Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije

Abstract

Predmet ovog istraživanja jeste analiza efekata promena kurikulumâ stranih jezika na osnovnoškolskom nivou i njihov uticaj na razvoj receptivnih jezičkih veština kod učenika završnog razreda osnovne škole. Ako se uzmu u obzir sva politička previranja, kao i ideološka ubeđenja u korist i protiv učenja stranog jezika u ranom uzrastu, jasne su i oscilacije kada je u pitanju izbor stranih jezika koji se nudio u obrazovnom sistemu Republike Srbije. Godine 2007. na snagu je stupila odluka o smanjivanju broja nastavnih časova drugog stranog jezika, koja nije samo kvantitativne, već pre svega kvalitativne prirode i podrazumeva niži nivo jezičke kompetencije u opštem smislu. Istraživanje efekata ovih promena sprovedeno je u vidu longitudinalne studije od školske 2008/2009. do 2010/2011. i 2015/2016. sa učenicima završnih razreda osnovnih škola. Dobijene rezultate smo tumačili i sa aspekta motivacije, uzevši u obzir faktore koji su sociolingvistički orijentisani, kao što su društveno okruženje i vrednost drugog/stranog jezika, a zatim niz individualnih faktora, poput ličnih afiniteta, stepena efikasnosti i cilja učenja jezika. Iako test koji je učenicima bio ponuđen svojom koncepcijom ne pokriva četiri osnovne jezičke veštine, uočeno je bolje snalaženje učenika u poznatim formama i tipovima zadataka, i to pre svega na polju gramatike i gramatičkih struktura, nego u radu na nepoznatim tekstovima u vidu razumevanja pisanog teksta i razumevanja govora. Odluka o smanjenju fonda časova drugog stranog jezika, kao i o odabiru i odobravanju nastavnog materijala, sadržine kurikuluma, dovela je do pada motivacije kod učenika jer SJ2 u poređenju sa engleskim gotovo neminovno zadobija implicitni status komplikovanijeg, čak i manje bitnog jezika. U radu se izlažu problemske situacije i uticaj pedagoško-metodičkih faktora na istraživanje i na nastavu stranih jezika u osnovnim školama.

The subject of the research is the analysis of effects of changes in the curriculum of foreign languages on the primary school level and their influence on the development of receptive language skills of final grade pupils. If we consider the state of political turmoil, ideological convictions in favor and against learning a foreign language at an early age, then the oscillations concerning the choice of foreign languages offered in the educational system of Serbia become easy to understand. In 2007, the decision to reduce the number of teaching hours of the second foreign language came into force; the reduction affects not just the quantity, but the quality of education, as it inevitably results in a lower level of language competence in general. The research into the effects of the changes is carried out as a longitudinal study, which lasted from the school year 2008/09 to 2010/11 and in 2015/16, and embraced pupils of the final grade of primary schools. The obtained results were interpreted from the motivation point of view, by taking into account sociolinguistic factors, such as culture, social environment, and the value of the second / foreign language, and then a number of individual factors, such as personal preferences, the level of effectiveness, and language learning aims. Though conceptually the test offered to the pupils does not embrace all the four language competences, it has been observed that the pupils are better prepared for doing familiar forms and types of tasks, primarily in the field of grammar and grammar structures, than for working with unfamiliar texts where they were supposed to demonstrate the reading and listening competences. The decision on the reduction of the number of the second foreign language lessons, as well as on the choice and approval of the teaching material and the curriculum content, led to the drop of motivation in a pupil, since the second foreign language, as compared with the English language, implicitly and almost inevitably obtains the status of a more complicated and even less significant language. The research presents problematic situations and pedagogical-methodological implications for the research and foreign language teaching in primary schools.