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Research papers, an essential vehicle for disseminating new knowledge and findings, have long been valued for their linguistic objectivity and impersonality. However, more recent approaches to research paper writing suggest that authors should also take an "argumentative position" (White, 2003) by projecting their stance and encouraging the readers to actively engage in the process of reading and evaluating the text (Hyland, 2005 Scollon, 1994). An important linguistic feature, frequently employed for both objective and subjective presentation of claims, is modality and within it modal verbs, which through their modal meanings express different communicative functions. In recognition of genre- and discipline-specific norms, the present paper will focus on quantitative and qualitative analysis of modal verbs and their meanings and functions in logistics research papers, whereby the ultimate goal is to show what practical implications the study's results may have for the teaching of English to students of logistics.

Wieden and Nemser (1991) carried out a study investigating the development of pronunciation of English as a foreign language in Austria. One of the main issues in this research was L1 dialect interference. Individual studies have proven that the pronunciation of a second (L2) or foreign language (FL) is not influenced only by the standard variety of the first language (L1), but also by the L1 dialect of the speaker's place of origin (Karpf et al. 1980). Wieden and Nemser's study wished to prove this on a larger scale. A similar study was carried out also for Slovenia (Jurančič Petek 2007). Contrastive analysis (CA) of the Slovene Standard pronunciation and English was performed as well as that of the sound systems of individual Slovene dialects and the English one. Error analysis (EA) of the obtained results showed that L1 dialect interference did not occur in the instances predicted by contrastive analysis however the study in itself did prove the existence of such influence ("magnet effect" in vowels). Wieden in Nemser (1991) sta v Avstriji izvedla nacionalno raziskavo o razvojnem značaju izgovorjave angleščine kot tujega jezika. Eden glavnih ciljev raziskave je bil vpliv prvega jezika (ali dialekta). Posamezne znanstvene raziskave so pokazale, da na izgovorjavo drugega ali tujega jezika (TJ) ne vpliva le standardna varianta materinščine, temveč tudi dialekt območja, iz katerega govorec/ učenec izvira (Karpf et al. 1980). Raziskava, ki sta jo izvedla Wieden in Nemser naj bi to dokazala na vsej avstrijski populaciji. Podobna raziskava je nastala tudi za območje Slovenije (Jurančič Petek 2007). V njej je bila izvedena kontrastivna analiza slovenske knjižne izgovorjave in angleščine ter tudi analiza glasovnih sistemov slovenskih narečij v primerjavi z angleškim. Sledila je analiza napak, ki je pokazala, da se vpliv narečij materinščine ni pokazal tam, kjer ga je predvidela kontrastivna analiza, je pa raziskava dokazala, da takšen vpliv obstaja ("magnetni učinek" v samoglasnikih).

Komunikacija je kakršnokoli verbalno ali neverbalno vedenje, ki ga zazna neka druga oseba. Namen magistrske naloge je proučiti komunikacijski proces v šoli in v povezavi s komunikacijo proučiti učenje angleškega jezika ob študiju relevantne strokovne literature in raziskati, kako poteka poučevanje angleškega jezika v šoli. Cilji magistrske naloge so proučiti modele komunikacijskega procesa v šoli oblike komunikacije komunikacijske kompetence učitelja zgodovino učenja tujih jezikov. V magistrski nalogi je bila izvedena raziskava z namenom raziskati, kako poteka poučevanje angleškega jezika v šoli. Za raziskavo je bila uporabljena kvantitativna metoda dela – anketa. Anketiranje je potekalo elektronsko preko odprto kodne aplikacije za spletno anketiranje 1ka.si. V raziskavi je bilo vključenih 43 učiteljic tujega jezika iz goriških osnovnih šol. Starostna struktura anketiranih se giblje od 31 do 55 let. Največ, kar 35 anketiranih, ima končano univerzitetno izobrazbo. Največ, kar 10 anketiranih, ima 21 let delovne dobe. Iz rezultatov je razvidno, da učitelji/učiteljice pri pouku, da bi si učenci snov hitreje zapomnili, pogosto uporabljajo gibanje – neverbalno komunikacijo. Zaključimo lahko, da je verbalna komunikacija enakovredna neverbalni komunikaciji. V 65,1 % dobijo učitelji od učencev pričakovane informacije. Učiteljeva vloga pri poučevanju angleškega jezika je zelo pomembna v 51,2 % in pomembna v 48,8 %. Nihče od učiteljev ni izrazil mnenja, da njegova vloga pri učenju angleškega jezika ni pomembna ali je srednje pomembna. 81,4 % anketiranih meni, da imajo učni materiali pomembno vlogo pri poučevanju angleškega jezika. Vsi anketirani trdijo, da ima uporaba gibalnih iger, pesmi, zgodb in predstavitev besedišča pri pouku prednosti pri poučevanju. Communication is any kind of verbal or non-verbal behaviour perceived by another person. The purpose of the master's thesis is to study the communication process at school and, in connection with communication, to study the learning of the English language with the help of relevant professional literature and explore how the teaching of English is conducted at school. The goals of the master's thesis are to study the models of the communication process at school forms of communication teacher's communication competence the history of learning foreign languages. In the master's thesis, a survey was conducted to investigate how English language teaching is implemented in school. A quantitative method of work – a survey- was used to perform the study. The survey was conducted electronically via an open source application for online survey 1ka.si. The study included 43 foreign language teachers from Goriška elementary schools. The age structure of the respondents varies from 31 to 55 years. 35 respondents completed university education and 10 respondents have 21 years of service. The results imply that teachers frequently use movement- non-verbal communication so that the pupils remember learning material more quickly. We can conclude that verbal communication is equivalent to non-verbal communication. Teachers receive information they expect from students in 65.1% of cases. The teacher's role in teaching English is very important in 51.2% of cases and important in 48.8%. None of the teachers` opinion was that his role in learning English language is not important or is of medium importance. 81.4% of respondents surveyed said that teaching materials play an important role in teaching English. All respondents argue that the use of motion games, songs, stories, and vocabulary presentation are a great advantage of teaching a language.

V magistrski nalogi smo predstavili različne vidike psiholingvistike, ki se ukvarja prav s prejemanjem, procesiranjem in tvorjenjem jezika v možganih. V teoriji smo zajeli tudi osnove fonetike in fonologije in opise glasov ter procesov, pomembnih za našo raziskavo. Naslonili smo se na raziskave dr. Klementine Jurančič in dr. Rastislava Šuštaršica, ki sta vodilna raziskovalca angleške fonetike na slovenskih tleh. Postavila sta temelje izgovarjave angleščine pri Slovencih, ki so bili teoretično izhodišče magistrske naloge. Ker je naša raziskava bazirala na branju teksta, smo se v teoretičnem delu ukvarjali tudi s temo glasnega branja. V magistrski nalogi se nismo ukvarjali z vsemi angleškimi fonemi, temveč smo se osredotočili na nekatere soglasnike in procese, pri katerih sodelujejo. Ugotovili smo veliko različnih pomembnih novosti, ki jih je mogoče raziskovati vnaprej in ki nam dajejo pomemben vpogled v govor naših študentov. Glavni cilji naše magistrske naloge so bili smiselnosti teoretičnih problemov/vidikov fonetike in fonologije pri študiju angleškega jezika v Sloveniji ter njenega poučevanja. Tukaj se je smiselno vprašati, koliko časa je dovolj, da študentom predstavimo fonetiko in fonologijo, da jo razumejo, znajo in ponotranjijo. Glede na to, da je govorjeni jezik prvi stik pri spoznavanju novih ljudi, je v tujem okolju izgovarjava angleščine izjemnega pomena, sploh za študenta angleškega jezika, kaj šele za bodočega profesorja angleščine, ki želi svoje znanje predajati mladim umom.. Angleška fonetika in fonologija je izjemno pomemben predmet, ki ga študentje angleškega jezika spoznajo v prvem letniku. Zaradi tega s to magistrsko nalogo iščemo načine, kako lahko teoretični del predmeta fonetike infiltriramo v praktični del, da bi se študentje pri predmetu čim več naučili in uporabili svoje znanje fonetike v vsakdanjem življenju. Zaradi kompleksnosti fonetike in fonologije je treba najprej raziskati dejansko znanje študentov angleščine Univerze v Mariboru. V magistrski nalogi smo raziskovali angleško izgovarjavo 20 študentov UM, prvega letnika 1. stopnje bolonjskega sistema, smeri Angleški jezik in književnost. Nekaj smernic, na katere smo bili med našo raziskavo posebej pozorni, smo dobili iz prejšnjih raziskav dr. Klementine Jurančič in dr. Rastislava Šuštaršica, ki sta naša vodilna raziskovalca angleške fonetike. Študentom smo pripravili dva različna teksta, in sicer odlomek iz pravljice Piskač iz Hamelina in odlomek iz zgodovinske monografije. Prvi tekst, ki je bil zgodovinska monografija, je vseboval nekaj besed, ki jih v prostem govoru zelo redko zasledimo, zato smo ga klasificirali kot težek tekst. Drugi tekst smo označili za lahkega zaradi enostavnega in vsem znanega besedišča iz pravljice. Med obdelavo rezultatov smo uporabili program SPSS, ki nam je z Paired Samples T-Test pokazal zanimive rezultate. Na tem mestu moremo opozoriti na majhen vzorec sodelujočih (dvajset študentov). Test je pokazal, da so odstopanja med lahkim in težkim tekstom minimalna, kar pomeni, da so študenti, ki so imeli dobre rezultate na lahkem tekstu, prenesli znanje na težek tekst. Le temu rečemo govorne navade ali po angleško “speech habits. Pri tem enakem testu, pa so se nam pokazala tri odstopanja, ki so se nagibala v eno ali drugo smer torej v prid težkemu ali lahkemu tekstu. Zreducirana zvenečnost v začetnih soglasniških sklopih (z izjemo aspiracije) (60% mean v prid tekstu 1) je imel eno besedo (flowers) za glas /l/ in dve (izmed treh) za /r/, zreducirana zvenečnost v končnem soglasniškem sklopu (aritmetična sredina/povprečje/mean 22% v prid tekstu 2) je imel le en reprezentativni glas za process (/b/), in variante morfemov (44,5% v prid tekstu 2) so imeli neenakomerno porazdeljene besede, kjer so se lahke besede ponavljale ( beseda rats tudi 7 krat. Poleg tega ne moremo čez dejstvo, da je pri glasnem branju vključen stres in vsi ostali procesi, ko beremo v tujem jeziku. The MA thesis researches the correct English pronunciation of two read texts. One text is taken from a fairy tale and is therefore considered an easy text to read, the second text is taken from a historical monograph, with specific historic names and dates, and is therefore considered a difficult text. The respondents in the research are first year BA students of English who had not yet become familiar with the course English Phonetics. I will be focusing on the pronunciation difficulties of RP consonants and vowels focusing on aspiration and devoicing. The experiment included materials gained at the end of the course English Phonetics in order to establish whether the students’ pronunciation had improved or not, and how. We have focused specifically on pronunciation of the English language in Slovenia. There are already some known mistakes Slovenians make in their pronunciation of words in English. They are listed in literature which proved beneficial also for this study. Paired Samples T-Test showed some interesting results for our research. We have to take into account that we had a very small sample (20 students). All the percentages were such that we can draw the conclusion that students that did well on the easy text, did almost equally well on the difficult text. We can draw parallels here because of the speech habits, which should be the same in any type of text. The additional problem could also be the unequal representation of the words relating to processes. Some processes had only 3 words where the sound was represented and the other processes had more (10+), which makes them more reliable. Devoicing in initial clusters (aspiration excluded) (60% mean in favour of text 1) had one (flowers) for the sound /l/ and two (from and three) for /r/, devoicing in final clusters (mean 22% favour of text 2) had only one representative sounds for the process (/b/), and allomorphs (44,5% mean favour of text 2) had an unequal representation pattern of easy and difficult words (more repetitive easy words as “rats”- 7 times per text). On the other hand, we have to take into account all of the stress and the mind process that goes on in our brain as we read out loud in the second language. As we could see with all the word transformations, the students have similar speech habits, but they adjust the words they do not recognize.

In the thesis we write about English as a global language and the process of teaching it using a special in-company method. Learning a language differs from person to person, and even more from adults to children. When it comes to teaching English as a foreign language, we can use different approaches and methods, from conventional to alternative ones. There are many ways for people to learn a foreign language – it can be by themselves using different books, audio-visual material or apps, or by taking classes with an English teacher. Browsing through numerous job ads for English teacher vacancies one can easily notice there is a preference of native speaking teachers. Why are native speakers, that potentially do not even have any teaching certificates, more valued than non-native teachers with pedagogical background? Spain is one of the countries where English is not vastly spoken a situation which in the past few years have been slightly changing for the better as more and more people sign up for English courses to learn English for different purposes (most common are work, travelling or themselves). One of the companies that offer English courses all over Spain is Vaughan Systems where teaching evolves around an autonomous method developed by an American, Richard Vaughan. In the thesis we introduce the method and Vaughan teachers’ opinion on it regarding their workload, pedagogical background and textbook assessment and comparing the results based on the teachers’ native speaker status and the time they have been working for the company. Magistrsko delo z naslovom Uporaba metode Vaughan pri poučevanju angleščine kot tujega jezika v Španiji se osredotoča na tematiko neformalnega izobraževanja na področju angleškega jezika v podjetju Vaughan Systems. Gre za podjetje, ki ima po celotni Španiji razpleteno mrežo delegacij, kjer nudijo ure angleščine (individualne, skupinske, za odrasle, za otroke itd.). V magistrskem delu pišemo o angleščini kot o globalnem jeziku in o procesu poučevanja le-tega z uporabo avtohtone Vaughan metode. Učenje jezika se razlikuje od osebe do osebe, še več razlik je opaznih v učnem procesu med otroci in odraslimi. Pri poučevanju angleškega jezika se lahko poslužujemo različnih pristopov in metod, vse od konvencionalnih do bolj alternativnih. Poznamo več načinov, kako se posamezniki lahko učijo tujega jezika – učnega procesa se lahko lotijo sami s pomočjo priročnikov, avdio-video materiala, raznoraznih aplikacij, ki so na voljo za uporabo na mobilnih napravah, ali s pomočjo kontaktnih ur z učiteljem angleščine. Španija je ena izmed redkih evropskih držav, kjer znanje (in pogovorno znanje) angleščine doslej ni bilo tako razširjeno v zadnjih letih se je začela situacija obračati na bolje, saj vse več ljudi potrebuje ažurno znanje angleščine bodisi za službene in poslovne namene, potovanja, bodisi za lastno osebnostno rast. Brskajoč med oglasi za prosta delovna mesta poučevanja angleščine je težko prezreti dejstvo, da daje večina delodajalcev prednost učitelju, katerega materni jezik je angleščina, ne glede na to, da ima morda učitelj, ki obvlada angleščino kot svoj drugi ali tuj jezik na visoki ravni, več kvalifikacij za poučevanje. V teoretičnem delu smo se osredotočili na že objavljena literarna dela glede učenja in poučevanja jezika. Zanimalo nas je, kako se učenje jezika prične, kako je z učenjem jezika v dobi odraslosti in kako poučevati različne komponente jezika (slovnica, besedišče, izgovorjavo itd.) ter kako se lotiti poučevanja odraslih. Pomemben del naloge predstavlja tudi teoretično izhodišče statusa naravnega govorca (t.i. »native speaker«) angleščine oz. pomanjkanje le-tega ter vpliv statusa na pojmovanje kakovosti učitelja. V drugem delu naloge smo se lotili predstavitve podjetja Vaughan Systems ter metode, ki je središče ur angleščine v omenjenem podjetju. V empiričnem delu smo skušali raziskati mnenje učiteljev, zaposlenih v podjetju Vaughan Systems glede metode poučevanja, delovne obremenjenosti, pedagoške izobrazbe in ocenitve kakovosti učbenikov, ki se uporabljajo pri urah. Dobljene rezultate smo nato dodatno analizirali glede na status naravnega govorca učiteljev in čas trajanja zaposlitve v podjetju. Čeprav se uporaba metode Vaughan lahko zdi ponavljajoča, nikakor ni monotona – zmanjša samo razlago in daje bistven pomen dejanski uporabi angleščine. Gre za metodo, ki »takoj preide k bistvu z zelo majhnim deležem razlage slovnice« (Navarro Romero, 2011). Med učitelji, ki so zaposleni pri Vaughan Systems so tako tisti, katerih materni jezik je angleščina kot tudi tisti, ki so se angleščine priučili kot drugega jezika in jo obvladajo na ravni naravnega govorca (t.i. native speaker). Medgyes (Medgyes, 1986) je zapisal, da je sposobnost nenaravnih govorcev omejena in da se lahko le približajo nivoju naravnih govorcev, ampak ga nikoli ne bodo zmogli popolnoma osvojiti. V nalogi smo tako raziskovali tudi, ali obstaja povezava med naravnimi govorci angleščine in večjo kakovostjo ur ter manjšo delovno obremenjenostjo v primerjavi s kolegi, ki so se angleščine priučili kasneje. Ena izmed ključnih sestavin uspešne učne ure je dober učni načrt – pri tem smo želeli preveriti, ali naravni govorci porabijo manj časa za načrtovanje učnih ur kot njihovi kolegi, kar smo zapisali v obliki ene izmed hipotez na podlagi Medgyeseve trditve, da nenaravni govorci velikokrat občutijo nelagodje ob uporabi angleščine, kar poskusijo nadoknaditi z dodatnimi pripravami in podrobno zastavljenim učnim načrtom. Zastavljena hipoteza je bila zavrnjena

Discussions about formative assessment and advantages that it brings to the classroom are becoming more frequent. It is a new, authentic approach that allows pupils to acquire more permanent knowledge and integrate them into the educational process. In the theoretical part, we described the meaning of formative assessment and what the key elements of formative assessment are, as well as advantages and possible weaknesses that it brings to the classroom. The key elements of formative assessment are the purposes of learning, where goals and performance criteria are decided, portfolio, where we described the positives of using a portfolio, feedback, where the importance and the necessity of a good feedback is explained, and assessment and evaluation, where self-evaluation and peer evaluation are included. In the empirical part, we described a case study that we conducted, where we interviewed eight elementary English teachers from Podravje region and asked them what they think about formative assessment, how they integrated it into their teaching, and how using formative assessment has changed their teaching. Formative assessment has become a current topic at study groups for teachers in the last couple of years, so there are not any surprising results yet. The teachers that we interviewed use just some aspects of formative assessment because for the full use of formative assessment they most frequently mention the lack of time. As any other novelty, formative assessment needs time to integrate in our educational system and reach a place that it deserves. Teachers think that introducing formative assessment at an early stage of education should be better and that the pupils would be prepared for this kind of teaching and learning, and the learning would only get easier with years. Teachers are also enthusiastic about the principle on which formative assessment works, and believe that this way pupils can achieve better and long lasting knowledge. Vse več je govora o formativnem spremljanju znanja in prednostih, ki jih prinaša v razred. To je nov izviren pristop, ki omogoča trajnejše učenje za učence in jih vključi v proces izobraževanja. V teoretičnem delu smo opisali, kaj sploh pomeni formativno spremljanje znanja, kateri so ključni elementi formativnega spremljanja in katere so prednosti ter možne slabosti, ki jih formativno spremljanje prinese v razred. Med ključne elemente spadajo nameni učenja, kjer se določijo cilji in merila uspešnosti, listovnik (portfolijo), kjer je opisano, kakšne so prednosti uporabe listovnika, povratna informacija, kjer razložimo, zakaj je sploh pomembna in potrebna, in preverjanje ter ocenjevanje znanja, kamor spadata tudi samo-ocenjevanje in medvrstniško ocenjevanje. V empiričnem delu smo naredili študijo primera. Intervjuvali smo osem osnovnošolskih učiteljev angleščine iz Podravja in jih vprašali, kaj menijo o formativnem spremljanju, kako ga vključijo v svoje poučevanje in kako se jim je delo z uporabo formativnega spremljanja spremenilo. Formativno spremljanje je komaj v zadnjih par letih postalo aktualna tema na študijskih skupinah in zato ni bilo presenetljivih rezultatov. Intervjuvani učitelji po večini uporabljajo le segmente formativnega spremljanja, saj za strogo formativno spremljanje največkrat omenjajo pomanjkanje časa. Kot vsaka novost bo tudi formativno spremljanje rabilo čas, da se ustali v našem izobraževalnem sistemu in doseže mesto, kot si ga zasluži. Učitelji so mnenja, da je tak način učenja in poučevanja potrebno uvajati že v zgodnjem obdobju, da učence postopoma pripravimo in tako z leti postane učenje lažje. Nad principom delovanja formativnega spremljanja so učitelji navdušeni in verjamejo, da lahko učenci na tak način dosegajo boljše in trajnejše znanje.

The master’s thesis considers the influence of Styrian and Upper Carniola dialect on the pronunciation of English of Slovene students. Various factors influence the Slovene students’ pronunciation of English. The influence of mother tongue on the Slovene students’ pronunciation of English has been firmly established. However, it is only logical to think that dialect also has an important influence on the Slovene students’ pronunciation of English. The purpose of the research is to determine the influence of Styrian dialect and Upper Carniola dialect on the pronunciation of English of Slovene students. The master’s thesis strengthens the evidence for dialect influence, observes the extent of dialect influence in both dialect areas, determines in which area the dialect influence on the pronunciation of English is more visible and identifies the reasons for such influence. The research employs various research methods. Contrastive analysis is used to compare the sound systems of Upper Carniola and Styrian dialect with the sound system of British English. Based on the findings of the contrastive analysis words are chosen and organised in a test which is used for obtaining samples for analysis. Fieldwork is then carried out. Auditory analysis of samples includes listening to audio material and producing phonemic transcriptions, which concludes with statistical analysis of data. The results show that both Upper Carniola and Styrian dialect significantly influence the pronunciation of English of Slovene students. Dialect influence is slightly more prevalent in the Styrian dialect region, especially in the case of RP English /e/ and /ʊ/. Slovene students of English speak interlanguage and their interphonology rules mostly stem from English phonological rules. Magistrsko delo preučuje vpliv štajerskega in gorenjskega narečja na izgovorjavo angleščine slovenskih učencev. Magistrsko delo obravnava teoretična izhodišča protistavnostne analize in uporabnosti le-te pri poučevanju tujega jezika. Pomembno vlogo pri poučevanju tujega jezika ima tudi analiza napak. Magistrsko delo natančneje obravnava tudi slovenska narečja. Najprej je opisan nastanek slovenskega jezika, čemur sledi navedba različnih načinov klasifikacije slovenskih narečij. Nadalje so opisane njihove glavne značilnosti, s podrobnejšim prikazom fonoloških značilnosti gorenjskega in štajerskega narečja.V magistrskem delu smo uporabili različne metode. S protistavnostno analizo smo primerjali zvočne sisteme gorenjskega in štajerskega narečja z zvočnim sistemom britanske angleščine. Slednji je je bil uporabljen zato, ker se uporablja pri pouku tujega jezika angleščine v slovenskih osnovnih šolah. Cilj protistavnostne analize je bil napovedati področja, na katerih bodo slovenski učenci angleščine najverjetneje naleteli na težave z izgovorjavo zaradi svojega narečja. Na podlagi ugotovitev smo izbrali besede, iz katerih smo izoblikovali test. Tega smo v okviru terenskega dela uporabili za pridobivanje vzorcev. Sledila je slušna analiza dobljenih zvočnih posnetkov, njihova transkripcija in statistična analiza podatkov. Vpliv štajerskega in gorenjskega narečja na izgovorjavo angleščine slovenskih učencev je viden v odgovorih učencev za angleške samoglasnike /e/, /æ/, /ɒ/, /u:/, /ʊ/. Vpliv narečja na izgovorjavo je viden pri obojih, vendar pa je nekoliko bolj izrazit na Štajerskem.

English language has become the international language of communication. It is being used in almost every company therefore the need for English-speaking staff is increasing. Making learners speak and actively participate in order to practice and improve their speaking skills is one of the hardest tasks for a teacher. Children learn best through play, but it is also adults that learn best when stimulated by different activities that put them in authentic situations. The purpose of this thesis is to find the importance and the effect that well-structured activities have on adult-learners’ speaking skills and to what extent they contribute to their level of proficiency of the English language. The theoretical part of this thesis contains information on what affects adult’s learning of a foreign language, and approaches of teaching them. There are methods presented on how to encourage learners to speak and actively participate. It is explained how to deal with adult-learners’ errors in the most productive way and how to teach pronunciation. As the red thread of this research, there are activities listed that actively engage and motivate learners to speak. In the empirical part there are nine activities presented that were applied when teaching two courses, the beginner’s course (ten participants) and the advanced course (ten participants), during the period of one year. The research was conducted to see how these activities affected twenty learners’ speaking skills, which of the activities were the most motivating for them and which helped develop their speaking skills, while dividing between beginner learners and advanced learners. Another point of the research was to see which activities helped learners remember new vocabulary for a longer period of time. The research results are then analyzed and the improvement of learners’ speaking skills is described, while the important findings are summarized at the end of the thesis. Angleščina je postala mednarodni jezik za komunikacijo. Uporablja se v skoraj vsakem podjetju, torej potreba po angleško govorečih zaposlenih narašča. Pripraviti učence h govorjenju in k aktivnemu sodelovanju, da bi vadili in izboljšali govorne sposobnosti, je ena najtežjih nalog za učitelja. Otroci se najbolje učijo skozi igro. Vendar so tudi odrasli pri učenju uspešni, ko so stimulirani z različnimi aktivnostmi, ki jih postavijo v avtentične situacije. Namen tega magistrskega dela je raziskati pomembnost in učinek, ki ga imajo dobro strukturirane aktivnosti na odrasle, učeče tujega jezika, in do kolikšne mere le te prispevajo k nivoju njihovega znanja tujega jezika. Teoretični del magistrskega dela vsebuje informacije o tem, kaj vpliva na učenje tujega jezika pri odraslih, ter prikazati pristope pri poučevanju. Predstavljene so metode, kako spodbujati učence h govorjenju in k aktivnemu sodelovanju. Razloženo je, kako se soočiti z odraslimi učenci na najbolj produktiven način ter kako učiti izgovorjavo. Rdeča nit raziskave so aktivnosti, ki aktivno vključujejo ter motivirajo učence h govoru v angleškem jeziku. V empiričnem delu je predstavljenih devet aktivnosti, ki so bile uporabljene pri poučevanju dveh tečajev, začetni (deset udeležencev) in nadaljevalni tečaj (deset udeležencev), v obdobju enega leta. Raziskava je bila izvedena, da bi videli, kako so te aktivnosti vplivale na dvajset odraslih učencev. Dodaten predmet raziskave je bil ugotoviti, katere aktivnosti so pomagale učencem, da so si novo besedišče zapomnili za dlje časa. Rezultati raziskave so analizirani in opisan je napredek v učenčevih jezikovnih sposobnostih, medtem ko so pomembne najdbe povzete on koncu magistrskega dela.

The main subject of my master’s thesis is to discuss the topic of English tenses and their relation to time. In order to develop a clearer understanding of the topic, four tenses (the Present simple, Present Continuous, Past simple and Past continuous) that were later used for the analysis in the empirical part, and the time and tense differences were presented theoretically. All four tenses were thoroughly described and supported with examples. For the empirical part and further analysis, the following books were used: The Front by Patricia Cornwell, In the Company of the Courtesan by Sarah Dunant, and The Rule of Four by Ian Caldwell and Dustin Thomason. With the help of these novels, the use of tenses and their compatibility with time were analysed. Special focus was put on dramatic present. We wanted to see if the time and tense in the stories were compatible and what happened with the reader’s perception if other tenses, especially the Past simple, were used. The results have shown that all three novels are mainly written in the Present Simple regardless of the time when the story happened. Such story where dramatic present is a predominant tense is given more sense of drama and acts more vividly. For this reason, the reader is not aware of the real time of the happening. Their perception is deceptive because time and tense are not consistent. Osrednji predmet raziskovanja magistrskega dela je področje angleških slovničnih časov. Za boljše razumevanje celotne teme smo v teoretičnem delu naloge podrobneje predstavili štiri slovnične čase (Present simple, Present continuous, Past simple in Past continuous), ki so v empiričnem delu uporabljeni kot del analize, ter razliko med časom kot slovnično kategorijo in časom kot dojemanjem realnosti. Raziskovalni del temelji na treh izbranih angleških delih: The Front od Patricie Cornwell, In the Company of the Courtesan od Sarah Dunant in The Rule of Four od Iana Caldwella in Dustina Thomasona. S pomočjo teh romanov smo analizirali rabo slovničnih časov in njihovo ujemanje z dejanskim časom, poseben poudarek pa je na pripovednem sedanjiku. Z raziskavo smo želeli ugotoviti, ali sta dejanski čas in slovnični čas kompatibilna in kaj se zgodi z bralčevim dojemanjem, če so uporabljeni tudi ostali slovnični časi (še posebej Past simple). Rezultati empiričnega dela kažejo na to, da so vsi trije romani napisani pretežno v Present simplu ne glede na dejanski čas, v katerem se zgodba odvija. Dogajanje v zgodbi, kjer je navadni sedanjik (v angl. dramatic present) prevladujoč čas, je bolj dramatično in deluje živahnejše, zato bralec ni pozoren na realni čas dogajanja. Njegovo dojemanje zgodbe je varljivo, saj realni čas dogajanja in čas kot slovnična kategorija nista kompatibilna.

For early foreign language learning, it is typical that it is carried out in a dynamic, varied and child-friendly way. This means that there is a wide variety of media used in these lessons, which enrich the learning process and make learning more efficient and, most importantly, more interesting for the students. One of the many media is also didactic games, which is being used more and more in practice. Due to the actuality of the topic of didactic games, the purpose of this Master’s thesis is to analyze didactic games in selected coursebooks for English in the fourth grade of primary school. In the theoretical part the terms “(child’s) play”, “game” and “didactic game” are defined, based on the technical literature. The importance of child’s play for the development of children and the significance of games in the educational process are presented. Numerous types of didactic games are listed and presented, along with their use in the classroom. Furthermore, the term “coursebook” is defined and the importance of its role in the educational process illustrated. At the end of the theoretical section, the requirements for coursebook design are presented and the characteristics of a quality coursebook listed. In the empirical section of the thesis, the analysis that was carried out based on the selected coursebooks is presented. The research shows that there is a small share of didactic games in the selected coursebooks and that language games and communicative games prevail. The majority of games are intended for practicing vocabulary, speaking and listening. The research also reveals that didactic games encourage all forms of work (individual work as well as pair work and group work). Za zgodnje učenje tujega jezika je značilno, da le-to poteka na razgiban, raznolik in otrokom prijazen način. To pomeni, da se v samih učnih urah uporabljajo najrazličnejši mediji, ki popestrijo sam pouk in naredijo učenje učinkovito in predvsem zanimivo za učence. Eden izmed mnogih medijev so ravno didaktične igre, ki so v praksi uporabljene vedno pogosteje. Zaradi aktualnosti teme o didaktičnih igrah je namen magistrskega dela analizirati didaktične igre v izbranih učbenikih za angleščino v četrtem razredu osnovne šole. V teoretičnem delu naloge so na podlagi strokovne literature opredeljeni pojmi »(otroška) igra«, »igra« in »didaktična igra«. Predstavljen je pomen otroške igre za razvoj otrok in pomen iger v izobraževalnem procesu. Našteti in predstavljeni so številni tipi didaktičnih iger ter njihova uporaba pri pouku. Prav tako je opredeljen pojem »učbenik« in prikazana je pomembnost njegove vloge v izobraževalnem procesu. Na koncu teoretičnega dela so predstavljene zahteve za oblikovanje učbenikov in značilnosti kakovostnega učbenika. V empiričnem delu naloge je predstavljena analiza, ki je bila narejena na podlagi izbranih učbenikov. Raziskava kaže, da je v izbranih učbenikih majhen delež didaktičnih iger in prevladujejo predvsem jezikovne in komunikativne igre. Največ iger je namenjenih vadbi besedišča, govorjenja in poslušanja. Raziskava kaže tudi, da igre spodbujajo vse oblike dela (tako individualno delo kot tudi delo v dvojicah in skupinah).

Magistrska naloga z naslovom Dojemanje pravilnih in nepravilnih Google Translate prevodov v teoretičnem delu osvetli dosedanja spoznanja o učenju tujih jezikov, pomenu maternega jezika pri usvajanju tujega jezika in vplivu medijev na sam proces učenja tujega jezika. V empiričnem delu pa predstavlja rezultate raziskave o dojemanju 15 naključno izbranih povedi, ki so iz slovenščine prevedene v angleščino s pomočjo prosto dostopnega spletnega prevajalskega orodja Google Translate (https://translate.google.com/). V raziskavi je sodelovalo 113 učencev osnovne in srednje šole. Rezultati vprašalnika kažejo, da imajo z dojemanjem pravilno in nepravilno prevedenih prevodov manj težav učenci z boljšimi ocenami, učenci srednje šole in tisti učenci, ki na internetu preživijo več časa. Raziskava kaže, da učenci v povprečju na internetu preživijo od pol ure do ene ure na dan, vendar čas, ki ga dnevno namenijo internetu, nima negativnega vpliva na oceno, ki jo imajo pri angleščini. Splošno dojemanje pravilno oziroma nepravilno prevedenih prevodov učencev, zajetih v raziskavo, je zadovoljivo. Theoretical framework of master’s thesis titled Perception of Correctness and Incorrectness of Google Translate Translations highlights the existing knowledge about learning foreign languages, the role of the mother tongue when acquiring a foreign language and the media influence during the process of learning a foreign language. The empirical part presents the results of the study that dealt with perception of 15 randomly selected sentences that were translated from Slovene to English with open access online translation tool Google Translate (https://translate.google.com/). The study involved 113 students from primary and secondary school. The results of the questionnaire show that the students with better grades, the secondary school students and those students, who spend more time on the Internet, are better at perceiving correctly and incorrectly translated translations. On average, students spend from half an hour to one hour on the Internet, and the results show that the amount of time spent on the Internet has no negative effect on the grade the students have at English. Students’ overall perception of correct and incorrect translations is satisfactory.

The aim of this master’s thesis was to research the emphasis that is given on assimilating new vocabulary in the chosen textbooks, which were approved by the Ministry of Education, Science and Sport and are currently being used to teach/learn English as a foreign language in the ninth grade of primary schools. In the theoretical part the focus has been given on different methods for learning or teaching new vocabulary, the appropriate amount of new vocabulary regarding the level of students’ language competences, the effect of methodology on vocabulary learning and communication, the role of repeating and refreshing of new vocabulary and the role of a textbook in foreign language learning. The empirical part of the thesis includes two separate analyses of the questionnaire conducted among ninth grade students and teachers of English as a foreign language in the ninth grade of primary school. 48 students and 73 teachers participated in the research. With the help of these analyses we tried to establish whether the texts in the chosen textbooks are authentic enough to enhance automatic learning of vocabulary, whether the method for expanding vocabulary, which was named as the most successful in the theory, is also used in the textbooks that were analyzed and whether the textbooks include sufficient exercises to assimilate and refresh new vocabulary. The research showed that the texts in the coursebooks are at least nearly authentic pieces of language according to students and teachers of English as a foreign language. However, slight adaptations of the texts are possible and also approved by the researches. One of the most successful methods for expanding vocabulary is, according to literature, reading. The analysis has also proven it in practice, since teachers named it as the most successful one. The results of the analysis showed that the textbooks include sufficient exercises to assimilate and refresh new vocabulary. Cilj tega magistrskega dela je bil raziskati kakšen je poudarek na usvajanju novega besedišča v izbranih učbenikih, kateri so potrjeni s strani Ministrstva za izobraževanje, znanost in šport in se trenutno uporabljajo za poučevanje angleščine kot tujega jezika v 9. razredu osnovne šole. V teoretičnem delu je poudarek na različnih metodah za učenje oz. poučevanje novega besedišča, na primerni količini novega besedišča glede na stopnjo jezikovnega znanja učencev, na vplivu metodologije na učenje besedišča in komunikacijo, na vlogi ponavljanja in utrjevanja novega besedišča in vlogi učbenika pri učenju tujega jezika. Empirični del naloge vključuje dve ločeni analizi ankete, katera je bila izvedena med učenci devetega razreda in učitelji angleščine kot tujega jezika v devetem razredu osnovne šole. 48 učencev in 73 učiteljev je sodelovalo v raziskavi. S pomočjo teh analiz smo poskusili ugotoviti ali so besedila v učbenikih dovolj avtentična, da spodbujajo avtomatično učenje besedišča, ali je metoda za širjenje besedišča, katera je v literaturi navedena kot najuspešnejša, uporabljena tudi v učbenikih in ali učbeniki vsebujejo dovolj vaj za utrjevanje in ponavljanje novega besedišča. Raziskava je pokazala, da so besedišča v učbenikih po mnenju učencev in učiteljev angleščine kot tujega jezika vsaj približno dovolj avtentična, da spodbujajo avtomatično učenje besedišča. Kljub temu so možne rahle prilagoditve, katere pa odobravajo tudi raziskovalci. Ena najuspešnejših metod za širjenje besedišča je, glede na literaturo, branje. Tudi analiza ankete je to pokazala v praksi, saj so učitelji ravno branje izbrali kot najučinkovitejšo metodo. Rezultati analize so pokazali, da učbeniki vsebujejo dovolj vaj za utrjevanje in ponavljanje novega besedišča.

In this thesis we were writing about teaching foreign languages in Slovenian schools and about the methods and approaches used. We were talking about the lesson structure and lesson planning in general and later focused more on teaching grammar in schools. We were trying to answer the questions about what grammar is, why teach grammar and how to do it. We were also interested in syllabi and the fact how grammar learning is defined in them. Our theoretical part finishes with a chapter about the English coursebook selection. In our empirical part of the thesis we mainly focused on investigating the 2nd year students’ grammatical knowledge of Present tenses and were looking for possible correlation between their grammatical knowledge and the quality of the English coursebooks used in schools, frequency of students’ use of English coursebooks and students’ self-evaluation of their English grammar knowledge. Magistrsko delo z naslovom Poznavanje angleške slovnice in vpliv rabe učbenikov med srednješolci na celjskem območju se osredotoča na tematiko učenja tujih jezikov in slovnice v slovenskih šolah, na tovrstne pristope in metode. V magistrskem delu smo se osredotočili na strukturiranje in načrtovanje učnih ur, ter posebno pozornost namenili učenju angleške slovnice v šolah. V teoretičnem delu smo skušali odgovoriti na vprašanja kaj slovnica sploh je ter kako in zakaj jo sploh učiti. Prav tako smo preučili nacionalne učne načrte za angleščino v osnovnih in srednjih šolah ter njihovo opredelitev učenja slovnice. Teoretični del magistrske naloge se zaključi z obravnavo angleških učbenikov. V empiričnem delu smo raziskovali poznavanje angleške slovnice med učenci drugih letnikov srednjih šol ter raziskovali morebiten vpliv kvalitete angleških učbenikov, pogostosti rabe angleških učbenikov ter učenčevih samoocen poznavanja angleške slovnice na dejansko znanje angleške slovnice.

We are surrounded with different varieties of English language. We listen to English music or radio shows, watch English movies and shows and watch English videos on the internet. The most common varieties that we encounter are British English and American English, which have distinctive differences in stress and pronunciation. Because we encounter both varieties daily, we have found it interesting to see which one prevails in our primary schools. The British English variety is primarily taught in school and the American variety is all around us and is thus more likely to be acquired. Children acquire a foreign language very easily if they are in contact with it on a regular basis. This is as nowadays, as we all hear English lyrics on the radio or hear English conversations on TV. The thesis focuses on the factors that might influence the choice of the English variety. It explores if the input, whether it is pictorial with pictures or textual with words, influences the choice of variety. It also presents connections between the pronunciation of more frequent and less frequent words with choice of variety, the influence of the pupils’ backgrounds, and way of learning English. Srečujemo se z različnimi variacijami angleškega jezika. Poslušamo angleško glasbo ali radijske oddaje, gledamo angleške filme in oddaje in na internetu gledamo angleške videoposnetke. Najpogostejši variaciji, ki jih slišimo so Britanska angleščina in Ameriška angleščina, ki imata točno določene razlike v izgovarjavi. Ker se z obema variacijama srečujemo dnevno nas je zanimalo katera od njih prevladuje v naših slovenskih osnovnih šolah. Ali je to britanska angleščina, ki se poučuje v šoli ali ameriška variacija, ki jo srečujemo povsod in jo tako lahko usvojimo. Otroci, ki se dnevno srečujejo s tujim jezikom, ga z lahkoto usvojijo, kar je pri nas mogoče z ameriško angleščino, saj skoraj vsi poslušamo pesmi z angleškimi besedili po radiu ali gledamo oddaje po televiziji, kjer govorijo angleško. Ta diploma se osredotoča na faktorje, ki bi lahko vplivali na izbiro angleške variacije. Raziskuje ali vhodni podatki, slikovni ali besedilni obliki, vplivajo na izbiro variacije. Predstavlja tudi povezavo med izbiro variacije in bolj pogostimi ali manj pogostimi besedami in vpliv učenčevega okolja in način učenja ter izbiro variacije.

Namen naloge je ugotoviti trenutno stanje v slovenskih osnovnošolskih angleških jezikovnih učilnicah po tem, ko je integracija interaktivnih tabel (IT) že nekaj let stalnica. Literatura na temo nam ponuja številne analize in povratne informacije učiteljic in učiteljev, a ugotavljamo, da so le-te povečini dvodimenzionalne. Pomanjkljivosti in prednosti IT smo v tej nalogi raje razširili na SWOT analizo. Vrlina (ang. strength) je torej neka njena funkcija, kot je na primer podčrtavanje ali shranjevanje materialov. Priložnost (ang. opportunity) je tisto, kar lahko dosežemo z uporabo IT, kot na primer dvig motivacije. Šibkost IT-e je na primer, da ne dela, če ni elektrike in grožnja (ang. threat) je, da bi jo učitelj uporabljal le za namene predstavitve. Empirični del diplomske naloge ugotavlja resnično stanje česa?, načine uporabe, dostopnost in odnos slovenskih osnovnošolskih učiteljic in učiteljev angleščine kot tujega jezika (ATJ) do IT. Preverili smo še, kako navezani so na tradicionalne table (TT) in v kolikšni meri se jih še vedno uporablja. Ugotovili smo, da ima dobra polovica od 113 anketiranih IT v učilnici, kjer poučujejo, vedno na voljo IT, a vsako uro uporabljajo TT. Ena ali druga jim služi kot dodaten 'ekran' in se TT niso pripravljeni odpovedati. Med tistimi, ki nimajo rednega dostopa do IT, ni večjih razlik, saj nereden dostop manjša motivacijo za uporabo. Med rednimi uporabniki in uporabnicami se kaže, da jo večinoma uporabljajo za predstavitev in razlago snovi, kar je zanimivo, saj v veliki meri sporočajo, da je vloga učitelja zaradi IT spremenjena v bolj moderatorsko. Slušne, bralne in pisne spretnosti se v slovenskih osnovnih šolah poučuje največ s pomočjo IT. Preverjali smo še morebitne psihološke in demografske dejavnike in ugotovili, da demografski sicer niso dovolj izraziti za zanesljive zaključke, a generacija med 30 in 50 let kaže večjo pogostost uporabe IT. Psihološki razlogi za neuporabo navkljub dostopnosti kažejo na strah pred morebitnimi tehničnimi zapleti in nepoznavanje uporabe programske opreme. V podtonu vprašanj odprtega tipa se čuti še, da se nekateri, nekatere brez dostopa do IT čutijo diskriminirane, česar v predelani literaturi ni zaslediti. Zatorej je za uspešno integracijo potreben reden dostop do IT in ustrezno in redno izobraževanje ATJ učiteljic in učiteljev. Summary The purpose of the thesis is to establish the current state of the matter in Slovene elementary EFL classrooms after the integration of Interactive white Boards (IWBs) has been a constant for some years now. Written sources offer numerous analyses and feedback of EFL teachers but we consider them mostly two dimensional. Advantages and disadvantages have in this thesis been expanded to a SWOT analysis. A strength is in this case something an IWB has to offer on its own like a function of underlining or that of saving the used materials. An opportunity is what we can achieve by using an IWB, like to raise motivation. A weakness of an IWB would be that it does not work if there is no power and a threat would be if it is used only for presentation purposes. The empirical part of this thesis establishes the real state of the matter, the ways IWBs are being used, accessibility and attitudes of Slovene elementary school EFL teachers towards the IWB use. We also checked how attached they still are to traditional boards (TBs) and to which extent these are still used. We found out that over a half of the113 surveyed elementary school EFL teachers in Slovenia still regularly use a TB. One or the other serves as an additional 'screen' and they are not ready to give the TBs up. Among those without regular access to an IWB, most of them decide not to use it at all. It is interesting that among those reporting a constant IWB access, they also report to use it mostly for explanations and introductions but also claim the teachers' role changed significantly into a more facilitating than frontal. Listening, reading and writing skills are reported to be practiced most with a help of IWBs. The demographic factors were not pointing out enough for drawing any serous conclusions however, the 30-50 year old teachers report a bigger frequency of use. Psychological factors for the non-use in spite of accessibility point to fear of potential technical difficulties and the lack of the know-how of the use of software. Some teachers without IWB access even believe that they are being discriminated against. Therefore, for a successful integration a regular access and permanent education of EFL teachers is necessary.

Bilingualism has a lot of benefits and positive effects on a person. After decades of research on the effects of bilingualism on children's development, there are things that just prove that. According to Döpke (1994: 1) "bilingual children have been found to learn to read more quickly and more effectively, to be able to use language in a more flexible ways, to be more expressive, and to be able to reflect upon language use at an earlier age than do monolingual children". The diploma thesis consists of two parts. In the theoretical part I described some of the basic parental methods which are used in order to raise a bilingual child. When you are using the "one parent - one language" method the result is always that children switch among languages with such an ease. From that, a code-mixing could appear. Also, you could never be equally exposed to both languages due to various factors and somehow one becomes stronger, the other weaker. In the empirical part I wanted to check the children, who are learning English simultaneously, and monolingual children, who are learning English as a second language sequentially, by giving them a test to write in order to find out who is more proficient in English language and who can apply it better. I was also interviewing the mother of the two boys, who has the most important role in their lives how did she start with the project of the bilingualism that feels so natural and what is the key to the success. Dvojezičnost ima veliko prednosti in vpliva pozitivno na človeka. Več desetletne raziskave vpliva dvojezičnosti na otrokov razvoj so pokazale ravno to. Döpke-jeva pravi (1994: 1) "dvojezični otroci so se pri branju pokazali kot hitrejši in bolj učinkoviti, jezik znajo bolje uporabljati, se znajo bolje izražati in se zavedati jezika samega v zgodnejših letih napram enojezičnim otrokom". Diploma je sestavljena iz dveh delov. V teoretičnem delu so opisane nekatere bistvene starševske metode, ki se uporabljajo pri vzgoji dvojezičnega otroka. Pri metodi "en starš - en jezik" prihaja do zelo lahkih jezikovnih preklapljanj med seboj. Iz tega naslova se lahko zgodi, da pride do "mešanja" jezika. Prav tako zaradi različnih faktorjev nisi nikoli enako izpostavljen poslušanju obeh jezikov, zato je en jezik močnejši od drugega. V empiričnem delu sem s pisanjem testov, ki sem jih dala dvojezičnima in enojezičnima otrokoma, hotela preizkusiti, kateri je bolj vešč v angleškem jeziku in ga zna bolje uporabljati. Prav tako sem z materjo dvojezičnih otrok, ki ima obenem najbolj pomembno vlogo v njunih življenjih, naredila intervju, kako se je lotila tega projekta, ki se sliši in čuti kot zelo naraven proces in kakšen je ključ do uspeha.

The thesis sets out to investigate modality, which has been recognised as a central linguistic feature used for the expression of opinions and attitudes and thus also for establishing a dialogic relationship between the writer and reader. Following more recent, text-type oriented approaches to modality, which have recognised the importance of both genre- and discipline-specific conventions, the analysis aims to investigate modal verb use in different text types in logistics. Building on the finding that academic discourse is characterised by both objective (dynamic) and subjective (epistemic and deontic) presentation of claims it aims to establish to what extent the ratio between the two reflects genre- and discipline-specific use. The study is based on a combination of quantitative and qualitative (semantic) analysis, the results of which show that modal verb use in the analysed text types is characterised by a marked dichotomy between dynamic on the one side and epistemic and deontic use on the other, which, at least to some extent, could be related to the interdisciplinary nature of logistics. Furthermore, the analysed texts also show differences in the overall proportions of dynamic, epistemic and deontic use, which could be linked to the genre-specific style of each text type. Doktorska disertacija je namenjena raziskavi modalnosti kot eni izmed osrednjih jezikovnih sredstev za izražanje stališč in odnosa do predstavljene vsebine in s tem tudi za vzpostavitev dialoškega odnosa med avtorjem besedila in bralci. Skladno s spoznanji sodobnejših, v besedilo usmerjenih, pristopov, da je za rabo modalnih glagolov značilna tako za žanr kot tudi za disciplino specifična raba, se raziskava osredinja na analizo modalnih glagolov v izbranih besedilnih vrstah v logistiki. Izhajajoč iz spoznanja, da znanstveni diskurz poleg tradicionalno prepoznane objektivnosti pomembno zaznamuje tudi bolj subjektivno oziroma dialoško naravnan ton, raziskava pri tem kot osrednji cilj zasleduje odgovor na vprašanje, v kolikšni meri razmerje med objektivnim (dinamičnim) ter subjektivnim (epistemičnim in deontičnim) poročanjem odraža za žanr in disciplino specifično rabo. Študija pri tem uporabi kombinacijo kvantitativne in kvalitativne (semantične) analize, rezultati katere pri vseh besedilih pokažejo izrazito dihotomijo med dinamičnim na eni strani ter epistemičnim in deontičnim pomenom na drugi. Omenjena dihotomija vsaj delno sovpada z interdisciplinarno naravo logistike. Analizirana besedila pokažejo še nekatere druge razlike, in sicer relativno pogosto deontično rabo v raziskovalnih člankih, relativno pogosto epistemično rabo v znanstveni monografiji ter nekoliko višjo dinamično rabo v strokovnem priročniku. Le-te lahko vsaj delno pripišemo za žanr specifični rabi.

Diplomsko delo obravnavo jezikovno-kulturno raznolikost ter specifično rabo jezika v britanskem romanu Jane Eyre iz devetnajstega stoletja v primerjavi z ameriško in britansko filmsko priredbo. Graduation thesis considers cultural diversity and change while discussing the specific use of vocabulary and grammar in the nineteenth century British novel Jane Eyre in comparison to the two Jane Eyre film adaptations, American and British.

V današnjem multikulturnem oz. večjezičnem svetu pridobiva zgodnje učenje vsaj enega tujega jezika v predšolskem obdobju vedno več zagovornikov, ne le s strani strokovnjakov, temveč tudi staršev. Poučevanje tujega jezika v tako zgodnjem obdobju otrokovega razvoja seveda zahteva poseben pristop. Večina strokovnjakov danes priporoča predvsem dve metodi: t. i. naravni pristop in metodo celostnega telesnega odziva. Namen naloge je podrobneje predstaviti te pristope, s praktično izvedbo ugotoviti njihovo stopnjo učinkovitosti in poudariti pomen zgodnjega usvajanja tujega jezika, in sicer skozi pripovedovanje zgodbic v ciljnem jeziku, v tem primeru v angleščini. Posvetiti sem se želela predvsem otrokom, njihovemu doživljanju, dojemanju in odzivanju na neznane vsebine ter morebitnim težavam pri usvajanju novega znanja. In today´s multicultural and plurilingual world early language learning at the pre-school stage is considered a necessity by the experts, as well as the parents. Teaching a foreign language at such an early stage naturally requires special approaches. Most experts encourage the so-called Natural Approach and the Total Physical Response (TPR) method. The purpose of this paper is to present these and to test them in a kindergarten classroom to find out how efficient they are and consequently, to emphasize the advantages of early language learning by storytelling in the target language, i. e. English in this case. I wanted to focus on the children, their perception and comprehension, as well as reactions to the unknown and possible difficulties they may have while acquiring new knowledge.

Splošno znano je, da IKT igra vse bolj in bolj pomembno vlogo v kulturnih, znanstvenih in socialnih področjih našega življenja. Poučevanje z interaktivno tablo naj bi pripomoglo k večji pozornosti in motivaciji vseh učencev v razredu, ti pa naj bi bili očarani nad videnim ter slišanim. V diplomskem delu je predstavljena uporaba interaktivne table pri poučevanju tujega jezika ter kako uporaba interaktivne table vpliva na učno uspešnost in motivacijo učencev v osnovnih šolah. It is commonly known that modern information and communication technology plays an increasingly important role in cultural, scientific and social areas of our lives. Teaching with an interactive whiteboard should help to increase the pupils' attention and motivation in the classroom, they will be taken with the topic that would be seen or heard. The diploma paper introduces the usage of the interactive whiteboard in teaching a foreign language and its influence on pupils’ learning performance and motivation in primary schools.

In this graduation thesis Sound Symbolism in J.K. Rowling’s Harry Potter, I will be discussing the possible influence of sound symbolism in the Harry Potter books and sound symbolism in general. he novels are about a boy that is a wizard, who has to fight bad warlock to save the world. In a way it is a classic story between the battle good versus bad. In this thesis I wish to examine whether sound symbolism in the names of characters and objects has influence on reinforcing notions like good, bad, big, small, light, dark etc. In the beginning of the thesis I write about the research in the field done by scholars like Newman and Waugh. I continue with my own research done on sound symbolism. The first part of research discusses consonants and vowels the second part deals with consonant clusters. The third part is based on whole syllables with emphasis on vowels, and in the final section the names of the main characters in the novels of the Harry Potter series are dealt with. We were primarily interested in three main issues. How informants perceive sounds in terms of bright vs. dark, small vs. big, and good vs. bad. With this research, we wanted to see if the results are comparable with Newman’s and if according to these results, we can detect usage of sound symbolism in the names of the characters in J.K. Rowling’s Harry Potter. In the last part I wrote about the analysis of the sounds and clusters in these names. I based this analysis on the research. The results show that use of sound symbolism can be observed the creation of the names in the mentioned works. When it comes to whole words, it is difficult to separate sound symbolic from lexical meaning, because they are too closely intertwined. For this reason, I examined also parts of words and single sounds V diplomski nalogi Sound Symbolism in J.K. Rowling’s Harry Potter (Fonetični simbolizem v J.K. Rowlingovem Harry Potterju) bom pisala o mogočem vplivu fonetičnega simbolizma v knjigah Harry Potter in o fonetičnem simbolizmu nasploh. Zgodba govori o najstniku, ki je čarovnik, in se mora spopasti s zlobnim čarovnikom, da bi rešil svet. Na nek način je to klasična zgodba o boju med dobrim in zlim. V tej diplomski nalogi želim preučiti ali ima fonetični simbolizem v imenih karakterjev in predmetov podpira ideje kot so dobre, slabe, male, velike, svetle in podobno. Na začetku diplomske naloge so zapisane raziskave, ki so jih opravili drugi strokovnjaki (kot na primer: Newman, Waugh). Nato sem zapisala svojo raziskavo o fonetičnem simbolizmu. Prvi del raziskave je potekal o soglasnikih in samoglasnikih. Drugi del se je osredotočil na skupke glasov (ti so temeljili na soglasnikih). Tretji del o skupkih se je osredotočil na samoglasnike. Zadnji del pa je bil o imenih, ki se pojavljajo skozi serijo Harry Potter. Zanimale so nas tri glavne stvari. Ali so udeleženci v raziskavi mislili, da so ti glasovi (ali imena) svetla ali temna, ali so mali ali veliki, ali so dobri ali slabi? S to raziskavo sem želela izvedeti, če je raziskava primerljiva z Newmanovo, in ali lahko vidimo uporabo fonetičnega simbolizma v imenih karakterjev. V zadnjem delu sem pisala o analizi glasov in skupkov v imenih, ki je temeljila na tej raziskavi. V zaključku je razvidno, da je fonetični simbolizem uporabljen pri ustvarjanju imen. Ko gre za cela imena, je težko ločiti fonetični simbolizem od leksikalnega pomena, ker sta tako tesno prepletena. Zaradi tega sem analizirala še posamezne glasove in skupke.

Vsak prevajalec si dandanes pomaga z računalniško podprtimi orodji, programi, da lahko prejme in opravi prevod za naročnika. Kljub temu da je svet že tako zelo tehnološko razvit, je pri prevodu še vedno ključen prevajalec, ki s tako imenovanim človeškim faktorjem, tako pri tehničnem kot pri literarnem prevodu, z odgovornostjo potrdi in sprejme prevod. Tehnologija danes tega še ne zmore. Z vstopom v EU se je v Sloveniji masovno odprla, poleg vseh ostalih področij, tudi potreba po prevajanju blagovnih znamk in storitev v obliki standardiziranih tehničnih besedil na področju industrijske/intelektualne lastnine. Tako je s strani EU nastal projekt NEMO, ki ga izvajajo vse članice Unije, tudi Slovenija. V diplomskem delu je omenjeni projekt opisno opredeljen in umeščen, predstavljeni so njegovi cilji. Funkcionalen vidik projekta je predstavljen z uporabo uradnega prevajalskega orodja ESTeam Translator. Vse skupaj je podkrepljeno z raziskavo, ki je vključevala ključne odgovore sodelujočih prevajalcev v projektu. Namen raziskave je ugotoviti uporabo in kakovost uporabe omenjenega orodja, oceniti uporabo pomožnih orodij pri prevajanju blagovnih znamk in storitev ter zbrati in opredeliti splošne predloge za izboljšanje procesa prevajanja. Na podlagi podatkov, pridobljenih z vprašalnikom odprtega tipa, so opredeljeni možni odgovori, le-ti so statistično obdelani in prikazani z ustrezno frekvenčno distribucijo. Rezultat je potrditev, da so pridobljeni podatki omogočili opredelitev splošnih predlogov za izboljšanje in nemoten proces prevajanja v projektu NEMO in dosežena možnost, da zastavljen model raziskave lahko služi kot referenca za izvajalce projekta pri sprejemanju sprememb, ki nudijo pot k odličnosti prevodov. Nowadays, every single translator helps himself with computerbased tools or programs in order to receive and finish the translation for the client. Despite the fact, that the world is globally developed with technology, with translation the translator still remains a key concept, who with socalled human factor, both in technical and literary translation, responsibly verifies and accepts the translation. Technology cannot yet assure that. By joining the EU, in Slovenia has mass-opened, as in all other areas, the need for translation of community trademarks in the form of standardized technical texts in the industrial/intellectual property field. Thus, the EU created the NEMO project, implemented by all EU members, including Slovenia. In the thesis, the mentioned project has been descriptively defined and placed, and its goals have been outlined. The functional aspect of the project was presented with the usage of the official translation tool of the project, called ESTeam Translator. Everything was reinforced by the survey, which included key answers of translators participating in the project. The purpose of the study was to determine the use and quality of use of the mentioned tool, to evaluate the use of extra tools in translating community trademarks, and to collect and identify general suggestions for improving the process of translation in the project. Based on the data obtained from an openended questionnaire, possible answers have been identified, which were statistically analyzed and displayed with the corresponding frequency distribution. It has been confirmed, that the obtained data enabled the identification of general suggestions to improve and smoothen the process of translating the project NEMO and that the set research model can serve as a reference for project performers in adopting changes which can provide a path to excellence of translations.

Implementation of early foreign language learning in the national curriculum for primary education has been a significant and a popular issue among the language researchers, all the professionals involved in the process of early education and parents. The modern theories and research propose early foreign language learning in primary schools as highly beneficial, crucial and necessary in a sense of spontaneous language acquisition through simple and non-demanding tasks, which are primarily based on auditory perception and physical response as production. In contrast to popular approaches in early foreign language teaching, based on the relation between the tasks’ difficulties and language acquisition, this thesis explores the connection and defines the importance of the attention span in relation to successful language acquisition, in comparison to the importance of the task difficulty. The research was carried out at the Primary School Ljubečna among the second and third grade students, who took part in the listening and reading comprehension examination, which was structured for attention observation and measurement purposes. Each group of the second and the third grade students took a listening and a reading comprehension test. The results and observations of the testing were shown to lead to accurate determinations of the attention influence on early language acquisition. This indicates that there is a possibility that the early reading and writing are not adverse to the process of early foreign language learning and foremost that difficulty of tasks is not in a directly proportional relation to perception and production, namely less demanding tasks are not necessarily completed more successfully than tasks that are more complex. Uvajanje zgodnjega poučevanja tujega jezika v učni načrt za osnovno šolo je izjemno pomembna tema med jezikoslovci, vsemi strokovnjaki, ki so vključeni v proces zgodnjega poučevanja, in starši. Sodobne teorije in raziskave kažejo, da je učenje tujega jezika v zgodnjem obdobju zelo koristno, ključno in potrebno v smislu spontanega usvajanja jezika skozi preproste in nezahtevne naloge, ki temeljijo na slušni percepciji in telesnem odzivu kot produkciji. V nasprotju s priljubljenimi pristopi pri zgodnjem poučevanju tujega jezika, ki temeljijo na odnosu med težavnostjo nalog in usvajanjem jezika, to diplomsko delo raziskuje povezave in opredeljuje pomembnost razpona pozornosti v povezavi z uspešnim usvajanjem tujega jezika. Raziskava je bila opravljena na Osnovni šoli Ljubečna med učenci drugih in tretjih razredov, ki so sodelovali pri preizkusu slušnega in bralnega razumevanja. Preizkusi so bili uporabljeni za opazovanje in merjenje pozornosti učencev pri zgodnjem poučevanju tujega jezika angleščine. Vsaka oddelčna skupnost učencev v drugem in tretjem razredu je opravila preizkus slušnega in bralnega razumevanja. Rezultati in opazovanja testiranj kažejo točne predpostavke glede vpliva pozornosti na zgodnje usvajanje jezika. Ugotovitve kažejo, da učenje branja in pisanja v zgodnjem obdobju nima negativnih posledic na kognitivni razvoj otrok ter da višja težavnost nalog ni v obratnem sorazmerju z otrokovo percepcijo in produkcijo, saj manj zahtevne naloge niso nujno uspešneje rešene kot zahtevnejše naloge.

The diploma thesis focuses on the influence of the French, Italian and Spanish language on the Standard Southern British English pronunciation. The research is based on the recordings of 10 French, 9 Italian and 9 Spanish students who spent half a year in England as Erasmus exchange students. The theoretical part starts with an introductory chapter describing a short history of all four languages, as well as the position of the English language in the world and in the European Union. East Midlands English and Standard Southern British English are then presented with their phonological characteristics. Furthermore, the vowel systems of French, Italian and Spanish language are presented together with the most common errors the speakers of these languages encounter when pronouncing English vowels. In the following chapter the term “interlanguage” and research methods as Contrastive Analysis and Error Analysis are described. In the last segment of the theoretical part we are dealing with so-called formants which are frequencies that the vowels are made of and are essential for identification of a vowel. In the empirical part, Error Analysis is used as a research method. The key part of the research is the analysis of the recordings of foreign students’ pronunciation of 11 SSBE vowels. The results of the research clearly prove a strong influence of the French, Italian, and Spanish accents on the pronunciation of SSBE vowels, as well as a great impact of General American. To analyse the data, the descriptive method was used. The findings of the dissertation could be of help to other researchers or English teachers should they find themselves teaching in France, Italy or Spain. Diplomsko delo se osredotoča na vpliv francoskega, italijanskega in španskega jezika na izgovorjavo standardne južne britanske angleščine. Raziskava temelji na posnetkih 10 francoskih, 9 italijanskih in 9 španskih študentov, ki so pol leta preživeli v Angliji kot študentje izmenjave Erasmus. Teoretični del se začenja z uvodnim poglavjem, v katerem sta predstavljena kratka zgodovina vseh štirih jezikov ter položaj angleškega jezika v svetu in v Evropski uniji. Sledi opis vzhodno-centralne angleščine in standardne južne britanske angleščine ter njunih fonoloških značilnosti. V nadaljevanju so predstavljeni francoski, italijanski in španski vokalni sistem skupaj z opisom napak, ki jih govorci teh jezikov najpogosteje delajo pri izgovorjavi angleških samoglasnikov. V sledečem poglavju so opisani pojem “medjezik” ter raziskovalni metodi “kontrastna analiza” ter “analiza napak”. V zadnjem delu teoretičnega dela se ukvarjamo s t. i. formanti, ki so frekvence, iz katerih so sestavljeni samoglasniki, in so bistvenega pomena pri prepoznavanju samoglasnika. V empiričnem delu je kot raziskovalna metoda uporabljena analiza napak. Ključni del raziskave predstavljajo posnetki izgovorjave tujih študentov pri izgovoru 11 samoglasnikov standardne južne britanske angleščine. Rezultati raziskave jasno dokazujejo vplive francoskega, italijanskega in španskega naglasa na izgovor samoglasnikov standardne južne britanske angleščine kot tudi na vpliv ameriške angleščine. Za analizo podatkov je bila uporabljena deskriptivna metoda. Ugotovitve raziskave bi lahko bile v pomoč drugim raziskovalcem ali učiteljem angleščine, če se kdaj znajdejo v Franciji, Italiji ali Španiji.

Namen te diplomske je zbrati najpogostejše slovenske izraze iz področja ribiške terminologije in jih prevesti v angleščino. Najprej predstavim teoretično ozadje pisanja slovarjev in nadaljujem z opisom tradicije ribištva v Sloveniji. Število ribičev in obseg mednarodnih dogodkov, ki jih Ribiška zveza Slovenije organizira oziroma se jih udeležuje, so odlični razlogi za sestavljanje takšnega slovarja. Teoretičnem delu bo sledil sam slovar. Izrazi so razdeljeni po kategorijah glede na njihov pomen. Slovar vsebuje pet kategorij: Terminology related to fishing (terminologija povezana z ribištvom), Fishing gear (ribiška oprema), Fishing baits (ribiške vabe), Fish species in Slovene fresh waters (vrste slovenskih sladkovodnih rib), Slovene fishing jargon (slovenski ribiški žargon). Skupaj je v tem slovarju zbranih 612 terminov. Upam, da bo ta slovar dobro služil slovenskim ribičem, ki se želijo naučiti določenih angleških terminov, da bodo lahko uspešno komunicirali s tujci, s katerimi delijo strast do ribolova. The purpose of this thesis is to compile most frequently used Slovenian terms from the field of fishing terminology and their equivalent expressions in English. First a theoretical background to dictionary making will be presented followed by a description of the tradition of fishing in Slovenia. The number of fishermen and the international events the national fishing organization of Slovenia attends/organizes will serve as a legitimate reason for the making of such dictionary. This theoretical point of view will be followed by the dictionary itself. The terms are sorted according to their meaning in five sections: Terminology related to fishing, Fishing gear, Fishing baits, Fish species in Slovene fresh waters, Slovene fishing jargon. 612 terms are compiled in this dictionary. All terms have an explication in English, a fonetic transcription (to help learners pronounce the word) and the equivalent term in English. Hopefully this dictionary will serve to Slovenian fishermen willing to learn certain English terms to successfully comunicate with foreigners sharing their passion for fishing.

The thesis presents a topic that is nowadays very current in the field of education, even though it takes places outside of school, and that is individualized learning a foreign language. More and more children need additional help with acquisition and understanding of a foreign language and for this reason, the purpose of this thesis was to present individualized learning, to explore different approaches and methods of language teaching, which have evolved over the years and have been the subject of research and opinions of various authors. For learners, certain elements presented a big obstacle in learning a foreign language, which is why the thesis also presents different techniques of learning vocabulary and grammar according to various authors, which are also compared with our personal experiences, gained from individualized learning. The empirical part was based on a research, where we compared English examination tests of two learners, who attended individualized learning through all four years of secondary school. In each year, we made an analysis of both tests individually, compared learners’ mistakes and progress, and gave solutions to improve learners’ knowledge and understanding of a foreign language. Furthermore, we compared our personal experiences based on individualized learning with experiences and suggestions of other authors in connection with the use of different methods and approaches, and with learning vocabulary and grammar. Through theory and research, where the descriptive and comparative research method was used, we discovered that individualized learning was and will remain a very useful and effective tool in learning a foreign language, which gave learners excellent results at school, enriched their experience with the foreign language and most importantly, it raised their self-confidence in using a foreign language. Diplomsko delo obravnava tematiko, ki je v današnjem času na področju izobraževanja zelo aktualna, čeprav poteka izven šole, in to je individualno učenje tujega jezika. Vse več otrok potrebuje dodatno pomoč pri usvajanju in razumevanju tujega jezika, zato je namen tega dela predstaviti individualno učenje in raziskati različne pristope in metode učenja tujega jezika, ki so se razvijale skozi čas in so bile predmet raziskovanj in mnenj različnih avtorjev. Določene tematike pri nekaterih učencih predstavljajo veliko oviro pri učenju tujega jezika, zato so prav tako obravnavane različne tehnike učenja besedišča in slovnice od različnih avtorjev, ki smo jih primerjali tudi z lastnimi izkušnjami pri individualnem učenju. V empiričnem delu smo naredili raziskavo, kjer smo primerjali preverjanje znanja dveh oseb iz tujega jezika, ki sta obiskovali individualno učenje vsa štiri leta srednje šole. V vsakem letniku smo naredili analizo testov obeh oseb, primerjali njune napake in njuna napredka ter navedli rešitev za izboljšanje znanja oziroma razumevanja tujega jezika. Nato smo na podlagi individualnega učenja primerjali lastne izkušnje z izkušnjami in predlogi drugih avtorjev – primerjava je bila opravljena v povezavi z uporabo različnih metod in pristopov in z učenjem besedišča in slovnice. S pomočjo primerjav in raziskav, kjer smo uporabili deskriptivno in komparativno metodo raziskovanja, smo ugotovili, da je individualno učenje bilo in bo tudi ostalo zelo uporabno in učinkovito orodje, ki je dalo učencem izvrstne rezultate v šoli, popestrilo njihovo izkušnjo s tujim jezikom ter dvignilo njihovo samozavest pri uporabi tujega jezika.

The main subject of the master's thesis research is teaching English as an additional (foreign) language in early childhood (pre-school period) to learners between 3 and 6 years of age with the Hippo and Friends (Starter, 1, and 2) course, written by Selby and McKnight and released by University of Cambridge in 2006. After presenting theoretical principles of teaching and learning an additional (foreign) language at an early age together with the presentation of the Hippo and Friends course, the empirical part of the thesis analyses and evaluates the course’s teaching outcomes. These were acquired between October 2015 and March 2016 by carrying out a 3-leveled Hippo and Friends English language course for very young learners. 5 courses (2 groups at the H&F Starter level, 2 groups at the H&F 1 level and 1 group at the H&F 2 level) were attended by a total number of 45 pre-school children. The courses took place on five locations in North-Eastern Slovenia (Oplotnica, Kebelj, Slovenska Bistrica, Poljčane and Pragersko) the teacher taught them in a form of a student work at the ‘Bla Bla’ language school. In addition to general evaluation of the Hippo and Friends course aims achievement and self-evaluation of teaching, particular focus is placed on the analysis and evaluation of learners’ emotional responses to the first contact with English, their linguistic progress and instructional factors that affected it the most. The Hippo and Friends course has made the majority of very young learners’ first contact with English enjoyable and fun. In addition to developing the very basic listening, speaking and discourse skills, the majority of very young learners have exceeded the suggested target vocabulary by the end of the course. Throughout the course, the majority of very young learners has more successfully acquired and, at the end of it, more correctly orally produced the target vocabulary items (TVI) presented in lessons with a lower number of newly presented TVI, the TVI taught with a higher practising rate, the TVI of thematic units the learners enjoyed the most and the TVI taught through songs and stories. Osrednji predmet raziskovanja magistrskega dela je poučevanje angleščine kot dodatnega (tujega) jezika v zgodnjem otroštvu oz. predšolskem obdobju med 3. in 6. letom starosti z učnim programom oz. didaktičnim kompletom Hippo and Friends (Starter, 1 in 2) avtoric Selby in McKnight, ki je izšel leta 2006 pod založništvom Univerze Cambridge. Po predstavitvi teoretičnih izhodišč učenja in poučevanja dodatnega (tujega) jezika v zgodnjem otroštvu ter učnega programa Hippo and Friends, bomo v empiričnem delu analizirali in ocenili rezultate poučevanja z omenjenim programom. Slednje smo pridobili med oktobrom 2015 in marcem 2016 v okviru vodenja angleškega jezikovnega tečaja 3 zahtevnostnih stopenj za omenjeno starostno skupino otrok. 5 tečajnih skupin (2 skupini prve, 2 skupini druge in 1 skupina tretje zahtevnostne stopnje) je skupno obiskovalo 45 predšolskih otrok. Jezikovni tečaj smo izvajali v petih krajih severovzhodne Slovenije (Oplotnica, Kebelj, Slovenska Bistrica, Poljčane, Pragersko) v okviru študentskega dela pri jezikovni šoli Bla Bla. Ob splošni oceni doseganja ciljev učnega programa Hippo and Friends ter samoevalvaciji poučevanja se bomo še posebej osredotočili na analizo in oceno čustvenega odzivanja učencev na prvi stik z angleščino, njihov jezikovni napredek ter dejavnike poučevanja, ki so ga najbolj spodbudili. Učni program Hippo and Friends je otrokom omogočil prijetno in zabavno spoznavanje angleščine. Ob razvijanju osnovnih slušnih in govornih spretnosti je večina učencev presegla ciljno besedišče programa. Do izteka tečaja je večina otrok uspešneje usvojila in na koncu pravilneje govorno proizvedla ciljne angleške besede, predstavljene pri učnih urah z manjšo količino novo predstavljenega ciljnega besedišča, besede, ki so bile večkrat ponovljene in utrjene, besede tematskih enot, v katerih so otroci najbolj uživali, ter besede, ki so bile naučene s pomočjo pesmic in zgodbic.

Podnaslavljanje je najpogostejši način prevajanja avdiovizualnega materiala v večini evropskih držav z manj kot 25 milijoni govorcev. Pogovorne ali stilno zaznamovane besede v podnapisih pogosto zamenjajo knjižni izrazi, kar zviša register govorca. V nadaljevanki Skrivna naveza se v veliki meri pojavljajo govorci narkomanskega slenga, ki ob pogovornih izrazih vsebuje tudi elemente žargona in latovščine. Ustvarjalci so z uporabo take govorice želeli prikazati realen odraz življenja na ulici, njihov jezik, kar pa je otežilo razumevanje povprečnega gledalca. Cilj diplomske naloge je bil preveriti, ali je prevajalcu uspelo uspešno prenesti narkomansko izrazoslovje v ciljni jezik ter ohraniti register govorcev. Sprememba registra lahko namreč odločilno vpliva na karakterizacijo lika. Proces dekodiranja narkomanske govorice je potekal s pomočjo ustrezne literature in spletnega slovarja Urban Dictionary. Analiza podnapisov je pokazala, da je pri prenosu narkomanskega izrazoslovja v ciljni jezik prišlo do številnih prevodnih premikov, večinoma so slengovske izraze zamenjali knjižni. Rezultat je bil višanje registra in deloma tudi poseg v samo predstavitev likov in zgodbe. Subtitling is the preferred type of audiovisual translation in most European speech communities with less than 25 million speakers. In subtitles, colloquial or stylistically marked words are often replaced by words in standard language, thus elevating the register of the speaker. A plethora of speakers in The Wire use drug addiction slang, which includes elements of jargon and argot. The creators of the show used such language with the purpose of depicting a realistic portrait of life on the streets. In addition, the goal was to be true to the source and not make it accessible for the average viewer. The purpose of this diploma thesis was to determine if the translator managed to successfully transfer the drug addiction slang and terminology into the target language. Changing the register of the speaker can decisively influence the characterization of specific characters. The decoding process of drug addiction language was conducted with the aid of adequate literature and Urban Dictionary (an online dictionary of slang). It was determined that translation shifts occurred in the process of transferring the drug addiction terminology into the target language. This resulted in the elevation of the register and in part interfered with the presentation of the characters and the story.

Znanstveniki so pri raziskovanju avtistične motnje prišli do kriterijev, na podlagi katerih lahko diagnosticiramo omenjeno motnjo. Avtorja Aarons in Gittens (1992) pravita, da če se otrokovo odklonsko obnašanje ujema z osmimi od devetih alinej za določanje avtistične motnje, še ne pomeni, da je otrok avtističen (Aarons in Gittens, 1992). V letih raziskovanj so mnogi prišli do podobnih ugotovitev. Pri ugotavljanju avtistične motnje smo se v naši raziskovalni nalogi ravnali po kriterijih Kannerja, ki ga je v svoji knjigi povzela avtorica dr. Ivona Milačić. Avtorica v svoji knjigi »Aspergerjev sindrom ali visoko funkcionalen avtizem« trdi, da je Kannerjeva raziskava temeljila na opazovanju enajstih otrok in njegova opažanja so ključna pri današnjem odkrivanju avtizma. Kannerjeva opažanja zajemajo devet stopenj in opisov. 1. Osamljenost – opažamo, da otrok uživa v osamljenosti in se nahaja v svojem svetu. Kanner pravi, da je osamljenost razvidna že v zgodnjih obdobjih razvoja. 2. Rutine – postanejo sestavni del otrokovega življenja na dnevni ravni. Že ena sama izključenost ene dnevne rutine lahko vodi v izbruh agresije. 3. Odličen mehanski spomin – na podlagi Kannerjevih zapisov dr. Milačić navaja, da so si otroci brez pomenske informacije zapomnili npr. pesmice v tujih jezikih, abecedo od konca do začetka. Pomnjenje takšnih nenavadnih informacij bi pri normalno razvijajočemu se otroku pomenili oviro. 4. Eholalia – nenehno ponavljanje določenih besed. Tukaj dr. Milačić navaja primere, kjer otroci pri komunikaciji navajajo besede, ki so neobičajne pri vsakdanji komunikaciji. 5. Občutljivost na dražljaje – v primerjavi z ostalimi otroci, so otroci s avtizmom občutljivi na različne dražljaje kot so zvok, hrana, barve, ipd. 6. Stereotipno gibanje bodisi določenih delov telesa npr. glave, prstov ali besedna rutina. 7. Odlični kognitivni potenciali – glede na Kannerjeve ugotovitve, v to kategorijo uvrščamo otroke z odličnim spominom za dogodke, npr. tiste otroke, ki si zapomnijo ali sestavijo kompleksno pesmico, uporabljajo slovnico višje ravni, kjer se vidi njihov primer izjemne inteligence 8. Odlično pomnjenje informacij na podlagi ponavljanja – veliko otrok z avtizmom kaže izjemno moč spomina 9. Normalen fizičen zunanji izgled (Aarons in Gittens, 1992). Dr. Lorna Wing in dr. Judith Gould (Wing in Gould, 1979) sta leta 1979 opravili raziskavo na področju epidemiološke raziskave otrok prebivalcev točno določenega kraja v Londonu. Njuna raziskava je zajemala tudi otroke z avtističnimi motnjami in gibalno ovirane otroke. Njun rezultat se je kazal v tem, da imajo otroci z avtistično motnjo okvaro socialne narave. Aarons in Gittens navajata, da sta znanstvenici ugotovili, da ključni problem leži v okvari družbene zveze, socialne komunikacije in družbenega razumevanja in domišljije. - Okvara družbene zveze se kaže v tem, da bo posameznik navezal družaben kontakt, vendar bo težje razumel pravila družbenega vedenja. - Otrok z avtistično motnjo se bo v družbeno komunikacijo vključil, ko bo sam želel, ampak v pogovoru mogoče ne bo sodeloval. - Okvare družbenega razumevanja in domišljije se kažejo v tem, da se otrok zaveda, da se nekaj dogaja v glavah drugi ljudi, vendar nikakor ne more razvozlati kaj točno nekdo predvideva (Wing in Gould, 1993). Dr. Alenka Vojska Kušar (Patterson, 2009) navaja, da lahko znotraj študije stotih primerov otrok z avtizmom, eden od njih kaže značilnosti avtistične motnje bolj ali manj izrazito. Avtizem po mnenju dr. Vojske Kušar predstavlja globalen družbeni problem. Nekoč, pred dvajsetimi leti, naj bi bilo razmerje otrok z avtizmom 1:1000. Po mnenju avtorice se je avtizem razširil za desetkrat. Če otrok kaže eno značilnost še ne pomeni, da govorimo o avtistični motnji. People can strongly differentiate among each other. Characteristics which predominate with the majority of people are average, while extreme characteristics distance themselves from this particular average in two directions – on one hand towards explicitly expressed action and on the other hand toward increasingly weak one. The phenomenon called Asperger’s Syndrome was until recently an unknown term to many people. It got wide attention the late eighties, when the movie Rain Man with Dustin Hoffman in the main role was released. After the movie broadcast, the interest of the public in this phenomenon significantly increased. But if we look back and focus on heroes in other movies, we can also recognize some examples of high-functioning autism. An example of this type of behavior is remembering telephone numbers from the directory or counting cards in casinos. However, autistic people differentiate among each other also in a special way of thinking which leads to specific behavior and differentiation in physiological and cognitive areas. Today, it is hard to say how Autism differentiates from Asperger’s Syndrome, but differences do exist, so we can talk about two different groups of people with some resemblances prevailing across both groups. Language development starts when the child is born. At first the child starts with earliest vocal sounds like crying, cooing and gurgling and “babbling”. At around 24 months, the baby starts to pronounce words and connects them with what is seen. At 48 months old a child will reach the level of using basic language and vocabulary skills according to their experience (Pižorn Language Learning in Early Childhood et. at. 2013 quoted in Pižorn 1). As the child grows, his/her sequences of L1 develop (acquisition of grammatical morphemes, negation where he/she learns how to deny, disagree, refuse something and acquisition of questions). In the years to follow, most children are able to produce and ask questions, give commands, report events in the real world and also tell stories in the imaginary one. In the following years they develop their metalinguistic awareness and development of vocabulary, construct complex sentences and structures. Language is a bridge that connects them socially with other people it expresses their history of origin and functions as a tool for communication. (Pižorn 1-48). Bilingual individuals can function in two or more languages in bilingual communities at the same level as native speakers and they usually identify himself with both languages (Skutnabb-Kangas 90). Researches of second language (L2) acquisition are discovering that while the bilingual child is coping with the first language (L1), he/she is also benefiting from the development of the second language (Þráinsson 1). Bilingualism combines langauge proficiency, skills and socio-cultural environment. It is also the norm in many places in the world (Canada, India, border areas like Lendava). Many people believe that handling two or more languages at the same time is too much of a strain for the child's mind which is why parents sometimes sign their children to schools which are monolingual. However, it has been established that many students, who are exposed to the bilingual school system or environment, only benefit from bilingualism in the areas of learning, identity and inter-cultural understanding. When we observe children with ASD (Autistic Spectrum Disorder) or AS (Asperger's Syndrome) we often find a lack of comminication skills or some speech delay. Asperger's syndrom is by reasearchers considered a mild form of ASD. Autistic people may often have limited vocabulary or syntax, their intonation may have its own specific features, and they may even avoid any type of communication including eye contact.

A textbook is one of the most important learning tools by which the learner encounters upon entering the school. It is bound to the curriculum and syllabus. Pupils use it as a guide during the learning process in the classes and also for their independent work outside the classrooms. Nowadays, we are encouraged to use modern ICT, which is omnipresent in schools as a result of a quick pace of life and technological progress. Despite the increasing usage of modern ICT in the educational process, a textbook still remains one of the main teaching tools for educational work. With its long tradition in history it remains in step with the times. It helps pupils not only to acquire the necessary skills, but also to develop mental skills, and critical and creative thinking. The theoretical part of the master’s thesis explains the concept of teaching and its purpose as well as the functions and activities of the lessons. Moreover, it describes the factors of the educational process, lists its types and explains who the subjects of the educational process are. The thesis also deals with the structural components of teaching: aims, contents, teaching environment, time and means. The research focuses on the textbook as one of the most important methodical-didactic materials and on the external and internal structure of selected textbooks. In addition, the empirical part of the thesis presents a detailed analysis of pre-prepared criteria. Učbenik je eno najpomembnejših učnih sredstev, s katerim se učenec sreča ob vstopu v šolo. Vezan je na učni načrt in predmetnik. Učenec ga uporablja kot vodilo pri pouku in za samostojno delo tudi izven učnega procesa. V današnjem času nas hiter tempo življenja in tehnološki napredek spodbujata k uporabi sodobne informacijsko-komunikacijske tehnologije, ki je vseprisotna v šolah. Kljub velikemu prodoru sodobne učne tehnologije učbenik še zmeraj ostaja temeljni šolski pripomoček pri učno-vzgojnem delu. S svojo tradicijo in zgodovino ostaja v koraku s časom. Z njegovo pomočjo učenci pridobijo potrebno znanje, hkrati pa jim pomaga razvijati umske sposobnosti, kritično in ustvarjalno mišljenje. V teoretičnem delu magistrske naloge smo osmislili pojem pouka, zanimalo nas je, kakšen je njegov namen, podrobneje pa smo si ogledali tudi funkcije in naloge pouka. Opisali smo dejavnike izobraževalnega procesa, našteli njegove vrste in pojasnili kdo so subjekti izobraževalnega procesa. Naše zanimanje so pritegnile tudi strukturne sestavine pouka (cilji, vsebina, didaktično okolje, čas in sredstva). Glavni predmet obravnave v magistrski nalogi bo učbenik, eden izmed najpomembnejših metodično-didaktičnih gradiv. Zanimala nas bo zunanja in notranja struktura izbranih učbenikov, podrobnejšo analizo po vnaprej pripravljenih kriterijih pa bomo predstavili v empiričnem delu magistrske naloge.

The graduation thesis presents the dialectal features of Cockney in the series EastEnders. The theoretical part includes the definitions of the following concepts: language variety, dialect levelling, accent, dialect. This is followed by a brief presentation of the historical background and social perception of Cockney. The last and most extended segment of the theoretical part presents the linguistic features of Cockney, with emphasis on the phonological characteristics and the comparison of its phonological features with those of Received Pronunciation and Estuary English. The empirical part consists of the phonetic transcription of two chosen episodes of EastEnders, accounted for through auditory analysis. As in spoken conversation, especially in rapid speech, the neighbouring phonemes of words affect each other’s articulation, consideration is given to most common accommodation processes that appear in connected speech: assimilation, elision, epenthesis, and liaison. The aim of the graduation thesis is to analyse the phonetic features of Cockney in EastEnders. Moreover, the examination indicates how frequently a certain Cockney feature is used by each speaker and in what way its occurrence varies depending on the age, gender, and education of the characters in the series. The results of the statistical analysis are given for each phoneme separately. Diplomsko delo obravnava narečne značilnosti londonskega narečja cockney v TV-seriji EastEnders. Teoretični del naloge obsega opredelitev sledečih pojmov: jezikovna varianta, jezikovna izravnava, naglas, narečje. Temu sledita kratek zgodovinski oris in družbeni vidik londonskega narečja. Slednji, najobsežnejši segment teoretičnega dela, vključuje jezikovne značilnosti londonskega narečja s poudarkom na glasoslovnih ter primerjavo glasoslovnih značilnosti izbranega narečja z značilnostmi standardne izgovorjave angleškega jezika in angleškega naglasa ‘’Estuary English’’. Empirični del naloge sestoji iz fonetične transkripcije dveh izbranih epizod TV-serije EastEnders, izvedene po slušnem vtisu. Ker v hitro govorjenem besedilu fonemi vplivajo na izgovorjavo sosednjih glasov, so v analizi izpostavljeni in upoštevani fonološki procesi, ki se pojavijo v govorjenem diskurzu, in sicer: asimilacija, izbris in epenteza (vstavljanje ali dodajanje). Cilj diplomskega dela je analizirati glasoslovne značilnosti izbranega londonskega narečja v nanizanki EastEnders. Raziskava vključuje procentualni delež določenega narečnega pojava pri posameznem govorcu in pogostost pojavnosti raziskanih dialektalnih značilnosti glede na starost, spol in izobrazbo govorcev.

The thesis on Learning English as a Second Language in Adults presents adult learning and findings connected with it in the theoretical part. This part also includes characteristics of adult learning which have an impact on the learning process and dynamics of work. Memory and motivation, wide concepts, and important features are also presented in terms of adult learning. Last but not least, age factor also affects learning a foreign language. In English, the most affected language fields are pronunciation, grammar, and vocabulary. The empirical part presents motives and motivation of adult learners that learn English as a foreign language. We also presented the results of didactic features and experiences that the learners gained during the learning process. We found out that motive, didactic features in learners’ experiences are in a correlation with the age factor. Magistrsko delo z naslovom Učenje angleščine kot tujega jezika pri odraslih v teoretičnem delu predstavlja dosedanja spoznanja in opredelitve pojma učenja odraslih. Predstavljene so tudi značilnosti učenja odraslih, ki vplivajo na sam učni proces in dinamiko dela. Delo vsebuje tudi splošen opis spomina in motivacije, ki ju nato bolj podrobneje opredelimo znotraj okvirov učenja tujega jezika pri odraslih. Ne nazadnje se dotaknemo tudi starostnega dejavnika, ki vpliva na učenje tujega jezika, in sicer predvsem izgovorjave, slovnice in besedišča. V empiričnem delu smo s pomočjo rezultatov analize anketnega vprašalnika predstavili motive in motivacijo odraslih, ki se odločajo za učenje angleščine kot tujega jezika. Predstavili smo tudi didaktične značilnosti in izkušnje, ki so jih anketiranci opisali ob učenju tujega jezika. Ugotovili smo, da motivi za učenje angleščine kot tujega jezika, didaktične značilnosti in njihove izkušnje z učenjem sovpadajo s starostjo.

Learning and using foreign languages in a natural environment, in real-life situations at the didactic farm (at the Eder farm) is the theme of this diploma thesis. Nowadays primary schools are more and more aware of teaching different real-life skills outside the school’s own four walls. They do not expect their pupils to learn just for good grades, they want them to learn and prepare for possible situations in their future life. The first part of the thesis presents the history of teaching and learning outside the classroom, defines the meaning of the term "didactic farm" and presents the Eder didactic farm, its history, ethnological collection, offers, target groups, possible types of visits and topics. On the basis of four possible foreign language courses during the visits to the didactic farm the results, advantages and disadvantages of teaching foreign language at the didactic farm, responses of children, teachers’ opinions and possibilities of further developments are presented. The hypotheses have all been confirmed, with the remark, that the children have fewer difficulties coping with new ways of FL learning and using then teachers. The primary aim of the thesis was to find possible improvements for the integration of didactic farms and schools in the local or wider school district. Another goal was to invite them to learn and use foreign languages at a didactic farm that provides appropriate offers, attractive and diverse themes and contributes to the greater prevalence of such foreign language learning in natural environment. Tema diplomskega dela je učenje in raba tujih jezikov v naravnem okolju, v realnem življenju na didaktični kmetiji, natančneje na kmetiji Eder. V zadnjih letih se osnovne šole vse bolj zavedajo pomembnosti poučevanja spretnosti, ki jih bodo učenci potrebovali v vsakdanjem življenju. Šole ne želijo, da bi se učenci učili samo za dobre ocene, ampak da bi izkusili učenje tudi v resničnih situacijah, zunaj šolskih zidov. Naloga vsebuje pregled zgodovine poučevanja zunaj razreda, definicijo termina didaktična kmetija ter predstavitev didaktične kmetije Eder, njene zgodovine, etnološke zbirke, ponudbe, ciljne skupine, tipov obiskovalcev in tem poučevanja. Na osnovi predstavitve štirih učnih sklopov so predstavljeni rezultati, torej prednosti in slabosti učenja in rabe tujega jezika na didaktični kmetiji, odzivi otrok iz vrtcev in učencev, mnenja učiteljev ter možnosti nadaljnjega razvoja. Vse predpostavke so bile potrjene s pripombo, da se novemu načinu dela lažje prilagodijo učenci kot njihovi učitelji. Cilj diplomske naloge je bil najti možne izboljšave povezovanja didaktične kmetije s šolami v ožjem in širšem šolskem okolišu, jih s primerno ponudbo in aktualno tematiko pritegniti k učenju tujega jezika na didaktični kmetiji ter prispevati k večji razširjenosti učenja tujega jezika na didaktičnih kmetijah ali zunaj razreda nasploh.

Magistrsko delo z naslovom Zaznave učencev 8. razreda o vplivu IKT na učenje angleščine v teoretičnem delu ponuja pregled razvoja poučevanja angleščine kot tujega jezika in predstavlja dosedanja spoznanja o uporabi informacijsko-komunikacijske tehnologije (IKT) pri pouku angleščine. Opredelili smo pojme, kot sta npr. IKT in računalniško podprto učenje jezika, ter opisali uporabo pripomočkov, kot so urejevalniki besedil, blogi in programska oprema za pošiljanje sporočil kot primere uporabe IKT za učenje angleščine. V empiričnem delu smo s pomočjo rezultatov analize anketnega vprašalnika predstavili zaznave učencev o uporabi IKT za učenje angleščine v šolskem okolju in zunaj njega ter pričakovanja o količini priložnosti za aktivno uporabo IKT pri pouku angleščine. Ugotovili smo, da v šolah, ki so bile vključene v raziskavo, IKT uporabljajo zgolj kot nadomestilo za tradicionalno tablo in grafoskop. Učenci imajo pozitiven odnos do IKT in smatrajo, da imajo visoko razvito računalniško pismenost, prav tako pa si pri učenju angleščine želijo uporabljati več IKT. Največjo prednost takšnega učenja učenci vidijo v popestritvi učnih ur in preprostem dostopanju do izvirnih besedil. Čas, ki ga učitelji porabijo za pripravo na uporabo, je po mnenju učencev velika pomanjkljivost pri vključevanju IKT v pouk angleščine. Raziskava je pokazala, da imajo učenci, ki več prostega časa namenijo izvajanjem dejavnosti v angleščini z uporabo IKT, tudi višje ocene. Masters’ thesis Students’ Perceptions of the Influence of ICT on Learning English offers an overview of the development of teaching English as a foreign language and presents the findings about the use of information-communication technology (ICT) for English teaching. We defined terms such as ICT and computer assisted language learning and described the use of word processors, blogs and instant messaging software as examples of ICT use for language learning purposes. The results of the questionnaire analysis present students’ perceptions of the ICT use for learning English in school and home environment, and their expectations for the amount of opportunities for active use of ICT in English lessons. The results show that the schools included in this study use ICT as a substitute for the traditional blackboard and overhead projector. The students have a positive attitude toward ICT and believe to have a highly developed digital literacy what is more, they wish to use more ICT for learning English. The main advantage the students see is lesson diversification and easy access to authentic materials. The preparation time for the use of ICT is a considerable disadvantage of ICT integration in English teaching. The results of the study show a positive correlation between the amount of time the students spend doing activities in English by using ICT in their free time and their final grades.

V diplomskem delu predstavljamo yorkshirsko narečje, uporabljeno v romanu Wuthering Heights angleške pisateljice Emily Brontë. Roman danes velja za klasiko angleške književnosti, njegov prevod smo dobili leta 1962 izpod peresa Rape Šuklje. V prevodu narečja ni zaznati, pričujoče diplomsko delo pa ponuja poskus prenosa v narečje Kaple na Kozjaku. Za potrebe poskusa prevoda smo raziskali teorije o prevajanju romana ter analizirali yorkshirsko narečje v romanu in slovenske prevode delov, v katerih se pojavlja. Nato smo raziskali narečje Kaple na Kozjaku in lastne prevode prenesli vanj. Za to narečje smo se odločili na podlagi podobnosti, ki jih lahko najdemo pri obeh narečjih. Diplomsko delo ponuja analizo govora hlapca Josepha, pri katerem je stilna oznaka z narečjem najmočnejša. The paper presents the Yorkshire dialect, used in the novel Wuthering Heights by the English author Emily Brontë. Today, the novel is one of the classics of English literature and has was translated into Slovene in 1962 by Rapa Šuklje. However, there is no trace of any dialect in the translation, thus this thesis presents an attempt to transfer the speech into the Slovene dialect of Kapla na Kozjaku. In order to achieve this, we did a research on novel translation theories and analysed the Yorkshire dialect in the novel and its translation. We also researched the dialect of Kapla na Kozjaku and attempted to use it as the target dialect. Our decision to use this dialect was based on similarities between the two dialects. The thesis focuses on the speech of the farm worker Joseph, whom the author gives the purest and strongest form of dialect.

The main aim of this thesis was to examine verbal working memory in native and foreign language. In the theoretical part we mainly focused on the Baddeley’s (2002) multicomponent model of working memory. We also reviewed several studies that had aims similar to ours. Finally, we briefly discussed the importance of working memory for scholastic attainment and effectiveness of working memory training. For the empirical part, two versions of an experiment were designed. One version was in Slovene and the other in English. We tested verbal working memory of 76 participants which we divided into four groups. Two groups were tested in their native (Slovene) language, and two in foreign (English) language. The experiment consisted of twelve word sequences, each containing five words. English words were matched with their Slovene equivalents in meaning, frequency and number of syllables. The participants had to recall each word in a sequence in order in which it appeared. The groups were matched for age and level of education, but differed in language proficiency. Results of the experiments strongly support the view that verbal working memory interacts with language proficiency and that it is superior in native language. Furthermore, similar phenomena showed in both languages, suggesting universal nature of verbal working memory. Poskušali smo preučiti verbalni delovni spomin v maternem in tujem jeziku. V teoretičnem delu smo izhajali predvsem iz Baddeleyevega (2002) modela delovnega spomina. Analizirali smo številne študije, ki so se ukvarjale s podobnimi vprašanji kot naša raziskava. Na kratko smo razpravljali tudi o pomembnosti delovnega spomina za šolske dosežke in možnostih izboljšanja delovnega spomina z vadbo. V okviru empiričnega dela smo sestavili dve različici preizkusa, tj. v slovenščini in angleščini. Preizkusili smo verbalni delovni spomin 76-ih študentov, ki smo jih razdelili v štiri skupine. Dve skupini sta preizkus opravljali v maternem, tj. slovenskem, dve v tujem, tj. angleškem, jeziku. Preizkus je bil sestavljen iz dvanajst zaporedij, pri čemer je vsako zaporedje vključevalo pet besed. Sestavili smo angleško-slovenske pare besed, ki so se ujemali v pomenu, pogostosti in številu zlogov. Preizkovanci so morali priklicati besede v zaporedju, v katerem so se pojavile. Skupine so se ujemale v starosti in stopnji izobrazbe, vendar razlikovale v stopnji jezikovnega znanja. Rezultati našega preizkusa močno podpirajo hipotezo, da je verbalni delovni spomin povezan s stopnjo jezikovnega znanja, in sicer da se verbalni delovni spomin premo sorazmerno poveča z jezikovnim znanjem. Rezultati tudi potrjujejo hipotezo, da je verbalni delovni spomin boljši v maternem kot tujem jeziku. Nadalje, podobni pojavi so bili prisotni v obeh jezikih, kar kaže na univerzalno naravo verbalnega delovnega spomina.

Pričujoče diplomsko delo raziskuje vprašanje vpliva prekmurskega narečja na izgovorjavo angleščine pri prekmurskih dijakih in učencih v soodvisnosti od lastnosti učencev, ameriške angleščine in različnih psiholoških dejavnikov. V teoretičnem delu so po poglavjih predstavljene glasoslovne značilnosti prekmurskega narečja in glasoslovne značilnosti angleškega jezika, v zadnjem segmentu teoretičnega dela pa so te primerjane in ponazorjene s primeri. Teoretska izhodišča o vplivu dialekta na tuj jezik so podkrepljene z rezultati v praktičnem delu. V raziskovalnem delu sta uporabljeni dve raziskovalni metodi, in sicer protistavnost in analiza napak. Ključni del raziskave predstavljajo posnetki angleške izgovorjave učencev in dijakov v Prekmurju, ki prihajajo iz dveh šol. Posnetki učencev in dijakov so transkribirani po slušnem vtisu, rezultati pa so predstavljeni po kategorijah in glede na glasovna okolja. Z dobljenimi rezultati dokazujemo močan vpliv prekmurskega dialekta na izgovorjavo angleščine pri učencih in dijakih, ki so sodelovali v raziskavi. Poleg tega smo nekatere podatke o izgovorjavi angleščine učencev in dijakov pridobili s pomočjo anketnega vprašalnika, katerega namen je bil spoznati, ali se učenci in dijaki zavedajo vpliva narečja na tuj jezik in kolikšno mero pozornosti namenjajo pravilni izgovorjavi angleščine. Za analizo teh podatkov smo uporabili deskriptivno metodo. Rezultati diplomskega dela bodo lahko v pomoč tako učencem kot učiteljem angleščine pri izgovorjavi angleščine. This diploma work focuses on the influence of the Prekmurje dialect on the English pronunciation among students in Prekmurje with the co-dependency of the students' characteristics, American English, and various psychological factors. The theoretical part consists of chapters which describe the phonetic features of the Prekmurje dialect as well as the English language. The last segment of the theoretical part includes a comparison of these features as well as illustrative examples. The theoretical basis on the influence of a dialect on a foreign language is supported with results presented in the empirical part. The empirical part presents two research methods, and these are contrastive analysis and error analysis. Recordings of the English pronunciation of students from two different schools in Prekmurje present the essential part of the research. The students’ recordings have been phonetically transcribed only by listening, and the results are presented in categories and according to the sound environment. The results of the research clearly show a strong influence of the Prekmurje dialect on the English pronunciation among students who took part in the research. Furthermore, some of the data on the students’ English pronunciation was conducted with the help of a survey which aimed at whether or not the students are aware of the influence of a dialect on a foreign language, and how much attention they pay to the correct English pronunciation. Descriptive method was used to analyse the mentioned data. The results of the diploma work could be of help to students as well as teachers in the students’ English pronunciation.