MOTIVATION OF SLOVENIAN AND SPANISH YOUNG LEARNERS FOR FOREIGN LANGUAGE LEARNING AT THE PRIMARY LEVEL

V diplomski nalogi primerjamo motivacijo učencev drugega vzgojno-izobraževalnega obdobja (VIO) osnovne šole (OŠ) v Sloveniji in Španiji za učenje tujega jezika (angleščine) ter motivacijo mlajših učencev v primerjavi s starejšimi v drugem vzgojno-izobraževalnem obdobju. Osredotočamo se na učenje tujega jezika v otroštvu, pri tem pa najprej opredelimo pojem motivacija, motivacija pri učenju, torej učna motivacija in njene vrste, kot sta notranja in zunanja motivacija ter specifično pri učenju tujega jezika na razredni stopnji OŠ. Temu sledi primerjava poučevanja in učenja tujega jezika (angleščine) na razredni stopnji v drugem VIO osnovne šole v Sloveniji in Španiji. Namen empiričnega dela diplomske naloge je proučiti motivacijo učencev 2. VIO OŠ za učenje tujega jezika (angleščine) v Sloveniji, v primerjavi z učenci v Španiji. Podrobneje nas zanimata notranja motivacija (radovednost, interes, cilji in aspiracije) in zunanja motivacija (okolje − družina, učiteljmediji − televizija, računalnik, glasba) učencev 2. VIO OŠ za učenje tujega jezika (angleščine) v Sloveniji v primerjavi z učenci 2. VIO OŠ v Španiji. Zanima nas tudi notranja motivacija mlajših učencev 2. VIO OŠ v primerjavi s starejšimi učenci 2. VIO OŠ. Primerjava je bila narejena na podlagi anketiranja učencev 2. VIO OŠ v Sloveniji in Španiji. Rezultati kažejo, da obstajajo statistične razlike, da so slovenski učenci 2. VIO OŠ bolj zunanje motivirani za učenje angleškega jezika kot španski učenci 2. VIO OŠ, predvsem zaradi vpliva okolja − družine, učitelja ter medijev − televizije, računalnika in glasbe. Pri tem ugotavljamo tudi, da obstajajo statistične razlike glede notranje motivacije za učenje angleškega jezika (slovenski učenci so bolj notranje motivirani za učenje angleškega jezika) predvsem, kadar govorimo o motivacijskih spodbudah, ki izvirajo iz učenca samega (npr. želi razumeti ali govoriti tuj jezik, zanima ga, kakšna je zgodba filma, prevod knjige/filma, prevod besedila neke popularne skladbe ...). Kadar pa govorimo, da na notranjo motivacijo vplivajo fizični pogoji (prijeten/neprijeten razred), metode poučevanja in aktivnosti, učitelj, uspeh/neuspeh pri učenju, pa ugotavljamo, da so za učenje angleškega jezika notranje bolj motivirani španski kot slovenski učenci 2. VIO OŠ, saj se je izpostavilo, da španski učenci zelo radi prihajajo k pouku angleščine v šoli, predvsem zaradi učiteljice in dejavnosti, ki jih izvajajo pri pouku tujega jezika. Ugotovili smo tudi, da so mlajši učenci 2. VIO OŠ (4. in 5. razredi) notranje bolj motivirani za učenje angleškega jezika kot starejši učenci 2. VIO OŠ (6. razredi).In the thesis we compare motivation of pupils of the second educational period (2. VIO) of primary schools (PS) in Slovenia and Spain for foreign language learning (English). We also compare the motivation of younger and older pupils of the second educational period. We focus on foreign language learning in childhood, where we first define the concept of motivation, motivation for learning – thus, learning motivation, its types, e.g. internal and external motivation, and specifically motivation for foreign language learning at the primary leve. This is followed by a comparison of teaching and learning of a foreign language (English) in the second educational period in schools in Slovenia and Spain. The empirical part of the thesis analyzes the motivation of pupils in the second educational period (2. VIO) of primary school for foreign language learning (English) in Slovenia, compared to pupils in Spain. We are more interested in internal motivation (curiosity, interest, goals and aspirations) and external motivation (environment, family, teacher, media, television, computer, music) of 2. VIO PS pupils for foreign language learning (English) in Slovenia, compared to 2. VIO PS pupils from Spain. We are also interested in internal motivation of younger 2. VIO PS pupils compared to older 2. VIO PS pupils. The comparison was conducted based on question for the pupils of the 2. VIO PS in Slovenia and Spain. The results show that there are statistical differencesSlovenian 2. VIO PS pupils are more externally motivated for foreign language learning as 2. VIO PS pupils from Spain, due to the impact of the environment, family, teacher, media, television, computer and music. Statistical differences concerning motivational encouragements were also found. Slovenian pupils are more motivated for English language learning in terms of motivational encouragement, arising from them alone (e.g. they want to understand and speak the foreign languagethey also want to understand the movie plot, a book or lyrics of a popular song ...). When motivation is influenced by physical conditions (pleasant/unpleasant class), teaching methods and activities, the teacher, learning success/failure, Spanish pupils are more motivated for English language learning as Slovenian 2. VIO PS pupils. Spanish pupils love to attend the English classes in school because of the teacher and activities during the class. The survey also shows that younger 2. VIO PS (4th and 5th grade) are more internally motivated for English language learning than older 2. VIO PS (6th grade) pupils