06 Príspevky v zborníkoch

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Prehliadanie 06 Príspevky v zborníkoch podľa Autor "Brozmanová, Monika"

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  • Obrázok miniatúry
    Položka
    Assessment as a motivational tool in teaching Slovak to learners with a different mother tongue
    (Filodiritto Publisher : Bologna, 2025) Brozmanová, Monika; Čiliaková, Ružena
    In recent years, there has been a growing number of learners with a different mother tongue attending in Slovak schools. For these pupils, the Slovak language is not only a school subject but also a key means of socialization, relationship-building, and acquiring knowledge across the curriculum. This paper explores the potential of increasing the motivation of learners with a different mother tongue (particularly Roma pupils) in Slovak language and literature classes through a shift in teachers’ assessment approaches. Assessment plays a critical role in the educational process. The aim of the study was to examine how the implementation of formative verbal assessment, combined with the use of innovative teaching methods, affects students’ motivation to learn, self-confidence, and attitudes toward their own education. The change in assessment approach was carried out through an intervention program designed for teaching Slovak language and literature in the second grade of primary school. Pupils worked on differentiated project-based tasks and were assessed individually, with emphasis placed on their progress and personal development. The study followed an action research methodology. Pre-test and post-test phases employed a combination of a didactic test, semi-structured interview, and unstructured observation. The collected data were analyzed using qualitative content analysis. The use of triangulation subsequently enabled a comparison of perspectives on student assessment in Slovak language and literature across three stakeholder groups – students, parents, and the teacher. The findings suggest that positive feedback and an emphasis on individual progress enhance pupils’ sense of competence and confidence. Reducing the stress associated with assessment positively influences pupils’ willingness to engage in classroom activities and communicate in Slovak. Parents observed a shift in their children’s attitudes towards learning, particularly a reduction in fear of failure. The teacher reported improvements in interaction with pupils and in their ability to work both independently and collaboratively. The pilot-tested procedures will be part of a more extensive research study in this field. It highlights the importance of parent collaboration in heterogeneous classrooms and emphasizes formative assessment as a key tool in inclusive education.
  • Obrázok miniatúry
    Položka
    The distribution of active verbs in task instructions in primary education textbooks
    (Filodiritto Publisher : Bologna, 2025) Čiliaková, Ružena; Trnka, Marian; Brozmanová, Monika
    Proficiency in the language of instruction is one of the fundamental prerequisites for the cognitive and academic development of students with a different mother tongue. Understanding instructional verbs used in learning tasks is a key condition for students’ success in solving these tasks correctly. Empirical findings suggest that students who do not sufficiently comprehend task instructions are at a higher risk of academic underachievement [1], [2]. This study focuses on the analysis of active verbs in instructional tasks found in textbooks for the first and second grades of primary school. Specifically, it examines the frequency and variation of active verbs in task instructions across three educational domains: language, mathematics, and science. The analysed sample comprised over 1,600 tasks, from which more than 13,500 sentences containing active verbs were extracted and examined as individual analytical units. The research employed a quantitative methodology, complemented by qualitative procedures. The quantitative component enabled the mapping of verb distribution with an emphasis on frequency. The qualitative component, using the method of constant comparison, facilitated the identification of unique verbs and their categorization within instructional discourse. The results show that students are exposed to more than 1,000 grammatical forms and over 600 unique active verbs during the first two years of schooling. The analysis also revealed significant inconsistencies in the use of instructional verbs, particularly reflective-abstract commands, which can hinder task comprehension. The findings highlight the need for greater linguistic consistency in instructional task design and underscore the importance of targeted language support for students with a different mother tongue, focused on the systematic acquisition of the school’s instructional language.