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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 in DKUM: 25.10.2019; Views: 1537; Downloads: 173
Full text (2,99 MB)

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 in DKUM: 12.05.2017; Views: 1494; Downloads: 414
Full text (211,75 KB)
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