Title Igra kao poticaj u nastavi gramatike Title (english) Language Game as a Motivation in Grammar Teaching Author Ana Jurić Mentor Katarina Aladrović Slovaček (mentor)Committee member Lidija Cvikić (predsjednik povjerenstva)Committee member Maša Rimac Jurinović (član povjerenstva)Committee member Katarina Aladrović Slovaček (član povjerenstva)Granter University of Zagreb Defense date and country 2021-07-05, Croatia Scientific / art field, HUMANISTIC SCIENCES Abstract U ovome se radu polazi od djetetovog usvajanja jezika koje se odvija na spontan i neopterećen način slušanjem govora u svom okruženju. Kasnije, u obrazovnim institucijama, djeca uče jezik. U hrvatskim se školama uči hrvatski standardni jezik (Pavličević-Franić, 2005). Ministarstvo znanosti i obrazovanja 2019. godine objavljuje Kurikulum za nastavni predmet Hrvatski jezik, a naglasak će biti na područje gramatike u trećem razredu osnovne škole. Aktivno sudjelovanje učenika omogućuje komunikacijsko-funkcionalni pristup koji obuhvaća didaktičku igru koja nastavu čini dinamičnijom i motivirajućom, a učenici, brže i bez zamora, uče apstraktne i nezanimljive sadržaje poput gramatike (Pavličević-Franić, 2005). Gramatika je najviše zastupljena u predmetnom području hrvatski jezik i komunikacija. U njezinom se lakšem svladavanju koriste jezične igre. Cilj jezičnih igara je ovladavanje jezikom i njegovim sadržajima poticanjem pisanog i usmenog izražavanja (Aladrović Slovaček, 2018). Iako igra djeluje kao motivacija, istaknuta je i učiteljeva uloga.
U svrhu ovoga rada provedeno je i istraživanje djeluje li igra kao poticaj u nastavi gramatike. Istraživanje je provedeno u dva treća razreda koja su činila kontrolnu i eksperimentalnu skupinu u kojoj su održana tri nastavna sata s uključenim jezičnim igrama. Problemi istraživanja bili su ispitati općeniti stav učenika o igri u nastavi, razlikuje li se stav o igri s obzirom na spol i stav prema školi, utječe li provedba jezičnih igara na znanje gramatike, kakav je stav učenika o provedenim jezičnim igrama te razlikuju li se stavovi o igri s obzirom na skupine. Rezultati pokazuju da se učenici ponekad igraju na satu Hrvatskoga jezika te je vidljivo da spol i stav prema školi ne utječu na stav o igri. Također, rezultati su pokazali da se skupini u kojoj su provedene jezične igre svidio ovakav način učenja kroz igru, a i ostvarili su bolje rezultate iz ispita o sadržaju iz gramatike od kontrolne skupine.
Abstract (english) In this study „Language Game as a Motivation in Grammar Teaching“, the starting point is the child's language acquisition, which takes place in a spontaneous and unladen way by listening to speech in his environment. Furthermore, in educational institutions, children learn the language. Croatian standard language is taught in Croatian school (Pavličević-Franić, 2005). In 2019, the Ministry of Science and Education published Curriculum for the subject Croatian language and the emphasis will be on the field of grammar in the third grade of primary school. The active participation of students enables a communicative-functional approach that includes a didactic game which makes teaching more dynamic and motivating. In this way, students can faster and without fatigue learn abstract and uninteresting content such as grammar (Pavličević-Franić, 2005). Grammar is the most represented in the subject area of the Croatian language and communication. Language games are used to make easier overcome of materials. The goal of language games is to master the language and it is contents by encouraging written and oral expression (Aladrović Slovaček, 2018). Although game works as a motivation, the teacher also has a significant role.
For the purpose of this study, a research was conducted on whether game acts as a motivation in grammar teaching. The research was conducted in two third grades which consisted of a control and experimental group in which were held three lessons with language games included. The research problems were to examine general attitude of students about the game in teaching, whether the attitude about the game is different considering gender and attitude towards school, whether the implementation of language games affects grammar knowledge, what is the attitude of students about proven language games and whether they attitudes about the game differ considering the groups. The results show that students sometimes play in the Croatian language class and it is visible that gender and attitude towards school do not affect the attitude about the game. In addition, the results show that the group in which the language games were conducted liked this way of learning through game and they achieved better results from the grammar content exam more than the control group.
Keywords
učenje jezika
gramatika
jezične igre
igra kao motivacija
Keywords (english)
language learning
grammar
language games
game as motivation
Language croatian URN:NBN urn:nbn:hr:147:544933 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-07-15 10:29:19
