| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font
First page > Show document

Show document Help

Title:Anksioznost pri govorjenju angleščine kot tujega jezika v osnovni šoli
Authors:ID Ferk, Sara (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Ferk_Sara_2021.pdf (1,88 MB)
MD5: DCCAFAA51B5C50E6411517DBF1137CFA
PID: 20.500.12556/dkum/bf3e1349-c3f0-47e9-b485-6fa209c0d47a
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Namen magistrskega dela je bil preučiti stališča osnovnošolskih učencev do anksioznosti pri pouku angleščine kot tujem jeziku. Želeli smo ugotoviti razlike med zaznavanjem anksioznosti pri učencih 6. in 9. razreda v povezavi z njihovo učno uspešnostjo pri pouku angleščine (ANG) v preteklem šolskem letu in glede na spol učencev. Podrobneje so nas zanimala stališča osnovnošolskih učencev do anksioznosti pri govorjenju v ANG kot tujem jeziku (TJ) v OŠ. V empirični raziskavi je sodelovalo 150 udeležencev (6. in 9. razred) dveh OŠ v severovzhodni Sloveniji. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki smo mu dodali Lestvico za merjenje anksioznosti pri pouku tujega jezika (angl. Foreign language classroom anxiety scale - FLCAS; Horwitz idr., 1986). S pomočjo raziskave smo ugotovili, da na vzorcu slovenskih osnovnošolskih učencev obstajajo statistično značilne razlike med doživljanjem anksioznosti učencev pri pouku ANG kot TJ glede na spol, starost in učno uspešnost učencev v preteklem šolskem letu. Ugotavljamo, da se višja stopnja anksioznosti kaže pri učenkah in učencih 6. razreda ter pri tistih udeležencih, ki so v preteklem šolskem letu imeli nižje zaključne ocene pri pouku ANG kot TJ. Ugotavljamo, da udeleženci višjo stopnjo anksioznosti pri govorjenju ANG kot TJ doživljajo zaradi sošolcev, pred začetkom govorne situacije, pri govornih nastopih in pri pouku ANG v učilnici in ne pri pouku na daljavo. Ugotavljamo tudi, da imajo udeleženci težave pri izgovorjavi v ANG. Prav tako ugotavljamo, da udeleženci sami tehnik sproščanja za lajšanje govorne anksioznosti pri pouku ANG kot TJ ne izvajajo pogosto. Po mnenju učencev učitelji tehnik sproščanja za lajšanje govorne anksioznosti učencev pri pouku ANG kot TJ izvajajo le redko, kar je zelo zaskrbljujoče. Pridobljene ugotovitve so lahko učiteljem angleščine v poduk, da razmislijo o izboljšanju svojih učiteljskih sposobnosti, ki bi bile učencem pri lajšanju anksioznosti v večjo korist.
Keywords:anksioznost, govorjenje, angleščina, osnovna šola, FLCAS
Place of publishing:Maribor
Publisher:[S. Ferk]
Year of publishing:2021
PID:20.500.12556/DKUM-80250 New window
UDC:159.96:373.3(043.2)
COBISS.SI-ID:81960451 New window
Publication date in DKUM:22.10.2021
Views:1963
Downloads:144
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



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

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:03.09.2021

Secondary language

Language:English
Title:Speaking anxiety in foreign language learning in primary school
Abstract:The purpose of this thesis was to examine the attitudes of primary school students towards anxiety in learning English as a foreign language. We wanted to find out the differences between the perception of anxiety in 6th and 9th grade students in relation to their learning performance in English lessons in the previous school year and according to the gender of the students. Furthermore, we were interested in the attitudes of primary school students towards anxiety in speaking English as a foreign language in the primary school. The empirical research included 150 participants (6th and 9th grade) from two primary schools in the north-eastern part of Slovenia. Data were obtained by using a questionnaire which included the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986). With the research we found that in a sample of Slovenian primary school students there are statistically significant differences between the experience of students' anxiety in learning English as a foreign language according to gender, age and learning performance of students in the previous school year. We found that a higher level of anxiety was seen in female students, in 6th grade students, and in those participants who had lower final grades in English classes in the past school year. The research shows that participants experienced a higher level of anxiety when speaking English as a second language in front of their classmates, before a speech situation and during speech performances in the classroom, while the anxiety levels were lower in distance learning. The research also shows that participants had difficulties in dealing with English pronunciation. We also found that the participants themselves did not perform relaxation techniques to relieve their speech anxiety in learning English as a foreign language. According to students’ opinion, teachers rarely practiced relaxation techniques to alleviate students’ speech anxiety during English classes which is very worrying. These findings suggest that English teachers should consider improving their teaching skills at relieving anxiety, which would be very beneficial to students.
Keywords:fear, anxiety, speaking, English, primary school


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica