Iskanje po katalogu digitalne knjižnice

Opis: 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.
Ključne besede: animated songs, songs, young learners, foreign language teaching, English, German, multimedia, modern technology, didactics, preschool, primary school
Objavljeno v DKUM: 25.10.2019; Ogledov: 1537; Prenosov: 178
Celotno besedilo (2,99 MB)

Opis: The main subject of the master's thesis research is teaching English as an additional (foreign) language in early childhood (pre-school period) to learners between 3 and 6 years of age with the Hippo and Friends (Starter, 1, and 2) course, written by Selby and McKnight and released by University of Cambridge in 2006. After presenting theoretical principles of teaching and learning an additional (foreign) language at an early age together with the presentation of the Hippo and Friends course, the empirical part of the thesis analyses and evaluates the course’s teaching outcomes. These were acquired between October 2015 and March 2016 by carrying out a 3-leveled Hippo and Friends English language course for very young learners. 5 courses (2 groups at the H&F Starter level, 2 groups at the H&F 1 level and 1 group at the H&F 2 level) were attended by a total number of 45 pre-school children. The courses took place on five locations in North-Eastern Slovenia (Oplotnica, Kebelj, Slovenska Bistrica, Poljčane and Pragersko); the teacher taught them in a form of a student work at the ‘Bla Bla’ language school. In addition to general evaluation of the Hippo and Friends course aims achievement and self-evaluation of teaching, particular focus is placed on the analysis and evaluation of learners’ emotional responses to the first contact with English, their linguistic progress and instructional factors that affected it the most. The Hippo and Friends course has made the majority of very young learners’ first contact with English enjoyable and fun. In addition to developing the very basic listening, speaking and discourse skills, the majority of very young learners have exceeded the suggested target vocabulary by the end of the course. Throughout the course, the majority of very young learners has more successfully acquired and, at the end of it, more correctly orally produced the target vocabulary items (TVI) presented in lessons with a lower number of newly presented TVI, the TVI taught with a higher practising rate, the TVI of thematic units the learners enjoyed the most and the TVI taught through songs and stories.
Ključne besede: very young learners, teaching English, learning English, Hippo and Friends course
Objavljeno v DKUM: 11.08.2016; Ogledov: 1816; Prenosov: 123
Celotno besedilo (4,59 MB)