STRATEGIJE UČENJA STRUKE I ANSKIOZNOST U UČENJU ENGLESKOG JEZIKA STRUKE U VISOKOŠKOLSKOJ NASTAVI

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Милевица Десимир Бојовић
https://orcid.org/0000-0002-6615-418X

Сажетак

Prethodne studije su istakle značaj strategija učenja stranih jezika u ovladavanju jezičkim veštinama (razumevanjem pročitanog teksta, veštinom pisanja i usmenog izražavanja) i da je anksioznost u učenju stranog jezika afektivni faktor koji se često inicira u formalnom obrazovnom kontekstu u učionici. Istraživanja su, takođe, pokazala da učenici koji imaju niži nivo anksioznosti u učenju stranog jezika češće primenjuju strategije učenja stranog jezika od onih učenika koji imaju viši nivo anksioznosti u učenju jezika. Ove karakteristike treba uzeti u obzir prilikom koncipiranja nastave stranog jezika i izrade nastavnog programa učenja stranog jezika. Cilj ovog istraživanja je da ustanovi učestalost primene strategija usmenog izražavanja na engleskom jeziku kao stranom jeziku struke,nivo jezičke anksioznosti kod ispitanika, i razlike u upotrebi strategija usmenog izražavanja kod ispitanika na različitim nivoima jezikčke anskioznosti. Ispitano je 60 studenata osnovnih studija, budućih inženjera biotehnologije, koji uče engleski kao strani jezik struke na Univerzitetu u Kragujevcu, Srbija. Instrument korišćen za merenje primene strategija usmenog  izražavanja je bila Skala samoprocene učenikovih strategija usmenog izražavanja na stranom jeziku, zasnovana na Skali strategija učenja stanog jezika (Oxford, 1989b). Instrument  korišćen za merenje anksioznosti u učenju stranog jezika je bila Skala anksioznosti u učenju stranih jezika (Horwitz, 1986; Horwitz et al., 1986). Rezultati ukazuju na to da su ispitanici često koristili strategije usmenog izražavanja na engleskom jeziku i da su pokazali umeren nivo jezičke anksioznosti u usmenom izražavanju na engleskom jeziku u nastavnoj situaciji. Nisu zabeležene statistički značajne razlike u upotrebi strategija usmenog izražavanja na engleskom jeziku između ispitanika na različitim nivoima naksioznosti. Izuzetak su tri strategije – gestikulacija, korišćenje sinonima i opisnih objašnjenja u nemogućnosti da se sete odgovarajuće reči na engleskom jeziku. Ispitanici koji su imali niži nivo jezičke anksioznosti češće su koristili sinonime i opisna objašnjenja u situacijama kada nisu mogli da se sete adekvatne reči u usmenom izražavanju na engleskom jeziku. Ispitanici koji su bili na višem nivou jezičke anksioznosti češče su obraćali pažnju kada neko govori na engleskom jeziku. U nemogućnosti da se sete odgovarajuće reči na engleskom jeziku češće su gestikulirali ispitanici srednjeg nivoa anksioznosti. Nastavnici stranog jezika bi trebalo da stvaraju pozitivnu atmosferu uz pružanje podrške učenicima i da osposobljavaju učenike da primenjuju strategije usmenog izražavanja. U budućnosti bi trebalo sprovesti istraživanja sa većim brojem ispitanika da bi se potvrdile ovakve tendencije.

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Како цитирати
Бојовић, М. Д. STRATEGIJE UČENJA STRUKE I ANSKIOZNOST U UČENJU ENGLESKOG JEZIKA STRUKE U VISOKOŠKOLSKOJ NASTAVI. Годишњак Филозофског факултета у Новом Саду, 45(5), 181–203. https://doi.org/10.19090/gff.2020.5.181-203
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