| dc.description.abstract | Dán masterbarggu fáddán lea njálmmálaš gulahallan sámegiela nuppigiela gáiddusoahpahusas. Njálmmálaš gulahallan lea dehálaš vuohki oahppat giela, muhto sámi gáiddusoahppis sáhttá leat unnán vejolašvuohta gulahallat sámegillii oahppodiimmuid olggobealde. Nu lean háliidan fidnet dieđu, man vuođul oahpaheaddji sáhttá lágidit gulahallandoaimmaid oahppodiimmuin. Dutkamuša váldogažaldahkan lean jearran mo nuppigiela oahppi njálmmálaš sámegiella aktiviserejuvvo sártnodettiin oahpaheaddjiin gáiddusoahpahusas. Guovddáš doahpagat dán gažaldaga čoavdimis leat leamaš Øzerk (2010) giellarepresentašuvnnat, Manne (1993) diehtováili, máhcahat ja válljen, Vygotsky (Mystkowska-Wiertelak 2017) ofelastin ja Hole (2003) mállečájeheapmi. Vástidan dihtii váldogažaldahkii lean oassegažaldahkan jearran mo nuppigiela oahppi njálmmálaš giellageavaheami sáhttá govvidit. Dáhpáhusdutkamiin lean filbmen gáiddusoahppodiimmuid, maidda ieš lean oassálastán oahpaheaddjin. Govvideaddji statistihkain ja diskursaanalysain lea dutkanmateriála analyserejuvvon, ja nu lea sámástangoahti ihtán. Sámástan-goahti lea didákttalaš modealla man mielde oahpaheaddji sáhttá lágidit gulahallandoaimmaid, nu ahte nuppigiela oahppi sámásteapmi sáhttá lassánit oahppodiimmu áigge.
Summary
This master’s thesis in the didactics of Saami language is about oral communication in a second language in distance education. Oral communication is an important way to learn languages, but the pupil in distance education may not have the opportunity to communicate in Saami outside the language lessons. I have researched ways in which a teacher more easily may arrange communicative activities. As the main question of the thesis I have asked how Saami oral language is being activated when the pupil is conversing with the teacher during distance lessons. Central concepts to answer this question are Øzerk (2010) language representations; Manne (1993) information gap, feedback and choice; Vygotsky (Mystkowska-Wiertelak 2017) guidance; and Hole (2003) modeling. To be able to answer the main question I have asked the following supplementary question: How may the second language pupil’s language use be described? The research has been done as a case study, where I have filmed distance learning lessons in which I myself have participated as the teacher. I have analyzed the research material by descriptive statistics and discourse analysis, and so the Saami conversation goahti has appeared. The Saami conversation goahti is a didactic model helping the teacher to succeed when arranging communicative learning activities. In this way the Saami speaking may increase during the lesson. | nb_NO |
