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1.
THE RAILWAY CHILDREN - READING THE NOVEL AND VOCABULARY IN IT
Špela Žibert, 2012, diplomsko delo

Opis: In my diploma paper I write about reading the novel in a foreign language, that is English in this case, and acquiring vocabulary from it. The novel is The Railway Children written by Edith Nesbit. The paper is about reading as a process, reading as a skill, reading strategies and styles, reading techniques, problems and difficulties that learners have to deal with when reading. I also studied learning vocabulary and learning vocabulary from the novel. I mentioned anticipated problems and experience from my teaching practice. I chose this subject because I teach in a primary school where the learners in the ninth grade attend the English competition every year and this is the literary work they have to read for it. They have to deal with formal language, spoken language and direct speech which is written phonetically. There are also old-fashioned expressions and phrases that had to be interpreted.
Ključne besede: reading, vocabulary, second language learners, learning, foreign language.
Objavljeno: 12.06.2012; Ogledov: 1491; Prenosov: 47
.pdf Polno besedilo (296,87 KB)

2.
Comparative assessment of young learners' foreign language competence in three Eastern European countries
Mihaela Brumen, Branka Čagran, Shelagh Rixon, 2009, izvirni znanstveni članek

Opis: This paper concerns teacher practices in, and beliefs about, the assessment of young learners' progress in English in three Eastern European countries (Slovenia, Croatia, and the Czech Republic). The central part of the paper focuses on an international project involving empirical research into assessment of young learners' foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non-random sample of primary and foreign language teachers who teach foreign languages at the primary level in these countries. The research shows that English as a foreign language is taught mostly by young teachers either primary specialists or foreign language teachers. These teachers most frequently use oral assessment/interviews or self-developed tests. Other more authentic types of assessment, such as language portfolios, are rarely used. The teachers most frequently assess speaking and listening skills, and they use assessment involving vocabulary the most frequently of all. However, there are significant differences in practice among the three countries.
Ključne besede: education, assessment, early learning, young learners, foreign languages, foreign language learning
Objavljeno: 07.06.2012; Ogledov: 634; Prenosov: 10
URL Polno besedilo (0,00 KB)

3.
INDIVIDUALIZED LEARNING A FOREIGN LANGUAGE: METHODS AND PROBLEMS RELATED TO SUCH LEARNING
Doroteja Hadner, 2016, diplomsko delo

Opis: The thesis presents a topic that is nowadays very current in the field of education, even though it takes places outside of school, and that is individualized learning a foreign language. More and more children need additional help with acquisition and understanding of a foreign language and for this reason, the purpose of this thesis was to present individualized learning, to explore different approaches and methods of language teaching, which have evolved over the years and have been the subject of research and opinions of various authors. For learners, certain elements presented a big obstacle in learning a foreign language, which is why the thesis also presents different techniques of learning vocabulary and grammar according to various authors, which are also compared with our personal experiences, gained from individualized learning. The empirical part was based on a research, where we compared English examination tests of two learners, who attended individualized learning through all four years of secondary school. In each year, we made an analysis of both tests individually, compared learners’ mistakes and progress, and gave solutions to improve learners’ knowledge and understanding of a foreign language. Furthermore, we compared our personal experiences based on individualized learning with experiences and suggestions of other authors in connection with the use of different methods and approaches, and with learning vocabulary and grammar. Through theory and research, where the descriptive and comparative research method was used, we discovered that individualized learning was and will remain a very useful and effective tool in learning a foreign language, which gave learners excellent results at school, enriched their experience with the foreign language and most importantly, it raised their self-confidence in using a foreign language.
Ključne besede: individualized learning, learners, approaches, methods, grammar, vocabulary
Objavljeno: 02.09.2016; Ogledov: 270; Prenosov: 12
.pdf Polno besedilo (9,81 MB)

4.
Use of materials and aids for teaching English to young learners
Jana Rečnik, 2016, diplomsko delo

Opis: The aim of this thesis is to present the use of different materials and aid when teaching English to young learners. Through the history, many different methods were used for teaching foreign languages, which will be presented in this thesis. Furthermore, it is important to know which characteristics should a good teacher have and which are the roles of a teacher in the classroom. The aim is also to present different visual material, songs, stories and games that can be used while teaching young learners. The last part of my thesis is focused on lesson observations at language school Eduka, Slovenj Gradec. Three different age groups were observed and mainly I was focused on the use of different materials and aids in different age groups.
Ključne besede: English language teaching, young learners, teaching materials and aids, games, stories, songs, visual material, lesson observations
Objavljeno: 05.09.2016; Ogledov: 258; Prenosov: 11
.pdf Polno besedilo (862,94 KB)

5.
Teaching English as an Additional Language to Very Young Learners with the Hippo and Friends Course
Maja Rupnik, 2016, magistrsko delo

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: 11.08.2016; Ogledov: 405; Prenosov: 45
.pdf Polno besedilo (4,59 MB)

6.
Assessment of young learners' foreign language in Slovenian primary schools
Mihaela 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: 60; Prenosov: 4
.pdf Polno besedilo (211,75 KB)

7.
Introduction
Kirsten Hempkin, Melita Kukovec, Katja Težak, 2017, predgovor, spremna beseda

Opis: Introduction to the special issue of ELOPE: Addressing Learners’ and Teachers’ Needs: Keeping up with a Changing EFL World.
Ključne besede: English, foreign languages, teaching methodology, introduction, learners, teachers, EFL
Objavljeno: 09.08.2017; Ogledov: 99; Prenosov: 0
.pdf Polno besedilo (58,71 KB)

8.
Pre-service teachers' attitude towards learning and teaching English to young learners
Silva Bratož, 2015, izvirni znanstveni članek

Opis: Considerable attention has recently been invested into researching the influence of affective variables, such as attitudes and motivation on foreign language learning and teaching. The topic is timely and relevant especially at the time when English is being introduced as an obligatory subject in the first cycle of primary school in Slovenia. Two key issues are addressed: attitudes towards learning and teaching English as a foreign language and the profile of the young learners' language teacher. The article presents the results of a small-scale research conducted with a group of primary education students on their attitudes towards learning and teaching English. The results suggest that trainee teachers have moderately positive attitudes towards learning English but diverse attitudes towards teaching a foreign language.
Ključne besede: English as a foreign language, pre-service teachers, attitudes, motivation, young language learners
Objavljeno: 22.09.2017; Ogledov: 19; Prenosov: 5
.pdf Polno besedilo (689,14 KB)

9.
Who says they don't read? Slovene elementary school students' reading motivation in EFL
Anja Pirih, 2015, izvirni znanstveni članek

Opis: A typical (Slovene) teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1) reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2) development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds) and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie's (1997) self-efficacy theory and Day and Bamford's (1998) expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers' reading motivation in EFL.
Ključne besede: reading motivation, elementary school learners, transfer of reading attitudes
Objavljeno: 12.10.2017; Ogledov: 48; Prenosov: 3
.pdf Polno besedilo (898,25 KB)

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