Gjuha angleze në fokus të evoluimit të politikave arsimore në Shqipëri në kontekstin demografik të arsimit parauniversitar
Abstrakti
Reformat arsimore në Shqipëri, rreth vitit 2000, projektuan të mësuarit e gjuhës angleze si prioritet kombëtar dhe e drejtuan kurrikulën shkollore të gjuhëve të huaja në përputhje me nivelet e gjuhëve të dokumentuara në Kornizën e Përbashkët Evropiane e Referencës (CEFR), ndjekur nga vendimet e MASR për njohjen e testeve dhe diplomave të gjuhës angleze sipas standardeve ndërkombëtare të testeve të gjuhëve të huaja (2011; 2015), që u pasua me vendosjen e parakushteve për nivelet e gjuhës në shkollat nëntë–vjeçare dhe të mesme, niveli A1/A2 dhe B1/B2, (2012). Efekti më i fundit në ligjin parauniversitar ishte vendimi i Ministrisë së Arsimit për futjen me detyrim të lëndës së gjuhës angleze në kurrikulën parashkollore dhe gjithashtu shtimin e një gjuhe të huaj të dytë, përveç gjuhës angleze, që në klasën e parë të shkollës fillore (2020; Urdhër nr. 127/2021). Bazuar në këtë kontekst, ky punim hulumton dy aspekte të mësimit të gjuhës angleze, rolin integrues dhe rolin funksional të përdorimit të saj, duke aplikuar dy mini teste nga instrumenti matës “Attitude Motivation Test Battery”, (Gardner R.C. 2011). Përzgjedhja e kampionit (N= 450) u krye mbi baza demografike, në pesë rrethe kryesore të vendit, përfshirë shkollat e mesme në zona urbane, rurale dhe shkollat jopublike. Ky studim zbuloi se rrethi i Vlorës (N=53), mbizotëron vlerat mesatare të të dhënave të përgjithshme të llogaritura në paketën statistikore për shkencat sociale ‘SPSS 22’. Orientimi i studentëve ndaj roleve të gjuhës angleze u mat me shkallë Likert, në intervalin e pergjigjeve sipas kodimit (1-6). Vlerat e moderuara më të larta, mbi (5) nga (6) gjithsej, rezultojnë tek nxënësit e shkollave të mesme publike në Vlorë, duke iu referuar mjedisit urban, për të dy variablat: rolin integrues dhe rolin instrumental të gjuhës angleze. Ky studim gjeti se subjektet nxënës të shkollave të mesme publike në qytetin e Vlorës janë të orientuar në formë të moderuar drejt rolit integrues dhe funksional të gjuhës. Përsa i përket zonave rurale, nxënësit e shkollave të mesme të rrethit Shkodër janë më të prirur ndaj mësimit të gjuhës angleze për shkak të rolit integrues të saj. Lidhur me shkollat jopublike, orientimi më i lartë i nxënësve ndaj këtij roli evidentohet në rrethin e Durrësit, (M=5,21) dhe të Korçës, (M=4,88).
Fjalët kyçe:
education policy making, instrumental role, integrative role of English language, urban and rural public high schools, nonpublic high schoolsShkarkimet
References
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Abdol L. Fadzil, L. Bahroom R., Mohamad W. (2011), Global Learn Asia Pacific 2011 - Global Conference on Learning and Technology, The role of motivation, eprints.oum.edu. my/565/1/role_motivation.pdf, tërhequr më dt. 3.04.2014
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Alatis, J., Altman, H., and Alatis, P. (1981). The Second Language Classroom: Directions for the 1980’s. Neë York: Oxford University Press.
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Baker & Macintyre, (2000), Language acquisition and motivation, f. 318 (cituar tek Hashimoto Y., f. 31, Motivation and Willingness to Communicate as Predictors of L2 Use, Second Language Studies, 2002)
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Bernaus, M.& Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, 92, 387-401. Cited at Gardner R. C., 2005, Integrative motivation and second language acquisition, p.10
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Brown J.D., (1996), Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents, f. 192, cited at Hashimoto Y., 2002, P. 45. Second Language Studies, 20(2), Spring 2002, pp. 29-70 Crookes,G.& Schimdt, R.W.(1991).Motivation: reopening the research agenda. Language Learning, 41,469-512, cit. tek Dörnyei Zoltan, (1998), Motivation in second and foreign language learning, f. 122, Language Teaching, 31, pp 117-135, doi:10.1017/S026144480001315X , withdrawn 10.02.2023
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Davis, J.A. (1971). Elementary survey analysis. Englewood Cliffs, NJ: Prentice Hall.
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Desrochers A., Gardner R.C., (1981), Second language acquisition : an invetigation of bicultural excursion experience, Quebec: International Center of research for bilingualism, Laval university cituar tek Gardner 1985, Social psychology and second language learning: The
-
role of attitudes and motivation, P.116
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Dörnyei Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning 40: 45-78. Cit. tek Alexander Nikolaou (2007), Attitudes and motivation of Greek secondary pupils toward learning English, : http://www.enl.auth.gr/gala/14th/Papers/English%20papers/Nikolaou.pdf
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Dörnyei Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135, doi:10.1017/S026144480001315XGardner Robert C., (2005). Integrative motivation and second language acquisition Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk - May 30, 2005, London, Canada . Marë nga: http:// publish.uwo.ca/ ~gardner/docs/caaltalk5final.pdf
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Gardner Robert C., (2009). Gardner and Lambert (1959): Fifty Years and Counting1, CaalOttawa2009talk, f.1 . publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf
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Gardner R.C. & Bernaus M., (2004), Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement, Porta Linguarium, http://www.ugr.es/~portalin/articulos/PL_numero12/2%20Merce%20Bernaus.pdf
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Gardner R.C., Masgoret A. M., Tennant J., & Mihic I., (2014), Integrative motivation: Changes during a year long intermediate language course. Language learning, 54:1, f.1-34 : http://onlinelibrary.wiley.com/doi/10.1111/j.1467- › Language Learning › Vol 54 Issue 1, Gardner,
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R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers: publish.uwo.ca/~gardner/docs/SECONDLANGUAGE1985book.pdf
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Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 35, 207-227
-
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, GB: Edward Arnold.
-
Gardner, R.C., Smythe, P.C.,&Smythe, C.L. (1974). The Language Research Group cross
-
national survey: Normative data, 1973-74 (Research Bulletin No. 3). London, Ontario: University of Western Ontario, Department of Psychology.
-
Gardner, R.C. (2001). Integrative motivation and second language acquisition. Cit tek Z. Dörnyei&R. Schmidt (Eds.), f 2., Motivation and second language acquisition (pp. 1-19). (Technical Report #23, pp. 422-459). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
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Gardner, R. C, (2006), Spaintalk, Manuscript, Plurilingüismo: Las Aportaciones Del Centro Europeo de Lenguas Modernas de Graz, www. publish.uwo.ca/~gardner/docs
-
Le Huong Hoa, (2013). Using Mixed Methods to Investigate the Relationship between Student Motivation and Academic Achievement from Sociocultural Perspective SinoUS English Teaching, February 2013, Vol. 10, No. 2, 125-130 , marë nga : http://www.davidpublishing. com/journals_info.asp?jId=1471
-
Nikolao A. (2010) Attitudes and motivation of Greek secondary pupils toward learning English,https://www.academia.edu/49697367/Attitudes_and_motivation_of_Greek_secondary_pupils_toward_learning_English
-
Nikolov Mariene, (2001), A study of unsuccessful language learner, marrë nga: http://books google.al/books
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Rashidi, N., Rahimi, M., & Alimorad, Z. (2013). Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited. Issues in Language Teaching, 2(1), 101-124.
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Rehman A. Bilal A., (2014), The Role of Motivation in Learning English Language for Pakistani Learners, International Journal of Humanities and Social Science Vol. 4 No. 1; marë nga : http:// www. ijhssnet. com/ journals/ Vol_4_ No_1_ January_ 2014/29.pdf
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Softa V., (2011). Learning Environment Effect and Use of Technology in the Study of English Language. Problems of Education in the 21st Century, Vol. 35. presented at the November/2011, retrieved from http://journals.indexcopernicus.com/abstract. php?icid=968810
References
Abdol L. Fadzil, L. Bahroom R., Mohamad W. (2011), Global Learn Asia Pacific 2011 - Global Conference on Learning and Technology, The role of motivation, eprints.oum.edu. my/565/1/role_motivation.pdf, tërhequr më dt. 3.04.2014
Alatis, J., Altman, H., and Alatis, P. (1981). The Second Language Classroom: Directions for the 1980’s. Neë York: Oxford University Press.
Baker & Macintyre, (2000), Language acquisition and motivation, f. 318 (cituar tek Hashimoto Y., f. 31, Motivation and Willingness to Communicate as Predictors of L2 Use, Second Language Studies, 2002)
Bernaus, M.& Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, 92, 387-401. Cited at Gardner R. C., 2005, Integrative motivation and second language acquisition, p.10
Brown J.D., (1996), Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents, f. 192, cited at Hashimoto Y., 2002, P. 45. Second Language Studies, 20(2), Spring 2002, pp. 29-70 Crookes,G.& Schimdt, R.W.(1991).Motivation: reopening the research agenda. Language Learning, 41,469-512, cit. tek Dörnyei Zoltan, (1998), Motivation in second and foreign language learning, f. 122, Language Teaching, 31, pp 117-135, doi:10.1017/S026144480001315X , withdrawn 10.02.2023
Davis, J.A. (1971). Elementary survey analysis. Englewood Cliffs, NJ: Prentice Hall.
Desrochers A., Gardner R.C., (1981), Second language acquisition : an invetigation of bicultural excursion experience, Quebec: International Center of research for bilingualism, Laval university cituar tek Gardner 1985, Social psychology and second language learning: The
role of attitudes and motivation, P.116
Dörnyei Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning 40: 45-78. Cit. tek Alexander Nikolaou (2007), Attitudes and motivation of Greek secondary pupils toward learning English, : http://www.enl.auth.gr/gala/14th/Papers/English%20papers/Nikolaou.pdf
Dörnyei Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135, doi:10.1017/S026144480001315XGardner Robert C., (2005). Integrative motivation and second language acquisition Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk - May 30, 2005, London, Canada . Marë nga: http:// publish.uwo.ca/ ~gardner/docs/caaltalk5final.pdf
Gardner Robert C., (2009). Gardner and Lambert (1959): Fifty Years and Counting1, CaalOttawa2009talk, f.1 . publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf
Gardner R.C. & Bernaus M., (2004), Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement, Porta Linguarium, http://www.ugr.es/~portalin/articulos/PL_numero12/2%20Merce%20Bernaus.pdf
Gardner R.C., Masgoret A. M., Tennant J., & Mihic I., (2014), Integrative motivation: Changes during a year long intermediate language course. Language learning, 54:1, f.1-34 : http://onlinelibrary.wiley.com/doi/10.1111/j.1467- › Language Learning › Vol 54 Issue 1, Gardner,
R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers: publish.uwo.ca/~gardner/docs/SECONDLANGUAGE1985book.pdf
Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 35, 207-227
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, GB: Edward Arnold.
Gardner, R.C., Smythe, P.C.,&Smythe, C.L. (1974). The Language Research Group cross
national survey: Normative data, 1973-74 (Research Bulletin No. 3). London, Ontario: University of Western Ontario, Department of Psychology.
Gardner, R.C. (2001). Integrative motivation and second language acquisition. Cit tek Z. Dörnyei&R. Schmidt (Eds.), f 2., Motivation and second language acquisition (pp. 1-19). (Technical Report #23, pp. 422-459). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Gardner, R. C, (2006), Spaintalk, Manuscript, Plurilingüismo: Las Aportaciones Del Centro Europeo de Lenguas Modernas de Graz, www. publish.uwo.ca/~gardner/docs
Le Huong Hoa, (2013). Using Mixed Methods to Investigate the Relationship between Student Motivation and Academic Achievement from Sociocultural Perspective SinoUS English Teaching, February 2013, Vol. 10, No. 2, 125-130 , marë nga : http://www.davidpublishing. com/journals_info.asp?jId=1471
Nikolao A. (2010) Attitudes and motivation of Greek secondary pupils toward learning English,https://www.academia.edu/49697367/Attitudes_and_motivation_of_Greek_secondary_pupils_toward_learning_English
Nikolov Mariene, (2001), A study of unsuccessful language learner, marrë nga: http://books google.al/books
Rashidi, N., Rahimi, M., & Alimorad, Z. (2013). Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited. Issues in Language Teaching, 2(1), 101-124.
Rehman A. Bilal A., (2014), The Role of Motivation in Learning English Language for Pakistani Learners, International Journal of Humanities and Social Science Vol. 4 No. 1; marë nga : http:// www. ijhssnet. com/ journals/ Vol_4_ No_1_ January_ 2014/29.pdf
Softa V., (2011). Learning Environment Effect and Use of Technology in the Study of English Language. Problems of Education in the 21st Century, Vol. 35. presented at the November/2011, retrieved from http://journals.indexcopernicus.com/abstract. php?icid=968810