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Importance of motivation when learning foreign languages in adulthood

dc.contributorLalić-Vučetić, Nataša
dc.contributorGundogan, Dragana
dc.contributorRadanović, Ana
dc.creatorB. Mikhailova, Olga
dc.creatorAvagjan, Karina
dc.date.accessioned2021-06-23T10:23:40Z
dc.date.available2021-06-23T10:23:40Z
dc.date.issued2020
dc.identifier.isbn978-86-7447-151-7
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/509
dc.description.abstractAktuelni procesi globalizacije zahtevaju poznavanje stranog jezika kao neophodnog instrumenta komunikacije u savremenom društvu. Suština kognitivnog razvoja tokom odrasle dobi ne zasniva se na proširivanju dijapazona sposobnosti, niti na promeni njihove strukture, već na fleksibilnoj upotrebi intelekta u različitim periodima života. U procesu učenja odrasla osoba teži da ostvari rezultate što je moguće pre, te je u stanju da usvaja gradivo ubrzanim tempom i da ga savlađuje uprkos visokoj kompleksnosti predmeta učenja. Kod odraslih osoba fokus učenja je usmeren na operativno korišćenje stečenog znanja u praksi, tako da se od najrelevantnijih komponenata motivacija prilikom učenja stranog jezika u odrasloj dobi izdvaja praktična primena stečenih znanja. Navedene tvrdnje ukazuju na to da bi za učenje gramatike trebalo odrediti ograničeno vreme (po potrebi), leksički fond treba popunjavati u meri koja je neophodna za uspešno izvršenje praktičnih zadataka, a praksu treba sprovoditi u skladu sa prirodnim jezičkim okruženjem kroz dijaloge ličnog karaktera iz svakodnevnih životnih situacija. Konsekventno učenje gramatike i leksike, praćeno prelaskom na vežbe utvrđivanja i ponavljanja gradiva koje su tipične za tradicionalne metode, ne motiviše odrasle da stiču i konsoliduju nova znanja. Pretpostavlja se da polaznik neće postati aktivni govornik stranog jezika izrađujući veštački napravljene vežbe. Stoga je neophodno aktivno primenjivati komunikativnu metodu u okviru koje se novi materijali objašnjavaju na stranom jeziku, tako što se koriste poznati izrazi, usvojena leksika i gramatičke konstrukcije. U ovom pristupu poželjno je koristiti i vizuelna nastavna sredstva. Rezultati naše analize pokazuju da su ključni sledeći segmenti za formiranje pozitivne motivacije prilikom učenja stranih jezika u odrasloj dobi: 1) postavljanje govornog aparata za fonetski sistem stranog jezika; 2) razvoj komunikativnih veština od samog početka učenja; 3) postepeno uklanjanje jezičke barijere; 4) razvijanje veštine slušanja i ponavljanja za govornikom; 5) formiranje veštine pravilnog i aktivnog govora; 6) brzo proširivanje leksičkog fonda; 7) dinamičnost, jednostavnost i efikasnost pozitivne komunikacije nastavnika sa polaznicima stranog jezika.sr
dc.description.abstractThe current globalization processes require the knowledge of a foreign language as a necessary communication instrument in modern society. The essence of cognitive development in adulthood is not based on expanding the range of capabilities or changing their structure, but on flexible use of intellect in different periods of life. In the learning process, the adult person seeks to attain results as soon as possible, and they are capable of adopting the learning material at a faster pace and grasp it despite a high complexity of the learning topic. The adults focus their learning on operational use of the acquired knowledge in practice, hence the applied use of acquired knowledge stands out as the most relevant component of motivation when learning a foreign language in adulthood. The stated claims indicate that grammar learning should be restricted to a limited time (as needed), lexical fund should be filled to the extent necessary for successful execution of practical tasks, and practice should be carried out in line with a natural linguistic environment through personal type dialogues from everyday situations. Consequential learning of grammar and lexis followed by transition to repetition exercises typical for traditional method, does not motivate the adults to acquire and consolidate new knowledge. It is presumed that the attendant cannot become the active speaker of a foreign language by creating artificially made exercises. Therefore, it is necessary to actively apply communication method within which new materials shall be explained in a foreign language by using familiar expressions and adopted lexis and grammatical constructions. In this approach it is desirable to use visual means as well. The results of our analysis show that the following segments are crucial for creating a positive motivation when learning a foreign language in adulthood: 1) setting vocal apparatus for the phonetic system of a foreign language; 2) developing communication skills from the very beginning of learning; 3) gradual removal of the language barrier; 4) developing the skills of listening and repeating after speaker; 5) forming the skill of accurate and active speech; 6) quick increase of lexical fund; 7) dynamism, simplicity and efficiency of positive communication of a teacher with foreign language learners.sr
dc.language.isosrsr
dc.language.isoensr
dc.publisherBeograd : Institut za pedagoška istraživanjasr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceMotivacija u obrazovanju između teorije i praksesr
dc.subjectmotivacijasr
dc.subjectučenjesr
dc.subjectodraslo dobasr
dc.subjectkomunikativna metodasr
dc.subjectmotivationsr
dc.subjectlearningsr
dc.subjectadulthoodsr
dc.subjectcommunication methodsr
dc.titleZnačaj motivacije prilikom učenja stranih jezika u odrasloj dobisr
dc.titleImportance of motivation when learning foreign languages in adulthoodsr
dc.typeconferenceObjectsr
dc.rights.licenseBYsr
dc.citation.epage67
dc.citation.spage66
dc.description.otherKnjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksasr
dc.description.otherBook of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1414/Znacaj_motivacije_2020.pdf
dc.type.versionpublishedVersionsr


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