|Naslov:||PERCEPTION AND PRODUCTION IN EARLY FOREIGN LANGUAGE TEACHING THROUGH SPOKEN AND WRITTEN WORD|
|Avtorji:||Miljević, Suzana (Avtor)|
Jurančič, Klementina Penelope (Mentor) Več o mentorju...
|Datoteke:|| UN_Miljevic_Suzana_2016.pdf (1,92 MB)|
|Vrsta gradiva:||Diplomsko delo (m5)|
|Tipologija:||2.11 - Diplomsko delo|
|Organizacija:||FF - Filozofska fakulteta|
|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|
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|Skupna ocena:||(0 glasov)|
|Vaša ocena:||Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.|
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