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Pričujoče diplomsko delo obravnava vlogo jezikovnih tečajev na področju vseživljenjskega učenja. Teoretični del zajema temeljna teoretična spoznanja in dognanja nekaterih avtorjev iz področja vseživljenjskega učenja in iz področja tujejezikovnega izobraževanja. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med odraslimi slušatelji jezikovnih tečajev na jezikovnih šolah v Podravski regiji. Namen empiričnega dela je bil raziskati najpogostejše razloge za udeležbo na jezikovnih tečajih, didaktične značilnosti jezikovnega tečaja, jezikovne kompetence, ki so jih tečajniki pridobili med jezikovnim tečajem, ter vpliv jezikovnega tečaja na vseživljenjski razvoj posameznika, pri čemer nas je zanimalo kako je jezikovni tečaj vplival na vsakdanje življenje tečajnika, kulturno zavest in mobilnost tečajnika. Pri razlogih za udeležbo na jezikovnem tečaju, jezikovnih kompetencah in vseživljenjskem razvoju posameznika smo preverjali obstoj razlik glede na starost, dokončano stopnjo izobrazbe in status tečajnika. Pri didaktičnih značilnostih pa smo predstavili samo osnovno in deskriptivno statistiko. V raziskavi je uporabljena deskriptivna in kavzalno neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da so med najpogostejšimi razlogi za udeležbo na jezikovnem tečaju nov izziv in delo v tujini, najmanj tečajnikov pa se je udeležilo jezikovnega tečaja zaradi napotitve delodajalca. Ugotovili smo tudi, da so učitelji tujega jezika na jezikovnih tečajih visoko didaktično usposobljeni in da so podobno zastopane tako aktivne kot tudi pasivne učne metode. Prav tako smo ugotovili, da tečajniki z nižjo izobrazbo občutijo večje spoštovanje v družbi kot tisti z višjo dokončano stopnjo izobrazbe zaradi obiska jezikovnega tečaja. Pri zaposlenih osebah je jezikovni tečaj vplival na napredovanje v službi. Jezikovni tečaj je vplival na kulturno zavest pri tečajnikih z nižjo izobrazbo in pri osebah nad 50 let ter prispeval k izobraževanju v tujini pri mlajših tečajnikih do 30 let s študentskim statusom. The following thesis discusses the role of language courses in the field of lifelong learning. The theoretical part includes basic theoretical findings of some authors in the field of lifelong learning and foreign language learning. The empirical part presents the research which was conducted among adult participants of language courses in private language schools in the Podravska region. The purpose of the empirical part was to find out the most frequent reasons for attending language courses, didactical features of language courses and the language skills the course participants attained during the language courses. In the last part of the research we were interested in the impact the language courses had on the participants’ lifelong development, we wanted to find out how the language course affected their everyday life, development of cultural awareness and their decision for mobility. The existence of statistically significant differences in reference to participant’s age, completed level of education and status was examined in reasons for attending the language course, attained language skills and lifelong development. In didactical features of a language course only the basic and descriptive statistics were introduced. The data were gathered by a descriptive and causal non-experimental method of empirical pedagogical research. The results show that among most frequent reasons for attending language courses are a new challenge and working abroad, while the referral of an employer is the least frequent reason. We found out that the teachers on language courses are highly didactically competent, and that active as well as passive learning methods are equally represented in the language course. Results revealed that participants with lower level of education feel more respect in society than those with higher level of education. The language course affected promotion in the workplace of employed participants. On participants with lower level of education and over 50 the language course had an impact on cultural awareness. For students until the age of 30, the language course influenced their decision for education and abroad. |
