Izrada projekata u nastavi engleskog jezika na tercijarnom stepenu obrazovanja

Abstract

Disertacija Izrada projekata u nastavi engleskog jezika na tercijarnom stepenu obrazovanja bavi se analizom unapređenja nastave engleskog jezika na tercijarnom stepenu obrazovanja putem primene pristupa zasnovanog na izradi projekata. Tematski okvir i istraživanje sprovedeno za potrebe disertacije mogu se svrstati u oblast primenjene lingvistike. Disertacija je imala za cilj da utvrdi da li i u kojoj meri primena pristupa zasnovanog na izradi projekata može doprineti razvoju poznavanja vokabulara kod studenata engleskog jezika. Istraživanje je usmereno na devet aspekata: 1) utvrditi da li navedeni pristup u nastavi engleskog jezika, koji pruža kontekstualno učenje u okviru realnih životnih situacija, ima uticaja na unapređenje receptivnog i produktivnog vokabulara studenata engleskog jezika; 2) utvrditi da li je poznavanje receptivnog vokabulara povezano sa poznavanjem produktivnog vokabulara; 3) ispitati da li su receptivni i produktivni vokabular pokazatelji uspešne upotrebe jezičkih sistema (vokabulara i gramatike) i veština (govor, pisanje, čitanje i slušanje), i da li je, shodno tome, projektna nastava korisna za upotrebu jezičkih sistema i veština; 4) ispitati da li primena navedenog pristupa doprinosi razvoju i usavršavanju vokabulara predviđenog nastavnim programom; 5) utvrditi da li postoji razlika u proceni tog vokabulara na osnovu samoevaluacije, testiranja i dnevnika posmatranja; 6) proveriti kako studenti ocenjuju svoje zalaganje i angažovanje na času i kako nastavnik to opaža; 7) ispitati kako studenti ocenjuju sopstvene i tuđe proizvode i projekte; 8) utvrditi stavove studenata o primeni pristupa zasnovanog na izradi projekata; 9) proveriti mogućnost unapređenja kritičkog mišljenja, saradnje, veštine prezentovanja, kreativnosti i inovativnosti prilikom izrade projekata. Empirijsko istraživanje je sprovedeno na uzorku koji su činili studenti prve godine sa Katedre za engleski jezik i književnost Filozofskog fakulteta u Kosovskoj Mitrovici koji se nalaze na B2 nivou poznavanja jezika prema Zajedničkom evropskom referentnom okviru za žive jezike. Učestvovalo je 30 studenata, koji su najpre bili podeljeni u dve grupe (eksperimentalnu i kontrolnu). Nakon toga, studenti eksperimentalne su u manjim grupama radili projekte koji su se odnosili na primenu tematskog vokabulara predviđenog odgovarajućim oblastima u okviru nastavnog programa za predmet Savremeni engleski jezik 1. U prvom delu istraživanja analizirani su poznavanje receptivnog i produktivnog vokabulara i upotreba jezičkog znanja, uz upoređivanje vrednosti dobijenih inicijalnim i završnim merenjem. Takođe je analiziran vokabular koji je u okviru nastavnog programa. U tu svrhu korišćeni su sledeći instrumenti: testovi receptivnog i produktivnog poznavanja vokabulara, testovi za proveru poznavanja vokabulara predviđenog nastavnim programom i testovi i rubrike za proveru upotrebe znanja engleskog jezika. Zatim je sagledano kako studenti samoevaluacijom (pomoću ček-lista) procenjuju svoje sposobnosti prepoznavanja i primene tog vokabulara, svoje zalaganje i angažovanje. Rezultati istraživanja o poznavanju vokabulara predviđenog nastavnim programom upoređeni su sa beleškama iz dnevnika posmatranja nastavnika. Dobijeni podaci obrađeni su kvantitativnom (putem t test analize, korelacijske analize, četvorofaktorske analize varijanse i deskriptivne statistike) i kvalitativnom analizom. Pokazalo se da je eksperimentalna grupa napredovala u odnosu na kontrolnu grupu, što znači da se nastava engleskog jezika na tercijarnom stepenu obrazovanja može poboljšati primenom pristupa zasnovanog na izradi projekata. U drugom delu istraživanja analizirano je kako studenti ocenjuju sopstvene projekte i projekte svojih kolega, a potom su provereni i njihovi stavovi o primeni ovog pristupa. Takođe su predstavljeni i rezultati nastavnikove evaluacije studentskih projekata sa osvrtom na četiri važna segmenta: kritičko mišljenje, saradnju, prezentaciju, kreativnost i inovativnost. Zaključeno je da ispitanici imaju vrlo pozitivan stav prema primeni pristupa zasnovanog na izradi projekata, budući da može doprineti unapređenju vokabulara, jezičkog znanja i savremenih veština učenja. Istraživanje je takođe ukazalo i na prednosti koje primena ovog savremenog pristupa u nastavi ima u odnosu na tradicionalnu nastavu engleskog jezika. Opšti zaključak je da se receptivno i produktivno poznavanje vokabulara i znanje engleskog jezika na tercijarnom stepenu obrazovanja mogu unaprediti primenom pristupa zasnovanog na izradi projekata. Ovakav vid nastave podstiče ne samo poboljšanje znanja engleskog jezika, već i razvoj veština učenja za 21. vek, tj. kritičkog mišljenja, saradnje, prezentovanja, kreativnosti i inovativnosti, veštine samovrednovanja. Na ovaj način se ističe značaj pristupa zasnovanog na izradi projekata za nastavu engleskog jezika i za promovisanje koncepta celoživotnog učenja.

The dissertation entitled The Implementation of Project-Based Learning in Teaching English at the Tertiary Level of Education analyzes the contribution of project-based learning approach (PBL) to English language teaching (ELT) in higher education. The theoretical framework and the research conducted for the purposes of the dissertation belong to the field of applied linguistics. The major objective of the dissertation was to designate the scope of PBL impact on the development of English students’ vocabulary. The research is focused on seven objectives such as follows: 1) to determine whether the observed approach, which provides the contextual learning in real life situations, influences the development of English students’ receptive and productive vocabulary; 2) to establish the connection between the receptive and productive vocabulary knowledge; 3) to test whether receptive and productive vocabulary are indicative of the effective use of English language systems (vocabulary and grammar) and language skills (speaking, writing, reading and listening), as well as whether PBL approach is beneficial to the improvement of the use of language systems and skills; 4) to investigate whether the PBL application has an impact on the vocabulary development required by the curriculum; 5) to establish differences in the assessment of that vocabulary by means of selfevaluation, testing and teacher’s observation diary; 6) to investigate and compare students’perceived efforts and engagement in class to the perception of their teacher; 7) to assess students’ evaluation of their own projects and presentations and those of their colleagues; 8) to map students’ attitudes on the implementation of the PBL approach; 9) to examine the possibility of improving critical thinking, cooperation, presentation, creativity and innovation when using project-based learning. The empirical research was conducted on a sample comprising the first-year students at the Department of English Language and Literature at the Faculty of Philosophy in Kosovska Mitrovica. The sample consisted of 30 students at the B2 level of the Common European Framework of Reference for Languages. Primarily, they were divided into two groups (experimental and control), and then the students of the experimental group were subjected to further division into small project teams. The assigned projects were focused onxiii the use of the topical vocabulary prescribed by the syllabus of the Contemporary English Language 1 course. In the first section of the study, the levels of receptive and productive vocabulary knowledge and the use of language competence were analysed and compared after initial and final measuring. The vocabulary prescribed by the syllabus was also analyzed. For that purpose, the following instruments were used: the receptive and productive vocabulary knowledge tests, the tests of the knowledge of the vocabulary prescribed by the syllabus, and the tests and rubrics for the use of English language. Furthermore, students’ self-evaluation (by means of checklists) on their perceived capability to identify and apply the acquired vocabulary, as well as their effort and engagement in class were analyzed. The data on the knowledge of the vocabulary prescribed by the syllabus was compared to the notes from the teacher’s observation diary. The data was analyzed quantitatively (t test, correlation, the fourway ANOVA analysis, and descriptive statistics) and qualitatively. The study showed that the experimental group had made a more significant improvement in their language compared to that of the control group, which supports the argument that ELT at the tertiary level of education can be enhanced by implementing the PBL approach. In the second section of the study, the students’ evaluation of their own projects, as well as those of their colleagues’, was assessed and the students’ attitudes on the implementation of the PBL approach were mapped. In addition, we presented the data on the teacher’s evaluation of the students’ projects putting emphasis on the four important aspects: critical thinking, collaboration, presentation, and creativity and innovation. The results indicate that the respondents have positive attitudes toward the PBL approach because it boosts the development of vocabulary, the use of language, and contemporary learning skills. The study also confirmed the advantages of PBL, compared to the traditional instructions in ELT. To conclude, the study has proved that, in general, the knowledge of receptive and productive vocabulary, as well as the use of English language competence at the tertiary level of education, can be significantly improved by implementing the PBL approach. This approach not only fosters the knowledge of the English language, but also improves the learning skills of the 21st century such as critical thinking, collaboration, presentation, creativity and innovation, and self-evaluation. It also emphasizes the importance of PBL for the promotion of the lifelong learning.