Razvoj jezičnih kompetencija na studiju jezika na predlošku studentskih likovnih radova
Uložené v:
| Názov: | Razvoj jezičnih kompetencija na studiju jezika na predlošku studentskih likovnih radova |
|---|---|
| Autori: | Šišak, Marina, Štorga, Maja Lukežić |
| Informácie o vydavateľovi: | 2025. |
| Rok vydania: | 2025 |
| Predmety: | glotodidaktika, kreativnost, French as a second language, visual arts in second language teaching, francuski kao strani jezik, development of language competences, razvoj jezičnih kompetencija, glottodidactics, creativity, likovna umjetnost u nastavi stranoga jezika |
| Popis: | This paper aims to illustrate how student artworks created outside the framework of the study program can be used to develop students’ language competences, specifically in foreign language studies. By utilizing such a means of instruction, the students are encouraged not only to speak about their own artwork but also to expand their current level of linguistic competence in the process (cf. Muller, 2013); additionally, there is a favourable effect of diminishing the students’ foreign language speaking anxiety. Such a divergence from established classroom practices makes way for new ways of teaching, namely it promotes students’ agency and responsibility for their own learning. In addition, it facilitates their intercultural competence, critical thinking skills, as well as creativity in a second language. The research is based on a case study of an online exhibition project that required undergraduate students of French language and literature to orally present their artworks. Various analyses were conducted, including the analysis of different stages of the project, language analysis of the students’ final performances, and qualitative analysis of student questionnaires. According to the findings, an innovative form of teaching such as the one presented here positively reflects on student motivation for language learning and oral language development, alongside the promotion of creativity and various competences, such as independent use of language learning strategies. After being exposed to this approach, visible progress can be observed regarding the students’ language competences, especially at the phonetic, lexical, and morphosyntactic level. Rad ima za cilj predstaviti metodu korištenja studentskih likovnih radova, nastalih izvan okvira studijskog programa, u svrhu razvijanja jezičnih kompetencija na studiju stranoga jezika. Tom metodom postiže se veća motiviranost studenata; studenti potaknuti na komunikaciju o vlastitome likovnom radu nadilaze svoje jezične kompetencije (usp. Muller & Borgé, 2020.) te se postupno oslobađaju straha od govorenja na stranom jeziku. Odmicanje od ustaljene prakse učioničke nastave otvara mogućnost novih pristupa podučavanju. Takav interdisciplinarni pristup u nastavi stranog jezika kod studenata razvija odgovornost za vlastiti proces učenja, interkulturalnu kompetenciju, kritičko mišljenje te potiče kreativnost na stranome jeziku. Rad se temelji na studiji slučaja projekta online izložbe u kojem su studenti prijediplomskog studija francuskog jezika i književnosti usmeno predstavili vlastite likovne radove. Istraživanje obuhvaća analizu etapa projekta, jezičnu analizu konačnih studentskih izvedbi te kvalitativnu analizu studentskih upitnika. Rezultati pokazuju da takav inovativan način podučavanja pozitivno utječe na studentsku motivaciju za učenjem i izražavanjem te razvija kreativnost i vještine samostalnih strategija učenja. Studenti na taj način postižu vidljiv napredak u jezičnim kompetencijama na fonetskoj, leksičkoj i morfosintaktičkoj razini. |
| Druh dokumentu: | Part of book or chapter of book |
| Prístupové číslo: | edsair.dris...01492..97ec071a96058f27726ad7cd07cc6c45 |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | This paper aims to illustrate how student artworks created outside the framework of the study program can be used to develop students’ language competences, specifically in foreign language studies. By utilizing such a means of instruction, the students are encouraged not only to speak about their own artwork but also to expand their current level of linguistic competence in the process (cf. Muller, 2013); additionally, there is a favourable effect of diminishing the students’ foreign language speaking anxiety. Such a divergence from established classroom practices makes way for new ways of teaching, namely it promotes students’ agency and responsibility for their own learning. In addition, it facilitates their intercultural competence, critical thinking skills, as well as creativity in a second language. The research is based on a case study of an online exhibition project that required undergraduate students of French language and literature to orally present their artworks. Various analyses were conducted, including the analysis of different stages of the project, language analysis of the students’ final performances, and qualitative analysis of student questionnaires. According to the findings, an innovative form of teaching such as the one presented here positively reflects on student motivation for language learning and oral language development, alongside the promotion of creativity and various competences, such as independent use of language learning strategies. After being exposed to this approach, visible progress can be observed regarding the students’ language competences, especially at the phonetic, lexical, and morphosyntactic level.<br />Rad ima za cilj predstaviti metodu korištenja studentskih likovnih radova, nastalih izvan okvira studijskog programa, u svrhu razvijanja jezičnih kompetencija na studiju stranoga jezika. Tom metodom postiže se veća motiviranost studenata; studenti potaknuti na komunikaciju o vlastitome likovnom radu nadilaze svoje jezične kompetencije (usp. Muller & Borgé, 2020.) te se postupno oslobađaju straha od govorenja na stranom jeziku. Odmicanje od ustaljene prakse učioničke nastave otvara mogućnost novih pristupa podučavanju. Takav interdisciplinarni pristup u nastavi stranog jezika kod studenata razvija odgovornost za vlastiti proces učenja, interkulturalnu kompetenciju, kritičko mišljenje te potiče kreativnost na stranome jeziku. Rad se temelji na studiji slučaja projekta online izložbe u kojem su studenti prijediplomskog studija francuskog jezika i književnosti usmeno predstavili vlastite likovne radove. Istraživanje obuhvaća analizu etapa projekta, jezičnu analizu konačnih studentskih izvedbi te kvalitativnu analizu studentskih upitnika. Rezultati pokazuju da takav inovativan način podučavanja pozitivno utječe na studentsku motivaciju za učenjem i izražavanjem te razvija kreativnost i vještine samostalnih strategija učenja. Studenti na taj način postižu vidljiv napredak u jezičnim kompetencijama na fonetskoj, leksičkoj i morfosintaktičkoj razini. |
|---|