1. Games and songs in early English and German language learning in kindergarten : a comparison of practitioners' perspectivesJulija Tertinek, 2025, master's thesis Abstract: This master’s thesis analyses early foreign language learning, specifically the learning of English and German, in Slovenian kindergartens, with a particular emphasis on the implementation of games and songs in language instruction. The primary aim of this thesis is to investigate teachers’ attitudes and experiences regarding early foreign language teaching in practice. As such, the research focuses on several key areas: teaching methods, the availability and use of teaching materials and the prevalence of songs and games during lessons.
The theoretical part provides an overview of early foreign language learning, including the benefits of early exposure, the influence of age, teaching approaches and strategies, teacher competences and the role of materials, games and songs in early foreign language acquisition. It also examines the Slovenian context, addressing how early language learning is regulated and supported by the National Preschool Curriculum and the availability of formal training for teachers.
The empirical part combines qualitative and quantitative research methods. The qualitative method includes six semi-structured interviews with teachers/preschool teachers of English and German from Maribor and the surrounding area. The quantitative method includes a questionnaire, distributed to kindergartens across various regions of Slovenia and completed by 64 respondents. Together, these approaches complement the theoretical framework and provide valuable insight from practitioners into how foreign languages are taught in practice and aid in identifying areas where improvements could be made.
Keywords: Early foreign language learning, English, German, kindergarten, songs, games
Published in DKUM: 15.07.2025; Views: 0; Downloads: 21
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2. Sprachspiele als Motivationsfaktor im DaF-Unterricht mit jugendlichen und jungen Erwachsenen : Einsatzmöglichkeiten von Sprachelementspielen im WortschatzerwerbBrigita Kacjan, 2007, doctoral dissertation Abstract: Ausgehend von einem interdisziplinären Studium eng miteinander verwobener wissenschaftlicher Disziplinen wird in der vorliegenden Dissertation theoretisch untersucht und belegt, wie der Wortschatzerwerb bzw. das Wortschatzlemen bei Jugendlichen und jungen Erwachsenen verläuft und wie Sprachelementspiele sinnvoll in diesen Prozess integriert werden können. Die so eruierten Paradigmen bilden die Grundlage fUr die Entwicklung einer Sprachspieltypologie, die sich speziell mit dem institutionellen Wortschatzerwerb hei Jugendlichen und jungen Erwachsenen beschäftigt, Anhand einer empirischen Fallstudie wird die Effizienz einiger ausgewählter Sprachelementspiele in der Praxis mit jugendlichen Deutschlernem überprüft. Vor dem Hintergrund der theoretischen und empirischen Erkenntnisse werden die aufgestellten Hypothesen im Bezug auf den motivationalen Charakter von Sprachspielen bzw. Sprachelementspielen auf ihre Gilltigkeit überprüft. Schließlich werden noch ein Fragenkatalog und die entwickelte Sprachspieltypologie als Werkzeuge angeboten, die es einer DaF-Lehrkraft ermöglichen, Sprachelementspiele sinnvoll und zielgerichtet in ihrem DaF-Unterricht mit Jugendlichen und jungen Erwachsenen einzusetzen. Dies alles wird durch die genau beschriebene, erklärte und begründete Schrittabfolge des Wortschatzerwerbs, den ausgearbeiteten Fragenkatalog und die entwickelte Sprachspieltypologie ermöglicht.
Keywords: German, foreign languages, didactics, vocabulary, language games, motivation, cognition, learning, adolescents, dissertations
Published in DKUM: 27.05.2025; Views: 0; Downloads: 11
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4. Exploring pre-service and in-service teachers' perceptions about early foreign language learning and dyslexiaMilena Košak Babuder, Saša Jazbec, 2019, original scientific article Abstract: This contribution addresses Slovenian in-service and pre-service foreign language and general education teachers' awareness of dyslexia in the foreign language classroom. The authors examine and analyse the levels of familiarity with dyslexia among foreign language teachers and primary school teachers (in-service teachers) and foreign language students (pre-service teachers), their perceptiveness regarding the particularly demanding areas of language learning, and their willingness to engage in additional training to obtain the appropriate skills for teaching children with learning disabilities, particularly dyslexia. The results reveal noticeable differences in answers to individual research questions provided by the participants based on their profiles. The majority of participants stated that they were familiar with dyslexia from a theoretical point of view but also indicated that they were aware of the need to further improve their individual specialist-didactic knowledge and skills in order to give successful support to dyslexic pupils engaged in foreign language learning. The authors also predict the necessary extent of additional training measures in which foreign language teachers, primary school teachers, and foreign language students should engage.
Keywords: pouk tujega jezika, zgodnje učenje, disleksija, dislektični učenci, učitelji tujega jezika, razredni učitelji, empirične študije, foreign language teaching, early learning, dislexy, dislexic pupils, foreign language teachers, pre-service teachers, in-service teachers
Published in DKUM: 21.05.2024; Views: 248; Downloads: 32
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5. The use of Past Simple and Present Perfect Tense and common errors of students in 9th gradeKaja Podgoršek, 2021, master's thesis Abstract: In master's thesis entitled The Use of Past Simple and Present Perfect Tense and Common Errors of Students in 9th Grade theoretical part thoroughly presents English as a global language, language acquisition and language learning, teaching English as a foreign language, grammar and its correlation to education, deductive and inductive approach, the two tenses – Past Simple and Present Perfect and the most common errors in learning English grammar.
The empirical part is based on a research where 100 9th graders from 6 different schools answered questions from a questionnaire regarding English tenses. With the help of questionnaire which had 9 tasks in total, we were able to examine and research to what extent do the Slovenian 9th graders know and successfully use Past Simple and Present Perfect. The questionnaire was created accordingly to the syllabus.
The learners were the most successful when dealing with the theoretical part of the questionnaire. Even though they had some problem when choosing the correct tense when dealing with practical tasks, they had a higher success rate when dealing with the tasks that were theoretical.
The learners from 9th grade achieved overall positive success rate in all tasks which means that they successfully know, recognize and properly use Past Simple and Present Perfect Tense.
Keywords: English tenses, Teaching English as a foreign language, Language learning, English grammar, English as a global language
Published in DKUM: 07.10.2021; Views: 5694; Downloads: 87
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6. English and Italian in the Frame of Genre-based Research and Foreign Language LearningIvo Fabijanić, 2020 Abstract: The publication focuses on English and Italian in the context of genre-based research in foreign language learning, with five contributions focusing on language, namely the position of abbreviations in the Italian business context, the English language in tertiary education using the LanGuide platform, the compilation of the Shakespeare's Dictionary, the attitude of young learners towards the introduction of the first foreign language and the strategies used in translating administrative texts into a minority language. In her contribution, Lenassi discusses the principle of economy in the language usage in business Italian correspondence, and focuses on the similarities and differences in the use of abbreviations. Kompara Lukančič and Fabijanić present a different approach to learning and teaching foreign languages, and they emphasise the role of language acquisition and multilingualism. Kompara Lukančič also discusses the micro- and macrostructure of the Shakespeare’s Dictionary. In his contribution, Smajla discusses the attitudes of Slovenian language learners to the introduction of the first foreign language. In the last part of the monograph Paolucci writes about his study from 2019 in which he examined source and target-oriented strategies in the translation of normative and informative administrative texts for the Italian minority in Slovenia.
Keywords: language learning, first foreign language, legal languages, business communication, lexicography.
Published in DKUM: 10.09.2020; Views: 1161; Downloads: 0 |
7. Teaching vocabulary items related to the field of nursing at the secondary levelPetra Andrejašič, 2018, master's thesis Abstract: In the following MA thesis professional language is presented in detail. Professional language is based on general one and characterized by technical terminology. It is an essential part of the lessons in vocational programmes, as it forms the basis for students’ future profession. According to the curriculum, a part of English lessons (English as a foreign language) in vocational programmes should be dedicated to professional language in order to prepare students for their career paths/professional activities throughout Europe. To gain as good learning outcomes as possible, it is of great importance that foreign language teachers integrate professional language into the lessons gradually and in cooperation with teachers of vocation specific subjects. Teachers plan professional foreign language lessons in accordance with the curriculum, while taking into account the needs and wishes of their students. In this way, they aim at efficient and successful learning and at the same time exercise one of the key guiding principles of successful teaching and learning – learner-centred teaching. Choosing appropriate vocabulary is of key importance, as well as giving clear, short explanations of new or unknown vocabulary items that are accompanied by examples of their use and, if needed, also by translations/mother tongue equivalents. Teachers should inform students of different learning strategies that facilitate their learning or acquiring new vocabulary. They should also decide on appropriate teaching methods that motivate students and contribute to their independent learning, as well as teaching/learning materials. As learning foreign languages usually starts with reading, its main features are presented in the MA thesis, focusing on reading professional foreign language texts.
In the empirical part our research into the importance of learning professional language in foreign language classes is presented. The survey was carried out among third year students of the nursing school. The findings shows how important they consider learning a professional foreign language, how motivated they are for learning it, and if professional language test results were better compared to all the other foreign language tests.
Keywords: professional language, teaching professional foreign language, curriculum, teaching/learning materials, reading
Published in DKUM: 08.01.2019; Views: 1246; Downloads: 142
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