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1.
Comparative assessment of young learners' foreign language competence in three Eastern European countries
Mihaela Brumen, Branka Čagran, Shelagh Rixon, 2009, original scientific article

Abstract: This paper concerns teacher practices in, and beliefs about, the assessment of young learners' progress in English in three Eastern European countries (Slovenia, Croatia, and the Czech Republic). The central part of the paper focuses on an international project involving empirical research into assessment of young learners' foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non-random sample of primary and foreign language teachers who teach foreign languages at the primary level in these countries. The research shows that English as a foreign language is taught mostly by young teachers either primary specialists or foreign language teachers. These teachers most frequently use oral assessment/interviews or self-developed tests. Other more authentic types of assessment, such as language portfolios, are rarely used. The teachers most frequently assess speaking and listening skills, and they use assessment involving vocabulary the most frequently of all. However, there are significant differences in practice among the three countries.
Keywords: education, assessment, early learning, young learners, foreign languages, foreign language learning
Published: 07.06.2012; Views: 815; Downloads: 50
URL Link to full text

2.
The concept of team-work in the early childhood : the correlation between motor and foreign language learning in the early childhood
Polona Oblak, Matjaž Vehovar, 2007, published scientific conference contribution

Abstract: Collaborative teaching is used in many kindergartens, schools, colleges and universities around the world in order to foster learnersć enthusiasm, social skills and to promote interdisciplinary learning. In Slovenia the instruction to use this new method started in kindergartens and primary schools and two years ago in the secondary grammar schools around Slovenia. Unfortunately, team-teaching can sometimes be enforced and imposed onto professors with no firm aim or goal previously set. Such team - work can neither satisfy learners' needs, nor can it offer a stimulating environment for the professors involved in this fairly new method. Team-teaching method was used in a pilot project with very young learners of English called "Sports and English". It is believed that more professors working together can elaborate more dynamic, flexible, creative, interdisciplinary and methodologically demanding projects. Apparently, learning different skills by using various approaches in the early years helps with whole child development, because learning affects different fields of psychophysical development in similar ways. The key to this learning is the engagement of unconscious psychological processes, such as recognition, perception, etc. There are similar processes going on different learning activities, such as solving in problems through motor activities and foreign language learning. This research space focuses on the correlation between motor efficiency and the level of foreign language acquisition. The examples of good practice in the pilot project 'Sports and English' are presented in terms of team-teaching of two professors, and consequently cross-curricular disciplines and assessment. Not only does team teaching have a great impact on developing learners' multiple intelligences and learning styles, it also develops social skills and the perception of individuals. Finally, correlation of the two disciplines with two professors contributes tremendously to whole child development.
Keywords: education, early learning, foreign language learning, motor abilities, interdisciplinary learning, language acquisition
Published: 07.06.2012; Views: 921; Downloads: 30
URL Link to full text

3.
PERCEPTION AND PRODUCTION IN EARLY FOREIGN LANGUAGE TEACHING THROUGH SPOKEN AND WRITTEN WORD
Suzana Miljević, 2016, undergraduate thesis

Abstract: Implementation of early foreign language learning in the national curriculum for primary education has been a significant and a popular issue among the language researchers, all the professionals involved in the process of early education and parents. The modern theories and research propose early foreign language learning in primary schools as highly beneficial, crucial and necessary in a sense of spontaneous language acquisition through simple and non-demanding tasks, which are primarily based on auditory perception and physical response as production. In contrast to popular approaches in early foreign language teaching, based on the relation between the tasks’ difficulties and language acquisition, this thesis explores the connection and defines the importance of the attention span in relation to successful language acquisition, in comparison to the importance of the task difficulty. The research was carried out at the Primary School Ljubečna among the second and third grade students, who took part in the listening and reading comprehension examination, which was structured for attention observation and measurement purposes. Each group of the second and the third grade students took a listening and a reading comprehension test. The results and observations of the testing were shown to lead to accurate determinations of the attention influence on early language acquisition. This indicates that there is a possibility that the early reading and writing are not adverse to the process of early foreign language learning and foremost that difficulty of tasks is not in a directly proportional relation to perception and production, namely less demanding tasks are not necessarily completed more successfully than tasks that are more complex.
Keywords: KEY WORDS: early learning, early teaching, foreign language, language acquisition, perception, production, attention, attention span, difficulty of tasks, attention observation, attention measurement
Published: 08.09.2016; Views: 579; Downloads: 27
.pdf Full text (1,92 MB)

4.
The Influence of the Early Learning of English on the Acquisition of English in Slovene Primary Schools
Nataša Kosajnč, 2016, master's thesis

Abstract: The results of the Slovenian National Assessment of Knowledge in English i.e. NAK (Nacionalno preverjanje znanja iz angleščine za 6. in 9. razred - NPZ) in the sixth class and the ninth class show different results among schools in Slovenia. The data suggest that there are several factors that help pupils achieve good results in the NAK, especially practice and early English language learning and early language exposure. The purpose of the study was to determine the English language skills of the pupils in Slovenian schools who had organized, systematic English language learning in the first triad of the primary school in comparison to the English language skills of the pupils who did not have organized, systematic English language learning in the first triad of the primary school. The purpose was also to determine the impact of systematic English language teaching in the first triad of primary school on language knowledge of the fourth class pupils. A study was designed which was based on testing the English language skills on a sample of fourth class pupils, selected according to the form of English language learning in the first triad of primary school in Slovenia. The study was conducted in the 2015/2016 school year on a sample of 110 fourth class pupils divided into three groups. The experimental group consisted of 42 pupils who had organized, systematic early learning of English during the first triad. The first control group consisted of 17 pupils who did not have any kind of organized, systematic early learning of English in the first triad. The second control group consisted of 51 pupils who learned English as an extracurricular activity or took English language courses. All groups of pupils completed a questionnaire and took part in the language skills testing on different linguistic levels: lexical, grammatical and discourse levels. A language test was designed for this purpose. The results showed that the three groups were homogenous. Test results were compared within the three groups of pupils. The obtained data was also compared to the general, publicly available data of national sixth class testing (NAK). The analysis showed statistically significant differences in the test results of the three groups of pupils. Pupils who had organized, systematic early learning of English in the first triad achieved better results overall. A more detailed analysis showed that the pupils who had early learning of English in the first triad were more successful in tasks focusing on grammar and discourse. Surprisingly, the pupils who did not experience the organized, systematic early learning of English in the first triad were more successful in lexical tasks.
Keywords: foreign language, early English language learning, research, language test, primary school
Published: 05.10.2016; Views: 567; Downloads: 55
.pdf Full text (1,02 MB)

5.
Assessment of young learners' foreign language in Slovenian primary schools
Mihaela Brumen, Branka Čagran, Shelagh Rixon, 2005, original scientific article

Abstract: Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are famillar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers' experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers' assessment in practice, and teachers' attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.
Keywords: education, assessment, primary education, foreign language teaching, early learning, primary learners of a foreign language
Published: 12.05.2017; Views: 335; Downloads: 167
.pdf Full text (211,75 KB)
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6.
Teaching early-level foreign languages to pupils with impaired pronunciation abilities
Věra Janíková, 2009, review article

Abstract: Today, teaching and learning early-level foreign languages has become a common issue often discussed by specialists. This article deals with the problems of foreign language pronunciation for primary level pupils with impaired communication abilities. The article includes findings from special education and psychology reports along with a definition of the term impaired communication ability and the phonetic-phonological impact it has on learning a foreign language. The conclusion presents some chosen methods for teaching drama and theatre projects that deal with proper pronunciation training and the results of related research investigations.
Keywords: special education needs, specific learning difficulties, impaired communication ability, early-level foreign language learning, methods of teaching drama, research
Published: 09.10.2017; Views: 270; Downloads: 28
.pdf Full text (951,93 KB)
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