skills have in life. We have found that grade was the most important of the controlled demographical data.
Keywords:	motivation, internal and external motivation, German as a foreign language, pupils' attitude towards learning a foreign language, pupils

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