Naslov (srp)

Usvajanje morfološkog procesa derivacije pri učenju engleskog jezika kao stranog

Autor

Danilović, Jelena, 1980-

Doprinosi

Dimitrijevi-Savić, Jovana
Jovanović, Vladimir
Mišković-Luković, Mirjana, 1964-
Đurović, Sanja, 1974-
Blagojević, Savka

Opis (eng)

This dissertation centers around the acquisition of lexicо-morphological knowledge in EFL learners, which thematically places it in the field of applied linguistics. In recent times, due to the pedagogical and didactic predominance of the communicative method in teaching foreign languages, communicative competence and its lexical aspect in particular have received a significant amount of attention. Lexical knowledge is, however, inextricably linked to morphological knowledge. The aim of this thesis is, therefore, essentially two-fold. On the one hand, it will analyze the relations between various dimensions of lexical knowledge and morphological (i.e. derivational) awareness and identify the factors that figure prominently in the process of acquiring derivational knowledge as well as explore the use of the strategy of breaking down complex words into morphemes. On the other hand, it will assess the efficacy of both explicit and implicit approaches to teaching derivational morphology by means of a pedagogical experiment. The empirical research was conducted in several stages during a single semester of the academic year. First, the homogeneity of the sample group was ascertained by means of a questionnaire, followed by a battery of preliminary tests devised to help establish the lexical and morphological competence of the participants. Next, the students were divided into three groups, a control group and two experimental ones. The two experimental groups were subsequently exposed to extensive derivational input, explicit and implicit respectively, whereas the control group received only regular teaching. Moreover, the experimental group that underwent an implicit teaching procedure was constantly under close scrutiny, and their results were recorded in the teaching log. Additionally, a certain number of participants from the control group took part in think-aloud protocols. At the close of the semester a final test of derivational knowledge was conducted in all three groups of students. The collected data were subjected to both quantitative (several statistical techniques) and qualitative analysis (a meticulous examination of classroom observations and the students‟ statements in oral interviews). The results imply a number of conclusions. The productive dimension of not only lexical but also morphological knowledge lags behind the receptive dimension, while the application of explicit teaching intervention aimed at developing morphological awareness yields decidedly better results. Finally, there are certain factors at work which may facilitate or impede the acquisition of morphological knowledge in EFL learners.

Opis (srp)

Ova disertacija bavi se usvajanjem leksičko-morfološkog znanja kod učenika engleskog jezika kao stranog, što je tematski svrstava u okrilje primenjene lingvistike. U današnje vreme, kao posledica pedagoške i didaktičke dominacije komunikativnog metoda u nastavi stranih jezika, veliki značaj pridaje se komunikativnoj kompetenciji, a naročito njenom leksičkom aspektu. Leksičko znanje je, međutim, neraskidivo povezano sa morfološkim znanjem. Shodno tome, cilj našeg rada je dvojak. S jedne strane, bavićemo se ispitivanjem veza između različitih dimenzija leksičkog znanja i morfološke (tj. derivativne) svesti, zatim činiocima koji igraju značajnu ulogu u procesu usvajanja derivativnog znanja, kao i primenom strategije raščlanjivanja složenih reči na morfeme. S druge strane, istražićemo efikasnost eksplicitnog i implicitnog pristupa nastavi derivativne morfologije, putem pedagoškog eksperimenta. Empirijsko istraživanje sprovedeno je tokom jednog semestra akademske godine i to kroz nekoliko etapa: prvo je putem upitnika izvršena provera homogenosti uzorka, a zatim je uz pomoć početnih testova utvrđeno leksičko i morfološko znanje ispitanika. Nakon toga, oni su podeljeni u tri grupe: jednu kontrolnu i dve eksperimentalne. Eksperimentalne grupe su, potom, izložene derivativnom inputu  eksplicitnom i implicitnom  dok je kontrolna grupa pohađala nemodifikovanu nastavu. Eksperimentalna grupa koja je podvrgnuta implicitnom nastavnom tretmanu pritom je i pažljivo posmatrana na časovima a njeni rezultati beleženi su u dnevnik nastave. Povrh toga, izvestan broj ispitanika iz kontrolne grupe učestvovao je u intervjuima introspektivnog tipa. Po završetku semestra, organizovano je završno testiranje derivativnog znanja studenata sve tri grupe. Prikupljeni podaci analizirani su kvantitativno (primenom nekoliko statističkih tehnika) i kvalitativno (podrobnom analizom zapažanja sa časa i iskaza studenata datih tokom intervjua). Na osnovu njih, došli smo do zaključka da produktivna dimenzija, kako leksičkog tako i morfološkog znanja studenata, zaostaje za receptivnom te da se primenom eksplicitne nastavne intervencije, ysmerene ka razvijanju morfološke svesti, postižu bolji rezultati. Uz to, pojedini faktori olakšavaju ili, naprotiv, otežavaju usvajanje morfološkog znanja kod učenika engleskog jezika kao stranog.

Opis (srp)

Umnoženo za odbranu. Univerzitet u Kragujevcu, Filološko-umetnički fakultet, 2013, dr lingvističkih nauka. Napomene i bibliografske reference uz tekst. Bibliografija: listovi 245-266. Apstrakt; Abstract.

Jezik

srpski

Datum

2013

Licenca

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Creative Commons CC BY-NC-ND 2.0 AT - Creative Commons Autorstvo - Nekomercijalno - Bez prerada 2.0 Austria License.

CC BY-NC-ND 2.0 AT

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