Akademski vokabular u nastavi engleskog jezika struke na master akademskim studijama

Abstract

Ovaj rad se bavi podučavanjem engleskog akademskog vokabulara na master akademskim studijama. Cilj rada je da se ispita u kojoj meri studenti mogu pravilno upotrebiti engleske akademske termine posle primene različitih vežbanja, kao i da li postoji korelacija između prethodnog predznanja engleskog jezika i zastupljenosti pravilne upotrebe engleskih akademskih termina. Naime, cilj istraživanja bio je da se utvrdi da li se pomoću pojedinih vežbanja može postići pravilnija upotreba engleskih akademskih termina. Ispitanici su bili studenti master akademskih studija studijskog programa Poljoprivreda Poljoprivrednog fakulteta Univerziteta u Beogradu. Istraživanje je uključivalo testiranje pravilne upotrebe engleskih akademskih termina, a zatim koreliranje dobijenih rezultata sa prethodnim predznanjem studenata. Rezultati koji su tako dobijeni analizirani su uz pomoć jednofaktorske analize varijanse (ANOVA) i Post Hoc Tukey's HSD testa. Rezultati ukazuju na to da su generalno svi studenti pravilno upotrebili neke od ciljnih engleskih akademskih termina. Pored toga, nalazi pokazuju da postoji statistički značajna korelacija između predznanja studenata i zastupljenosti pravilno upotrebljenih akademskih termina. U zaključku su date moguće smernice za uspešnije podučavanje akademskog vokabulara, kao i moguće polazne osnove za buduća istraživanja.

This paper deals with teaching English academic vocabulary in master's degree academic studies. The aim of this paper is to examine the extent to which students can properly use English academic terms after various exercises applied within the English classes, as well as a correlation between the students' prior knowledge of English and their ability to use English academic terms properly. In other words, the research also aimed to determine whether the usage of certain exercises could result in a greater share of properly used English academic terms. The respondents were students of the master's degree academic studies of the study programme Agriculture of the Faculty of Agriculture, University of Belgrade. The research thus comprised testing the correct use of English academic terms and correlating the obtained results with the students' proficiency. The results indicate that, in general, all students used English academic terms somewhat correctly, while the best results were achieved by those engaged in productive practice tasks, such as writing a paragraph, regardless of their English language proficiency. In addition, the analysis of variance ANOVA followed by a Post Hoc Tukey's HSD test revealed a statistically significant difference between the results of the groups of the highest and the lowest English language proficiency. The findings show a statistical significance of the correlation between students' prior knowledge and the incidence of correctly used academic terms, which can be explained by the tendency of the most proficient students to use learning strategies such as lexical inference. In addition, some hints on how to help students with lower English language proficiency to use new academic terms correctly to the same extent as students who are more proficient in English are provided. In conclusion, possible guidelines are given for teaching academic vocabulary to increase the share of properly used academic terms and possible starting points for future research.