| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

Search the digital library catalog Help

Query: search in
search in
search in
search in
* old and bologna study programme

Options:
  Reset


1 - 10 / 10
First pagePrevious page1Next pageLast page
1.
2.
TEACHING ENGLISH THROUGH SONGS
Eda Drmota, 2013, undergraduate thesis

Abstract: The diploma thesis addresses the use of music in teaching English and discusses many aspects of music and language learning. The theoretical part introduces music as an important factor in people's lives and presents reasons for its decisive role in acquiring a foreign language. It also provides a comparison between language and music and their effect on human brains. The attention is paid to songs which are presented as an effective pedagogical tool indispensible especially in young learners’ classroom. The aim of the empirical part is to give insight into the use of songs in current English classrooms by examining six English coursebooks which are used with fourth and fifth graders. The study clarifies the function of songs and analyses their presentation based on chosen criteria which define a good language learning song. My research also focused on pupils and their experience of songs in chosen coursebook. The sample included 124 pupils. The aim was to find out which songs are pupils' favourite and which criteria are the most important to them when choosing a favourite song. The findings of the research have been set in the conclusion.
Keywords: foreign language teaching, early language teaching, English coursebooks, Primary School, music, song, human brains, motivation
Published: 09.05.2013; Views: 1948; Downloads: 233
.pdf Full text (1,11 MB)

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: 608; Downloads: 29
.pdf Full text (1,92 MB)

4.
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: 391; Downloads: 202
.pdf Full text (211,75 KB)
This document has many files! More...

5.
Developing academic vocabulary with AWL gapmaker and corpus data
Agata Križan, 2009, original scientific article

Abstract: There is a growing need for the development of at least some academic vocabulary in students of EFL (studying English for teaching and non-teaching purposes), if one of the main aims of EFL study is to produce competent users of English. Students are expected to read and understand advanced professional texts, not simply to successfully complete their degrees but to become a part of educated society, and to be able to meet the demands placed upon their knowledge in a prefessional environment. The reading and understanding of professional texts can be a highly demanding activity because of the number of academic and professional terms such texts include. This paper exemplifies the usefulness of a gap-fill exercise, as one among a range of options for developing and testing academic vocabulary in a professional context. The exercise was compiled with AWL gapmaker based on a professional review text, which includes academic items of vocabulary. The gap-fill exercise was used with two groups of EFL students in the same year of study and installed at two difficulty levels for two reasons: to test students' existing knowledge of academic vocabulary, and to enrich it through the analysis of words in context/co-text relation using a concordancing program. The paper compares the answers of both groups to determine the most problematic entries (incorrect answers), and to provide the possible reasons for them. Further, contextual clues are taken into consideration as a helpful source for determining correct entries, and tested with the concordancing program. Besides the emphasis on the usefulness of such gap-fill exercises combined with corpus for the development and enrichment of academic vocabulary, the paper also emphasizes the importance of guiding students in how to search for different grammatical and other contextual clues to make correct inferences, and how to use concordances to support or reject the claims.
Keywords: English, foreign languages, scientific language, scientific vocabulary, academic vocabulary, corpus linguistics, academic teaching, didactics
Published: 18.05.2017; Views: 384; Downloads: 163
.pdf Full text (788,40 KB)
This document has many files! More...

6.
Students' attitudes towards the use of Slovene as L1 in teaching and learning of business English at tertiary level
Nataša Gajšt, 2017, original scientific article

Abstract: Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students' first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students' L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students' attitudes towards the teachers' and the students' use of Slovene during Business English lessons and the students' use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students' knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students' L1 could be used in the process of teaching and learning English for specific purposes.
Keywords: business English, foreign language study and teaching, Slovenian language, native language, didactics
Published: 09.08.2017; Views: 533; Downloads: 183
.pdf Full text (128,59 KB)
This document has many files! More...

7.
ICT-supported language learning tools for Chinese as a foreign language
Tina Čok, 2016, review article

Abstract: The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1) What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2) Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3) Are some learning technologies used more often for practising specific language skills than others?
Keywords: Chinese as a second language, foreign language study and teaching, didactics, ICT-supported language tools, computer assisted language learning (CALL)
Published: 21.09.2017; Views: 194; Downloads: 47
.pdf Full text (195,76 KB)
This document has many files! More...

8.
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: 365; Downloads: 31
.pdf Full text (951,93 KB)
This document has many files! More...

9.
Teaching vocabulary items related to the field of nursing at the secondary level
Petra 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: 08.01.2019; Views: 160; Downloads: 38
.pdf Full text (1,15 MB)

10.
Use of animated songs in early teaching of English and German
Janja Stariha, 2019, master's thesis

Abstract: This MA thesis deals with animated songs and their use in early foreign language teaching. In the theoretical part I have described child development, first and second language acquisition, multimedia, foreign language teaching and the use of songs in the classroom. As the literature on animated songs has not yet been developed, I have turned to theory on multimedia, music and art to formulate a set of criteria for easier choice of animated songs for use in class. In the empirical part I have chosen some high quality, didactically apropriate animated songs. Content, sound, music, text, design, animation, multimedia learning theories, art theory and didactics were taken into account. The final part of the paper shows the results of a questionnaire that was forwarded to Slovenian teachers who teach children aged 3–11 to see to what extent they know and use animated songs. Nowadays acces to songs is no longer a problem so it is important for teachers to know how to evaluate multimedia materials. There are both favorable opinions and cautions regarding technology use in childhood, so good judgement is needed. The choice and use of animated songs in the young learner classroom should be didactically justified.
Keywords: animated songs, songs, young learners, foreign language teaching, English, German, multimedia, modern technology, didactics, preschool, primary school
Published: 25.10.2019; Views: 175; Downloads: 27
.pdf Full text (2,99 MB)

Search done in 0.19 sec.
Back to top
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica