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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.

V zadnjih letih je tuji jezik dobil vlogo obveznega predmeta tudi v prvem triletju osnovne šole. Pouk je prilagojen učencem, poteka v skladu z učenčevim razvojem in njegovimi interesi. Znanje, ki ga učenec izkaže, se ocenjuje z opisno oceno. Ta je oblikovana na podlagi tega, kako in v kakšni meri je usvojil posamezne cilje, ki so opredeljeni v učnem načrtu za angleščino. Da lahko učitelj dobro izvaja opisno ocenjevanje mora organizirati pouk tako, da bo učenec motiviran, ocenjevanje znanja pa tako, da bo podalo realno sliko učenčevega znanja. Aktivnosti, s pomočjo katerih preverjamo in ocenjujemo znanje, naj bodo takšne, da bodo učenci za sodelovanje motivirani in da se bodo med izvajanjem dobro počutili. Prav je, da učitelj ocenjuje tisto, kar uči in kakor uči. Tudi opis dosežka in opisna ocena - kot rezultat ocenjevanja - sta za nekatere učitelje trd oreh, še posebej za tiste, ki se z opisnim ocenjevanjem do sedaj še niso srečevali. V praktičnem delu je predstavljena evalvacijska raziskava, v katero je bil zajet en oddelek otrok v drugem razredu (28 učencev). Na podlagi teoretičnega znanja in praktičnih izkušenj so bili v prakso vpeljani različni načini ocenjevanja, ki naj bi podali realno sliko učenčevega znanja. Pripravljeni in izvedeni so bili tako, da so bili za učence privlačni, poleg tega pa so upoštevali vsa načela ocenjevanja: veljavnost, zanesljivost, objektivnost, občutljivost in ekonomičnost. Na področjih poslušanja in slušnega razumevanja ter govora in govornega sporočanja in sporazumevanja so opisani in preizkušeni možni načini ocenjevanja učencev. Izvedbi ocenjevanja je sledila evalvacija in predvidevanje možnih izboljšav procesa. Učitelji angleščine v prvem triletju imajo glede na rezultate raziskave tako možnost refleksije na obstoječo prakso, s pomočjo primerov pa lahko v svoj pouk vpeljejo nove, preizkušene učinkovite načine ocenjevanja znanja. In the recent years, foreign language learning has become a compulsory subject in the first triad of primary school. Lessons are taught in accordance with the learner's development and interests and their knowledge is assessed in a descriptive manner. A descriptive mark is based on how well a pupil meets knowledge standards in accordance with the English language syllabus. In order to assess pupils successfully, the process of teaching should motivate pupils for learning while the process of assessing should give relevant results of pupils' knowledge. Pupils should be motivated to participate in activities which involve assessment, they should also feel well throughout the process and the teachers should test what they teach. The description of the pupil's achievement and the descriptive mark itself are a complex problem for some of the teachers, especially for those who haven't gone through the process of descriptive assessment yet. The results of an evaluation research are described in the practical part of this master's thesis which was carried out among a group of second graders (28 pupils). On the basis of the theoretical knowledge and practical experience, various methods of assessment were introduced into practice, with the aim to provide a realistic picture of the pupils' knowledge. They were organized and carried out in a student-friendly way while they also followed all the principles of assessment: validity, reliability, objectivity, sensitivity and economy. Possible assessment techniques were described and tested young learners' listening and hearing comprehension and their speaking and communication skills. Furthermore an evaluation of the process and its possible improvements can guide the teachers of English to young pupils to reflect on their practical experience, while different forms of assessment which are shown and tested in this master's thesis may be introduced into their lessons.

V magistrskem delu je predstavljeno, kako pomembno je družbeno okolje pri učenju tujega jezika – angleščine. Predstavljeni so dejavniki izvenšolskega okolja, preko katerih poteka neformalno učenje angleščine kot tujega jezika. V teoretičnem delu je prikazano teoretično ozadje o angleščini kot tujemu jeziku, statusu angleščine v Sloveniji in na Nizozemskem. Opisani so najpomembnejši zunanji vplivi na učenje tujega jezika: okolje, družinsko ozadje in mediji. Prikazane so tudi razlike med obema državama na področju šolskega sistema: kdaj otroci vstopijo v šolski sistem, kdaj pričnejo z učenjem angleščine in koliko ur letno je namenjenih učenju angleščine. Podrobneje so predstavljeni naslednji izvenšolski dejavniki, ki vplivajo na izpostavljenost angleščini: uporaba televizije, spleta in (ne)sinhronizacija oddaj na televiziji. V drugem, empiričnem delu so prikazani izsledki raziskave, ki je bila izvedena v maju 2016 med dvesto devetimi nizozemskimi in slovenskimi enajst- in dvanajstletniki. Učencem na Nizozemskem, ki so bili iste starostne sestave kot slovenski šestošolci, sem razdelila standardiziran preizkus znanja – slovensko nacionalno preverjanje znanja iz angleščine (NPZ – bralno in slušno razumevanje ter besedišče) in vprašalnike o izvenšolski rabi angleščine, ki sem jih sestavila sama. Enaka preverjanja znanja in vprašalnike o rabi angleščine izven šolskega okolja pa sem razdelila tudi v slovenskih šolah in pridobljene rezultate primerjala z rezultati nizozemskih učencev. Izvedla sem tudi intervjuje s slovenskimi in nizozemskimi učitelji, saj sem želela raziskati njihov pogled na različne zunanje vplive pri učenju tujega jezika – angleščine. Z magistrsko nalogo sem želela raziskati vpliv izvenšolskega okolja na razvoj in znanje angleščine kot tujega jezika. Rezultati raziskave prispevajo k uzaveščenosti o pomenu izvenšolskega okolja pri učenju tujih jezikov. In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family background and media. I also write about the main differences and similarities of the Dutch and the Slovenian school system: when they start going to school, when they start with English lessons, how many English lessons they have per year, and the primary education English syllabus in both countries. There is also an overview of the main out-of-school factors that broaden the knowledge of English: watching TV, surfing the internet and non-dubbing of the TV shows. In the empirical part, I show the results of my research, which took place in May 2016 among 209 Dutch and Slovene pupils (ages of 11 and 12). A group of Dutch students the same age as Slovene pupils in the 6th grade took a standardized Slovenian national test of English from year 2015 (reading part, listening part and vocabulary part). They also answered a questionnaire about their out-of-school exposure to English. Slovene pupils took the same standardized Slovenian national test of English and answered the same questionnaire. Their results were compared to the results of the Dutch group. I made an interview with Dutch and Slovene teachers about their perspective on different out-of-school factors when learning English. My master’s thesis will help understand the importance of out-of-school exposure to English.

Pri poučevanju in učenju angleščine mora biti kulturna komponenta ključna pri načrtovanju pouka, cilj učenja tujega jezika pa mora biti razvita medkulturna zavest. Kulturne dejavnosti je treba vključevati sistematično in nepretrgoma, saj te dokazano pozitivno vplivajo na uspešen jezikovni razvoj učenca tujega jezika, hkrati pa razvita medkulturna zavest pomembno sooblikuje celosten vrednostni sistem posameznika ter mu omogoča vzpostaviti učinkovito komunikacijo, preseganje enega samega pogleda na svet, spoštovanje, strpnost med različnimi narodi ter integracijo v svet različnosti kultur. Za doseganje želenih učinkov sta ključni predvsem primernost učnih gradiv in vloga učitelja. Učitelji se morajo zavedati pomembnosti vključevanja kulturnih elementov pri pouku, imeti morajo pozitiven odnos tako do lastne kulture kot tudi kulture drugih ljudi ter dovolj znanja za primerno in posledično učinkovito vključevanje kulturnih vsebin pri pouku ter razvijanje medkulturne zavesti. Rezultati kvantitativne raziskave, v kateri je sodelovalo 100 slovenskih učiteljev angleščine v 2. triletju, so pokazali, da se učitelji zavedajo pomembnosti vključevanja kulture pri pouku tujega jezika ter učiteljeve vloge pri razvijanju medkulturne zavesti, vendar kulturo pri pouku vključujejo redko, le učitelji 6. razredov pogosto. Podatki so tudi pokazali, da učitelji vključujejo različne kulturne tehnike pri obravnavi kulturnih vsebin, kulturnim vsebinam v učbenikih (vključene so srednje pogosto) pa pripisujejo kar nekaj pomanjkljivosti (vsebine niso avtentične, niso vpete v kontekst, obravnavane so enostransko in pristransko, učbenik ne vzgaja v duhu kulturnega relativizma, ne vsebuje različnih angleških dialektov, ne reflektira učenčeve lastne kulture in ne ponuja priložnosti za razmislek o lastni kulturi), zato le-te dopolnjujejo z raznovrstnimi viri. Učitelji se pogosto soočajo s težavami in omejitvami pri kulturnih vsebinah, predvsem pri obravnavi vsebin, razvijanju in ugotavljanju napredka medkulturne zavesti ter pri poučevanju zapletenega sistema kulturnih navad, vrednot, načinov razmišljanja ter delovanja govorcev ciljne kulture. Rezultati so tudi pokazali, da večina učiteljev kulturnih vsebin ne vključuje takoj na začetku učenja tujega jezika, vsi učitelji pa navajajo učence na primerjanje lastne in tuje kulture. Podatki so tudi pokazali, da anketirani učitelji svoje znanje in usposobljenost za učinkovito vključevanje kulturnih vsebin in razvijanje medkulturne zavesti ocenjujejo kot srednje dobro in si želijo dodatnih strokovnih izobraževanj s tega področja. Učitelji so tudi ocenili, da učenci ne razvijejo medkulturne zavesti s pomočjo učbenika. In teaching and learning English as a foreign language in the 2nd cycle of primary school the cultural elements should be integral in planning foreign language instruction and the main aim of the foreign language learning should be developing intercultural awareness. Cultural activities should be included systematically and constantly, since they are proven to have a positive effect on different areas that are important for successful language learning. With intercultural awareness pupils develop the ability to communicate successfully, to understand their own culture better, to evaluate and refine generalization about target culture, to have positive attitudes toward foreign people and to accept the cultural diversity in the world. However, in order to achieve the desired effects, it is particularly important that the foreign language teachers have the right attitude towards cultural elements, are aware of the advantages of including culture and developing intercultural awareness in the lessons and at the same time have sufficient knowledge and adequate materials for the effective development of intercultural awareness. Providing adequate cultural elements within the coursebooks developed for foreign language teaching is crucial for the development of the intercultural awareness. The results of the quantitative research, which was attended by 100 Slovenian teachers of English as a foreign language in the 2nd cycle of primary schools, showed that teachers are aware of the cultural positive impact on pupils' language development and perceive a teacher’s role in developing intercultural awareness as important, however it was concluded that they include cultural elements in language learning rarely, only teachers of the 6th grade often. The research demonstrated that cultural elements are not as frequently included as they should be in most of the coursebooks. Furthermore, the obtained data showed that teachers in general use different procedures for teaching culture. Teachers find many limitations to cultural elements in coursebooks (contents are not authentic and are without context, coursebooks do not include different English dialects, do not reflect pupils' own culture, and do not promote cultural relativism), as a result, they are selecting additional diverse sources of cultural elements. The data also showed that teachers generally often face with restrictions while including culture in the classroom, mainly when introducing and explaining the target culture, developing and measuring pupils’ progression in intercultural awareness in when teaching a complex system of cultural beliefs, morals, customs, attitudes and behaviours of target culture speakers. Moreover, the results also showed that teachers in general do not include culture at the beginning of foreign language learning, however they all encourage reflection and comparison between the target culture and pupils’ culture. The results also showed that teachers in general rate their knowledge and skills for effective teaching cultural elements and developing intercultural awareness as medium, but not without shortcomings and want additional professional training in this field. To sum up, according to teachers, characteristics of cultural elements in coursebooks do not contribute to the development of the pupils’ intercultural awareness.

Raba maternega jezika pri poučevanju tujega je bila in je še vedno sporna pri mnogih učiteljih. Mnenja teoretikov o tem so deljena. V zadnjem času prevladuje trend premišljene uporabe materinščine pri tujejezikovnem poučevanju. Primeri uporabe maternega jezika niso opredeljeni. Odločitev, kdaj uporabljati slovenščino pri poučevanju tujega jezika, je v celoti prepuščena učiteljem, ki presodijo, ali jo bodo uporabljali ali ne, glede na vsebino poučevanja in potrebe učencev. V tuji literaturi lahko zasledimo mnogo raziskav te teme. Večina jih zajema področja, ki se navezujejo na pogostost in primere uporabe maternega jezika pri pouku, ter mnenja učiteljev o njegovi uporabi pri tujejezikovnem poučevanju. V empiričnem delu sem z anketo, v katero je bilo vključenih 87 učiteljev 2. triletja, raziskovala zaznave in stališča učiteljev o njihovi uporabi slovenščine pri poučevanju angleščine. Podatke sem podkrepila z opazovanjem, v katerem je sodelovalo 7 učiteljev 4. razreda. Ugotovila sem, da večina učiteljev pri poučevanju tujega jezika uporablja slovenščino, količina uporabe pa se med posameznimi učitelji razlikuje in je nekoliko nad povprečjem priporočene mere po mnenju Atkinsona (1987) in Tanga (2002). Učitelji se zavedajo tako pozitivih kot negativnih vidikov uporabe maternega jezika, znane pa so jim tudi težave pri uporabi samo tujega jezika. Najpogostejša strategija, ki jo uporabljajo, da se izognejo uporabi materinščine, je uporaba vizualnih pripomočkov. Približno četrtina učiteljev bi želela, da bi učni načrt predpisal uporabo slovenščine pri poučevanju angleščine, približno dve tretjini učiteljev bi si želeli dodatnih izobraževanj na to temo. The use of mother tongue in foreign language teaching has been discussed and highlighted as controversial in language teaching theory and practice for many years now. Nowadays, research and theory advocates that the mother tongue should be incorporated by teachers in foreign language learning. However, the use of mother tongue should be judicious, systematic and selective. The ways of how to use the mother tongue are not prescribed, but it is the teachers’ job to decide when and how to use it. There is much research in foreign literature on this topic and most of them try to find out how frequent and for what purposes teachers use first language, as well as their opinions about it. My research was conducted with the help of 87 teachers in the second triad of primary school. The research tool was a questionnaire. Additionally, I compared the questionnaire findings with the classroom reality through classroom observations. I observed 7 teachers, teaching in the fourth grade. The aim of my study was to find out teachers’ perceptions and attitudes towards the use of mother tongue. The majority of teachers who participated in the survey reported the active use of the mother tongue. The amount of it differs from teacher to teacher and it is beyond the amount suggested by Atkinson (1987) and Tang (2002). Teachers are aware of positive and negative impact of the use of the mother tongue on foreign language learning and the problems occurring when using only foreign language. The most common strategy teachers use to avoid the use of mother tongue is the use of visual aids. A quarter of all teachers wished that the English syllabus would prescribe the use of mother tongue in foreign language teaching and approximately two-thirds of the teachers would like to participate in seminars regarding this topic.

Velja splošni rek, da se učimo vse življenje, velikokrat tudi nezavedno. Ravno na tak način lahko pričnemo z učenjem tujega jezika. Učenje angleščine se začenja že ob vstopu v osnovno šolo – kot neobvezni izbirni predmet v 1. razredu in kot obvezni predmet v 2. razredu (od šolskega leta 2016/2017 naprej), neformalno pa že veliko prej. Nekaj povsem običajnega je dnevno srečevanje s tujimi jeziki. Za dobro znanje tujega jezika sta dve uri na teden v šoli občutno premalo. Zelo malo podatkov pa najdemo o tem, koliko so učenci dejansko izpostavljeni tujemu jeziku izven pouka. Danes so digitalni mediji in internetna povezava prisotni skoraj vsepovsod, tovrstne vsebine so dostopne skoraj vsakomur. Ponujene so nam razširjene sheme televizijskih programov (tako tujih kot domačih) in od staršev velikokrat slišimo, da njihov otrok gleda risanke na angleškem televizijskem programu. Pri tem posluša naravnega govorca in enostaven jezik, ki je podprt z vizualno podporo. V magistrski nalogi me je zanimalo, ali lahko spremljanje angleškega programa (brez sinhronizacije in slovenskih podnapisov) pozitivno vpliva na slušno razumevanje učencev v 5. razredu osnovne šole. To sem preverila z anketnim vprašalnikom in standardiziranim testom slušnega razumevanja. V raziskavo sem zajela 193 učencev 5. razreda iz šestih različnih osnovnih šol. Ugotovila sem, da učenci več časa preživijo pred televizijskimi ekrani ob koncu tedna. Statistična analiza je pokazala, da so učenci, ki gledajo več angleškega televizijskega programa, dosegli več točk na standardiziranem testu slušnega razumevanja. Večina učencev meni, da gledanje angleškega TV-programa dobro vpliva na njihovo znanje tujega jezika. Učenci, ki jim gledanje TV-programa v angleščini ni všeč, so na testu dosegli slabše rezultate. There’s a general belief that we learn throughout our lives, often even subconsciously. This is precisely the way we can start learning a foreign language. Learning English language starts upon entering elementary school – as an optional elective course in the first grade and as a compulsory subject in the second grade (from school year 2016/2017 onwards), and informal learning of the language much earlier than that. Daily encounters with foreign languages are quite ordinary. Two hours per week in schools is noticeably too little to learn a foreign language well. We can find very little information about students’ exposure to foreign languages outside the classroom. Today, digital media and the Internet are present almost everywhere and such content is accessible to almost anyone. We are offered a great variety of television programs (both in foreign and native language) and parents often tell us that their children watch cartoons on English television channels. By doing so, they listen to a native speaker and are exposed to simple language that is supported with visual support. In the master thesis I wanted to investigate whether watching an English television program (without dubbing or subtitles in the Slovenian language) positively affects the listening skills of students of the fifth grade of elementary school. I have done the research with a questionnaire and a standardized listening comprehension test. 193 fifth graders from six different elementary schools were included in the research. I have found out that students spend more time in front of the television screen at the end of the week. Statistical analysis showed that students who watch more television programs in English, achieved more points at the standardized listening comprehension test. Most students think that watching English television programs has a good influence on their language skills. Students who don’t like watching television in English achieved fewer points on the test.