MĀCĪBU STRATĒĢIJAS 7. KLASES SKOLĒNU KOMUNIKĀCIJAS PRASMJU ATTĪSTĪBAI ANGĻU VALODĀ
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Latvijas Universitāte
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lav
Abstract
Bakalaura darba mērķis ir izpētīt un analizēt mācību stratēģijas un darba organizāciju angļu valodas stundās vidusskolā, koncentrējoties uz 7. klases skolēnu komunikācijas prasmju attīstīšanu. Astoņas nedēļas vienā no Rīgas ģimnāzijām tika veikta gadījuma izpēte ar 7. klases skolēniem. Dati tika apkopoti, novērojot skolēnus mācību stundu laikā, izmantojot svešvalodu trauksmes skalas (FLCAS) anketu un intervijas ar skolēniem par angļu valodas izpratni un grūtībām. Pieci skolēni no 7. klases tika atlasīti kā izlases grupa analīzei. Var secināt, ka autores veiktajā astoņu nedēļu pētījumā tika noskaidrots, kuras stratēģijas bija visefektīvākās komunikācijas prasmju attīstīšanai un kuras nevajadzētu izmantot. Konkrētu stratēģiju izmantošana uzlabo skolēnu komunikācijas prasmes un zināmā mērā arī mācību sasniegumus, bet neuzlabo skolēnu attieksmi pret mācīšanos. Pēc dažu stratēģiju izmantošanas skolēni kļuva nepacietīgi un atklāja, ka viņiem nav nekādas intereses piedalīties nodarbībā. Tikai viens skolēns no pieciem nespēja uzlabot savu sniegumu. Katrai stratēģijai ir jābūt individualizētai, pamatojoties uz studenta mācīšanās līmeni. Ja uzdevums ir pārāk sarežģīts, studentiem būs grūti to izpildīt, savukārt, ja tas ir pārāk viegls, pieredzējušiem studentiem būs garlaicīgi.
The aim of Bachelor’s Thesis is to examine and analyse the teaching strategies, and organization of work during English lessons at lower-secondary school focusing on developing Form 7 students’ communication skills. A case study was conducted with Form 7 students in one of gymnasiums of Riga for eight weeks. The data were collected by observation of students during lessons, the foreign language anxiety scale (FLCAS) questionnaire, and interviews with students concerning their understanding and difficulties with the English language. Five students from Form 7 were selected as a sample group for the analysis. It was determined which strategies were most effective for developing communication skills and which should not be used. The use of specific strategies improves students' communication skills and, to a certain extent, their learning achievements, but it does not improve students' attitudes towards learning. After using some strategies, the students became impatient and discovered that they did not have any interest in participating during the lesson. There was only one student out of five who failed to improve one’s performance. For each strategy, there needs to be an individualization based on the student's learning level. If the exercise is too complex, students will find it difficult to accomplish, however, if it is too easy, advanced students will feel bored.
The aim of Bachelor’s Thesis is to examine and analyse the teaching strategies, and organization of work during English lessons at lower-secondary school focusing on developing Form 7 students’ communication skills. A case study was conducted with Form 7 students in one of gymnasiums of Riga for eight weeks. The data were collected by observation of students during lessons, the foreign language anxiety scale (FLCAS) questionnaire, and interviews with students concerning their understanding and difficulties with the English language. Five students from Form 7 were selected as a sample group for the analysis. It was determined which strategies were most effective for developing communication skills and which should not be used. The use of specific strategies improves students' communication skills and, to a certain extent, their learning achievements, but it does not improve students' attitudes towards learning. After using some strategies, the students became impatient and discovered that they did not have any interest in participating during the lesson. There was only one student out of five who failed to improve one’s performance. For each strategy, there needs to be an individualization based on the student's learning level. If the exercise is too complex, students will find it difficult to accomplish, however, if it is too easy, advanced students will feel bored.