Rääkimisoskust arendavad õppetegevused täiskasvanute B1-taseme eesti keele kursustel

Abstract

https://doi.org/10.5128/ERYa21.11

Rääkimisoskuse arendamine on teise keele õppes väga oluline, kuid sellega on õppijail ka palju probleeme. Üheks rääkimisoskuse arengut mõjutavaks teguriks on tunnis kasutatavad õppetegevused. Artikli alusuuringus arendati rääkimistegevuste klassifikatsiooni, rääkimistegevused jagati keelelise eesmärgiga harjutusteks ning suhtluseesmärgiga ülesanneteks. Selle klassifikatsiooni alusel analüüsiti üheksa täiskasvanute eesti keele kui teise keele B1-taseme õpperühma rääkimistegevusi ja nende mahtu. Tulemused näitavad, et kursustel räägiti küllaltki palju, kuid teadlikku rääkimisoskuse arendamist esines vähem. Kokkuvõttes kasutati tundides rohkem harjutusi ning vähem ülesandeid. Enim rääkimistegevusi viidi läbi kogu õpperühmaga, mis vähendas iga üksiku õppija rääkimismahtu. Rääkimisoskuse arendamine varieerus küllaltki palju sõltuvalt õpetajast ja õppematerjalist.

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"Learning activities that develop speaking skills in B1-level Estonian language courses for adults"

This study examines the teaching of speaking skills in Estonian language classes. It aimed to investigate the activities used to develop speaking skills in B1-level Estonian language classes for adults. Research material was collected through lesson observations (n = 27) from nine adult B1-level Estonian language study groups. The average class size was 9–14 learners, exept for one group with 4 learners. The duration of one course was 120 academic hours, held 2–4 times a week. The observer attended three study meetings of each study group (2–4 academic hours at a time) and collected the following data: 1) list of all the activities related to developing speaking skills 2) a log of time spent on these activities, and 3) the speaking time of learners. The experience of teachers teaching Estonian L2 varied from two years to more than 20 years. Teachers had generally graduated from Estonian language and literature or Estonian as a foreign language/second language. Some teachers had previous experience in teaching Estonian to adults at the B1 level. In addition to adult courses, teachers also teach in general education, vocational education and the university. The activities were categorised as exercises or tasks. Exercises were considered to be fully supported (e.g. reading phrases, repeating what you heard) or partially supported (e.g. practicing grammar forms according to a model) reproductive activities. Productive speech activities that develop communicative skills or prepare for situations that require spontaneous speaking (e.g. improvisation, role-playing games) were considered tasks. A distinction was made between activities for monological and dialogical speaking. We also examined the use of the teaching material. Speaking activities were done a lot in classes – an average of 61% of the total learning time. Speaking activities included more exercises – 34% of the total speaking time – and fewer tasks – 27% of the total speaking time. There were used many receptive exercises. Of the types of tasks, the largest number of conversational tasks were used. The largest number of speaking activities was done with the whole group (56%). 34% of the total speaking time was used in pairwork and 10% in a small group (3–5 people). The results of the study show variation between the courses. There was also visible a link between the teacher and the use of the teaching material. The subsequent stage of the study examines the development of learners’ speaking skills during the course. In the final stage of the study, the relationship between the speaking activities used in the course and the development of speaking skills and motivation are examined.