Kontrastivna analiza udžbenika za učenje hrvatskoga i turskoga jezika kao stranih prema Zajedničkom europskom referentnom okviru za jezike do razine A2

master's thesis

• Title (english): Contrastive analysis of textbooks for learning Croatian and Turkish as foreign languages according to the Common European Framework of Reference for Languages up to A2 level
• Author: Martina Premor
• Mentor: Marta Andrić (mentor)
• Committee member: Barbara Kerovec (predsjednik povjerenstva)
• Committee member: Azra Abadžić Navaey (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Hungarology, Turkology and Judaism); Zagreb
• Defense date and country: 2021-11-19, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Turkish Studies

Abstract

Izrada nastavnog programa za učenje jezika kao stranih trebala bi se temeljiti na analizi potreba polaznika, što predstavlja izazovan zadatak ako je u pitanju heterogena grupa polaznika. Činjenica jest da je u suvremenom društvu nužno znati barem još jedan jezik osim prvoga, stoga je za očekivati daljnji razvoj istraživanja načina i razina usvajanja stranih jezika. Najutjecajniji dokument u mjerenju razina usvojenosti stranoga jezika u učenju europskih i drugih jezika kao stranih svakako je Zajednički europski referentni okvir za jezike. Jedna je od glavnih funkcija Okvira potaknuti i osposobiti partnere u poučavanju i učenju jezika s ciljem što transparentnijeg prijenosa ciljeva i metoda koje primjenjuju kao i stvarne rezultate koje su učenici postigli (ZEROJ 2005: 18). ZEROJ predstavlja šest razina usvojenosti stranoga jezika: A1, A2, B1, B2, C1 i C2 od kojih su početne dvije; pripremni stupanj (A1) i temeljni stupanj (A2), ukratko opisane ovim radom. Te razine u radu zatim predstavljaju referencu prilikom analize udžbenika za učenje hrvatskog i turskog jezika kao stranih. Kako je riječ o jezicima koji pripadaju sasvim različitim jezičnim porodicama i tipologijama, pristup njihovu poučavanju kao stranih jezika izazovan je za uspoređivanje. Unatoč tome, budući da su i Croaticum i TÖMER svoje udžbenike pripremili u skladu sa zahtjevima ZEROJ-a, ideja ovog rada je usporediti koliko su priređivači analiziranih udžbenika u tome zapravo i uspjeli.

Abstract (english)

The development of a curriculum for foreign language learning should be based on a students' needs analysis, which represents a challenging task if the group of students in question is a heterogeneous one. The fact is that in modern society it is necessary to know at least one other language in addition to the mother tongue, so further development of research on the methods and levels of foreign language acquisition is to be expected. The most influential document in determining the levels of foreign language acquisition when it comes to learning European and other languages as foreign languages is certainly the Common European Framework of Reference for Languages. One of the main functions of the Framework is to encourage and train partners in teaching and learning languages with the aim of establishing a more transparent transfer of goals and methods they apply, as well as of the actual results achieved by students (CEFR 2005: 18). CEFR represents six levels of foreign language acquisition: A1, A2, B1, B2, C1 and C2, of which the initial two, the preparatory stage (A1) and the basic stage (A2), are briefly described in this paper. In the paper, these levels represent a reference in the analysis of textbooks for learning Croatian and Turkish as foreign languages. As these languages belong to completely different language families and typologies, it is challenging to compare the methods used for teaching them as foreign languages. Nevertheless, since both Croaticum and TÖMER prepared their textbooks to meet the requirements of CEFR, the main goal of this study is to compare how much the authors of the analysed textbooks actually succeeded in their task.

• Keywords: Kontrastivna analiza udžbenika; učenje stranih jezika; Zajednički europski referentni okvir za jezike; komunikacijske kompetencije
• Keywords (english): Contrastive analysis of textbooks; foreign language learning; Common European Framework of Reference for Languages; communication competences
• Language: croatian
• URN:NBN: urn:nbn:hr:131:004093
• Study programme: Title: Turkish Language and Literature (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra turkologije (magistar/magistra turkologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-11-24 15:14:49