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Title:POUČEVANJE TUJEGA JEZIKA V PRVEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU NA PODROČJU POMURSKE REGIJE
Authors:ID Makoter, Jasmina (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf UNI_Makoter_Jasmina_2011.pdf (412,22 KB)
MD5: 5DA6B0382289E80CE63B6302D1BBC72E
PID: 20.500.12556/dkum/42399deb-ca60-47b6-bce6-74139f584ef4
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu so predstavljeni razvojno-psihološki in pedagoško-didaktični vidiki učenja in poučevanja tujega jezika na nižji stopnji osnovne šole. V teoretičnem delu so opisane razvojne značilnosti govora, poti do znanja jezika, pred jezikovno in jezikovno obdobje učenja jezika ter opisana struktura spomina. V nadaljevanju je predstavljeno učenje in poučevanje tujega jezika v otroštvu, rezultati zgodnjega in kasnejšega poučevanja tujega jezika v otroštvu, pogledi strokovnjakov na kritično obdobje učenja tujega jezika, cilji učenja tujega jezika in razlikovanje med pojmoma drugi in tuji jezik. Predstavljeni so dejavniki pri usvajanju drugega/tujega jezika, razlike in podobnost med usvajanjem maternega in tujega jezika ter sodoben pristop jezikovne kopeli. V empiričnem delu naloge pa sem s pomočjo anketnega vprašalnika preučila mnenja staršev o uvajanju učenja tujega jezika v prvo vzgojno-izobraževalno obdobje, čigar otroci so bili oz. niso bili vključeni v poučevanje tujega jezika v prvem izobraževalnem obdobju. Rezultati kažejo, da postaja vloga tujega jezika vedno pomembnejša, česar se zavedajo tudi straši. Začeli so dojemati, da je znanje tujega jezik dandanes nuja in ne le prednost, kakor je bilo včasih. Starši se tudi zavedajo, da znanje tujega jezika pomeni za njihove otroke večjo možnost za pridobitev zaposlitve in jim lahko tudi v vsakdanjem življenju koristi, kar je tudi glavni vzrok, da so starši začeli podpirati in vključevati svoje otroke v poučevanje tujega jezika v začetku vstopa v osnovno šolo in tudi že pred njim.
Keywords:poučevanje tujega jezika v prvem vzgojno-izobraževalnem obdobju, stališča staršev
Place of publishing:Maribor
Publisher:[J. Makoter]
Year of publishing:2011
PID:20.500.12556/DKUM-18717 New window
UDC:37(043.2)
COBISS.SI-ID:18460936 New window
NUK URN:URN:SI:UM:DK:CLS58IMU
Publication date in DKUM:22.06.2011
Views:3194
Downloads:270
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
MAKOTER, Jasmina, 2011, POUČEVANJE TUJEGA JEZIKA V PRVEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU NA PODROČJU POMURSKE REGIJE [online]. Bachelor’s thesis. Maribor : J. Makoter. [Accessed 25 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=18717
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Secondary language

Language:English
Title:FOREIGN LANGUAGE TEACHING IN THE FIRST CYCLE OF THE PRIMARY SCHOOL IN THE POMURJE REGION
Abstract:The dissertation presents developmental-psychological and pedagogic-didactic aspects of foreign-language learning and instruction at the lower level of elementary school. The theoretical part describes the developmental characteristics of speech, approaches to language learning, the pre-language and language periods of language teaching and learning, and the memory structure. The dissertation further presents foreign-language learning and instruction in childhood, the results of early and subsequent foreign-language instruction in childhood, the views of experts on the critical period of foreign-language learning, the objectives of foreign-language learning, and the distinction between the terms foreign language and second language. Factors in mastering second/foreign languages, similarities and differences in mastering native and foreign languages, and the modern approach of language immersion. The empirical section of the dissertation examines, with the help of a questionnaire, the opinions regarding the introduction of foreign-language learning in the initial stage of education of parents whose children have or have not been included in the foreign-language instruction in the first educational cycle. The results show that foreign languages are playing an increasingly important role, and parents recognise this. They have begun to recognise that today foreign language knowledge is essential rather than merely advantageous, as it used to be the case. Parents also recognise that knowledge of a foreign language offers their children greater employment options and can also help them in everyday life; this is also the main reason that parents have begun to support and involve their children in the foreign language instruction at the primary level, and even before.
Keywords:foreign-language instruction in the first cycle of the primary school, parents' positions


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