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Raziskovalci jezika so skozi zgodovino razvili različne teorije o poučevanju jezika. S spremembami metod poučevanja tujega jezika sta se spreminjala tudi poučevanje in usvajanje slovnice. Iz začetnega eksplicitnega poučevanja slovnice, ki je bil del slovnično-prevajalske metode, se je z razvojem naravnih in komunikacijskih metod in pristopov k poučevanju jezika razvilo tudi mišljenje, da lahko učenci slovnico usvajajo implicitno, posredno. V magistrskem delu sem predstavila značilnosti usvajanja jezika in slovnice, različne metode poučevanja tujih jezikov in njihove pristope k poučevanju slovnice. Z raziskavo, ki je zajemala 98 učiteljev angleškega jezika v 4. in 5. razredih slovenskih osnovnih šol, sem ugotavljala, kako učitelji poučujejo angleško slovnico in kakšno je pravzaprav njihovo mnenje o poučevanju slovnice. Analiza rezultatov raziskave je pokazala, da učitelji za poučevanje angleščine najpogosteje uporabljajo direktno metodo in komunikacijski pristop, najmanj pa slovnično-prevajalsko metodo. Slovnico najpogosteje poučujejo celostno, to je skupaj z drugimi deli jezika, pri tem pa večinoma uporabljajo induktivni in implicitni pristop. Čeprav slovnica ni ena izmed tistih sestavin jezika, ki bi ji učitelji namenili največ časa v razredu, še več, raziskava je pokazala, da učitelji 4. razreda slovnici namenijo najmanj časa, pa vseeno nimajo odklonilnega mnenja o eksplicitnem poučevanju. Še ena izmed ugotovitev je način razlage slovničnih pravil, namreč večina učiteljev pri razlagi vsaj delno uporablja slovenščino, nekateri pa celo izključno slovenščino. Manj je bilo tistih, ki bi pri razlagi uporabljali zgolj angleški jezik. Raziskava je prav tako ugotovila, da učitelji pogosto popravijo vse učenčeve slovnične napake – tako pisne kot tudi ustne, pri popravljanju ustnih napak pa najpogosteje počakajo, da učenec zaključi z govorom in nato sam popravi napako ali pa mu pri tem pomagajo. Throughout history, language researchers have developed various theories about language teaching. Changing language teaching methods has caused the changing of grammar teaching and learning. From the initial explicit grammar teaching which was part of the Grammar-Translation Method, the development of Natural and Communicative Language Teaching approach changed the view on grammar learning to more implicit, indirect ways. My master's thesis presents features of language and grammar acquisition, different methods of teaching foreign languages and approaches to teaching grammar. The research which included 98 EFL teachers of 4th and 5th grades of Slovene elementary schools, was hoping to find out how teachers teach English grammar and what their opinion about teaching grammar is. The research showed that teachers most frequently use The Direct Method and Communicative Language Teaching Approach and they use Grammar-Translation Method the least frequently. Grammar is most frequently taught holistically that is with other parts of language, using inductive and implicit approach. Even though grammar is not one of the language areas that would be mainly focused on in a classroom, moreover, the research showed that teachers of the 4th grade devote least time to grammar teaching, teachers still do not have negative opinion about explicit grammar teaching. Another finding is linked to grammar explanation, most of the teachers use at least some Slovene language when explaining grammar rules and some of them are only using the Slovene language. Fewer teachers use strictly English in explaining grammar. The research also showed that teachers frequently correct written and oral grammar mistakes that they make, and most frequently they wait for students to finish talking and then encourage them to correct their own mistake or they help them with the correction. |
