TEACHING ENGLISH THROUGH SONGSEda Drmota
, 2013, diplomsko delo
Opis: 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.
Ključne besede: foreign language teaching, early language teaching, English coursebooks, Primary School, music, song, human brains, motivation
Objavljeno: 09.05.2013; Ogledov: 1949; Prenosov: 233
Celotno besedilo (1,11 MB)
PERCEPTION AND PRODUCTION IN EARLY FOREIGN LANGUAGE TEACHING THROUGH SPOKEN AND WRITTEN WORDSuzana Miljević
, 2016, diplomsko delo
Opis: 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.
Ključne besede: KEY WORDS: early learning, early teaching, foreign language, language acquisition, perception, production, attention, attention span, difficulty of tasks, attention observation, attention measurement
Objavljeno: 08.09.2016; Ogledov: 608; Prenosov: 29
Celotno besedilo (1,92 MB)
Assessment of young learners' foreign language in Slovenian primary schoolsMihaela Brumen
, Branka Čagran
, Shelagh Rixon
, 2005, izvirni znanstveni članek
Opis: 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.
Ključne besede: education, assessment, primary education, foreign language teaching, early learning, primary learners of a foreign language
Objavljeno: 12.05.2017; Ogledov: 392; Prenosov: 203
Celotno besedilo (211,75 KB)
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