Komunikacija in komunikacijski pristop poučevanja angleščine

Jarc Mickovski, Mateja

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Title:	Komunikacija in komunikacijski pristop poučevanja angleščine
Authors:	ID Jarc Mickovski, Mateja (Author) ID Javornik, Marija (Mentor) More about this mentor... ID Jurančič, Klementina Penelope (Mentor) More about this mentor...
Files:	MAG_Jarc_Mickovski_Mateja_2019.pdf (561,43 KB) MD5: 143693E36CDB49217A603C0B2615899B PID: 20.500.12556/dkum/c9ba478c-6fcb-43d1-bf88-a4eaedf7a735
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Komunikacija je kakršnokoli verbalno ali neverbalno vedenje, ki ga zazna neka druga oseba. Namen magistrske naloge je proučiti komunikacijski proces v šoli in v povezavi s komunikacijo proučiti učenje angleškega jezika ob študiju relevantne strokovne literature in raziskati, kako poteka poučevanje angleškega jezika v šoli. Cilji magistrske naloge so proučiti modele komunikacijskega procesa v šoli; oblike komunikacije; komunikacijske kompetence učitelja; zgodovino učenja tujih jezikov. V magistrski nalogi je bila izvedena raziskava z namenom raziskati, kako poteka poučevanje angleškega jezika v šoli. Za raziskavo je bila uporabljena kvantitativna metoda dela – anketa. Anketiranje je potekalo elektronsko preko odprto kodne aplikacije za spletno anketiranje 1ka.si. V raziskavi je bilo vključenih 43 učiteljic tujega jezika iz goriških osnovnih šol. Starostna struktura anketiranih se giblje od 31 do 55 let. Največ, kar 35 anketiranih, ima končano univerzitetno izobrazbo. Največ, kar 10 anketiranih, ima 21 let delovne dobe. Iz rezultatov je razvidno, da učitelji/učiteljice pri pouku, da bi si učenci snov hitreje zapomnili, pogosto uporabljajo gibanje – neverbalno komunikacijo. Zaključimo lahko, da je verbalna komunikacija enakovredna neverbalni komunikaciji. V 65,1 % dobijo učitelji od učencev pričakovane informacije. Učiteljeva vloga pri poučevanju angleškega jezika je zelo pomembna v 51,2 % in pomembna v 48,8 %. Nihče od učiteljev ni izrazil mnenja, da njegova vloga pri učenju angleškega jezika ni pomembna ali je srednje pomembna. 81,4 % anketiranih meni, da imajo učni materiali pomembno vlogo pri poučevanju angleškega jezika. Vsi anketirani trdijo, da ima uporaba gibalnih iger, pesmi, zgodb in predstavitev besedišča pri pouku prednosti pri poučevanju.
Keywords:	Komunikacija, komunikacijski pristop, verbalna komunikacija, neverbalna komunikacija, poučevanje
Place of publishing:	Maribor
Publisher:	[M. Jarc Mickovski]
Year of publishing:	2019
PID:	20.500.12556/DKUM-73856
UDC:	37.091.3:811.111\'243(043.2)
COBISS.SI-ID:	24697352
NUK URN:	URN:SI:UM:DK:YYMRYSHD
Publication date in DKUM:	27.08.2019
Views:	2125
Downloads:	321
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:	21.06.2019

Secondary language

Language:	English
Title:	Communication and communication approaches used in teaching english language
Abstract:	Communication is any kind of verbal or non-verbal behaviour perceived by another person. The purpose of the master's thesis is to study the communication process at school and, in connection with communication, to study the learning of the English language with the help of relevant professional literature and explore how the teaching of English is conducted at school. The goals of the master's thesis are to study the models of the communication process at school; forms of communication; teacher's communication competence; the history of learning foreign languages. In the master's thesis, a survey was conducted to investigate how English language teaching is implemented in school. A quantitative method of work – a survey- was used to perform the study. The survey was conducted electronically via an open source application for online survey 1ka.si. The study included 43 foreign language teachers from Goriška elementary schools. The age structure of the respondents varies from 31 to 55 years. 35 respondents completed university education and 10 respondents have 21 years of service. The results imply that teachers frequently use movement- non-verbal communication so that the pupils remember learning material more quickly. We can conclude that verbal communication is equivalent to non-verbal communication. Teachers receive information they expect from students in 65.1% of cases. The teacher's role in teaching English is very important in 51.2% of cases and important in 48.8%. None of the teachers` opinion was that his role in learning English language is not important or is of medium importance. 81.4% of respondents surveyed said that teaching materials play an important role in teaching English. All respondents argue that the use of motion games, songs, stories, and vocabulary presentation are a great advantage of teaching a language.
Keywords:	Communication, communication approach, verbal communication, non-verbal communication, teaching

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