Lähivõrdlusi (Nov 2024)
Eesti keele rääkimisoskuse arendamine B1-taseme õpiku ”Naljaga ... ” ülesannete järgi: juhtumiuuring
Abstract
Rääkimisoskuse arendamine on eesti keele kui teise keele õppes väga oluline, kuid sageli ei tegeleta sellega keeletundides piisavas mahus ega kasutata tõhusaid õppetegevusi (Metslang jt 2013; Kitsnik 2020a; Bernhardt & Meristo 2023; Tomusk 2024). Tunnis toimuva määrab peamiselt õpetaja (Gardner 2007), õppematerjalidel on aga tunnitegevuste mõjutajana samuti oluline roll (Tomlinson 2022). Artiklis vaatlen enda läbi viidud tegevusuuringut B1-taseme rääkimisoskuse õpetamisel uue õppekomplekti “Naljaga ...” (Kitsnik & Kingisepp 2021a) järgi. Tegevusuuringu eesmärk oli katsetada õpiku kommunikatiivseid rääkimisülesandeid. Artiklis analüüsin õppijate ja enda kui õpetaja hinnanguid rääkimisülesannete uudsusele, huvitavusele, kergusele ja kasulikkusele. Õpikus kasutatud rääkimisülesannete tüübid (küsimuslipikutega klassis ringikäimine ja eri paarilistega vestlemine, lauamängud, rollikaartidega dialoogid, improteatri formaadis dialoogid) olid õppijaile uudsed ning huvitavad. Ülesannete kergus oli erinev ning ülesanded muutusid kordudes kergemaks. Ülesandeid peeti väga kasulikeks ning õppijate ja õpetaja hinnangul arenes enim õppijate rääkimissoov ja rääkimisjulgus, aga ka endaloodud suulise teksti keerukus, täpsus, sujuvus ning suhtlussituatsioonides toimetulek. "Developing Estonian speaking skills according to the B1 level textbook ”Naljaga ...”: A case study." The textbook “Naljaga ...” (Kitsnik & Kingisepp 2021a) is the first part of the B1 level Estonian language study set “Naljaga pooleks” (Kitsnik & Kingisepp 2021a, 2021b). The article describes the speaking tasks of the textbook and analyzes their use in a 120-hour B1 level language course taught by one of the authors of the textbook and the author of this article, Mare Kitsnik. In order to develop speaking skills, it is necessary to receive a lot of linguistic input, that is, to hear a lot of natural and interesting language use (Krashen 1985), and to try to use the language a lot, while fulfilling one’s communication goals and discussing meanings with peers (Swain 1993; Larsen-Freeman 2007). Linguistic input in textbook “Naljaga ...” is provided through fun listening dialogues written by the authors of the textbook, which focus on the expression of different level-appropriate communication actions and communication functions. To use the language, the textbook has created tasks that develop conversational skills and tasks for creating a longer monologue. The tasks are based on active learning, contain communication gaps and are gamified. Task types are: going around with question tags, board games, dialogues in the format of improtheater, storytelling tasks and discussion tasks. The students rated the novelty, interest, ease and usefulness of the listening dialogues and speaking tasks on Likert scales, and also provided feedback through free-response questions. Additionally, a teacher’s diary was maintained throughout the course, capturing observations on the novelty, interest, ease, and usefulness of the speaking tasks. Although all course participants had studied Estonian many times before, the speaking tasks of the textbook “Naljaga ...” were mostly new to them. The tasks were interesting for the learners. The ease of the speaking tasks varied from medium to easy. At the beginning, it was quite difficult for the learners to hold spontaneous dialogues, in which the speech of the interlocutor cannot be predicted exactly in advance. Speaking tasks were generally considered very useful. Evaluating the development of their Estonian language skills, the learners considered the desire to speak to be the most developed during the course, and the courage to speak and the complexity and accuracy of the oral text they created also developed quite a lot.
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