magistrsko delo
Jelka Čadež (Avtor), Mateja Dagarin (Mentor)

Povzetek

Magistrsko delo obravnava pomen sistematičnega opismenjevanja v angleškem jeziku na najzgodnejši stopnji šolanja. To področje, ki se mu v preteklosti ni posvečalo posebne pozornosti in se je pogosto smatralo zgolj kot stranski produkt vseh ostalih dejavnosti za učenje tujega jezika, danes postaja vedno bolj aktualno. V našem šolskem prostoru tuji jezik v zadnjih letih postopno dobiva vlogo obveznega predmeta tudi v prvih treh razredih osnovne šole. Pouk tujega jezika je prilagojen učencem, poteka v skladu z njihovim razvojem in interesi. Največji poudarek je na izpostavljenosti jeziku od zgodnjih let ter na spodbujanju in razvijanju slušnih in govornih zmožnosti. V tretjem razredu pa je čas tudi za postopno, vendar sistematično uvajanje branja in pisanja v tujem jeziku, saj učenci ti dve spretnosti takrat že dovolj dobro obvladajo v svojem prvem, maternem jeziku. Ker pa je angleški jezik za naše učence tuji jezik, katerega glasovni sistem in sistem pisave sta zelo drugačna od slovenskega, predstavlja opismenjevanje mlajših učencev slovenskih šol v angleškem jeziku velik izziv, s katerim se spopadajo učitelji tujega jezika na zgodnji stopnji. V teoretičnem delu sta opredeljena pojma pismenost in opismenjevanje. Predstavljen je pojem sistematičnega opismenjevanja ter izpostavljen pomen glasovnega zavedanja kot ključnega dejavnika le-tega. Na kratko je predstavljeno začetno sistematično opismenjevanje v maternem jeziku, ki je pogoj za uspešno opismenjevanje v tujem jeziku. Podrobneje so predstavljeni sistematično opismenjevanje v angleškem jeziku ter podobnosti in razlike med njima. Poudarjen je transfer iz maternega v tuji jezik ter težave, ki se pri tem pojavljajo. Prikazani so različni pristopi opismenjevanja v angleškem jeziku, pri čemer je posebna pozornost namenjena sistematičnemu glasovnemu pristopu. Nakazane so dileme pri izbiri posameznih pristopov ter možnosti za njihovo rešitev. V empiričnem/raziskovalnem delu so predstavljeni potek in rezultati evalvacijske raziskave, v katero je bil zajet oddelek učencev v tretjem razredu na manjši podružnični šoli (deset učencev). Namen raziskave je bil oblikovati in v prakso vpeljati dejavnosti, ki vključujejo elemente sistematičnega glasovnega pristopa, in ugotoviti, ali ti pripomorejo k uspešnemu usvajanju zmožnosti branja in pisanja v angleškem jeziku. Poleg tega smo želeli ugotoviti, ali so tretješolci motivirani za učenje branja in pisanja v angleškem jeziku in ali so dejavnosti sistematičnega glasovnega pristopa spodbujale ta interes. Rezultati opravljene raziskave so pokazali, da je bilo sistematično 28-urno opismenjevanje tretješolcev v angleškem jeziku uspešno in učinkovito ter da je pozitivno vplivalo na njihovo motivacijo za učenje branja in pisanja. Dokaz o napredku so doseženi rezultati branja ter pisanja na pred- in potestu. Nanje je prav gotovo vplivalo tudi dejstvo, da so bili učenci za delo zelo motivirani, kar pa izkazujejo njihovi odgovori na vprašanja nestandardiziranega intervjuja. Na podlagi dobljenih rezultatov lahko sklenemo, da se je opismenjevanju v tujem jeziku smiselno posvečati sistematično, in to že po dveh letih učenja tujega jezika. Učenci na tej stopnji so željni tovrstnega znanja, hkrati pa nam to obdobje omogoča, da izkoristimo odlično priložnost začetnega sistematičnega opismenjevanja v maternem jeziku in jo nadgradimo s posebnostmi pri opismenjevanju v tujem jeziku.

Ključne besede

glasovno zavedanje;začetno opismenjevanje;sistematični glasovni pristop;učenci 3. razreda;slovenščina kot materni jezik;angleščina kot tuji jezik;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Čadež]
UDK: 811.111(043.2)
COBISS: 27993091 Povezava se bo odprla v novem oknu
Št. ogledov: 251
Št. prenosov: 32
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Systematic literacy instruction in the english language in the third grade of primary school
Sekundarni povzetek: This Master's thesis discusses the importance of developing English language literacy skills in pupils from the earliest stage of their schooling. Although in the past this subject was not given much attention and was often perceived as a mere corollary of other foreign language learning activities, it is becoming more and more important. In the Slovenian education system, a foreign language has recently been included among the compulsory school subjects in the first three years of elementary school. Foreign language teaching is adapted to pupils’ development phase and their interests. The greatest emphasis is put on exposure to the language from an early age, as well as on the promotion and development of listening and speaking skills. In the third grade, after pupils have mastered the skills well enough in their mother tongue, it is appropriate to also include progressive, yet systematic reading and writing exercises in a foreign language. However, because for pupils in Slovenia learning English as a foreign language includes familiarizing themselves with a system of phonetics and alphabet that is very different from their mother tongue, English teachers face a big challenge in teaching English literacy at an early stage in elementary schools. The theoretical part provides definitions of literacy and literacy development. It describes the concept of systematic literacy development and highlights the importance of phonemic awareness as its key factor. It includes a short presentation of early, systematic mother-tongue literacy development as a pre-condition for efficient foreign language literacy development. This is followed by a more detailed presentation of systematic literacy development in English language learners, including similarities and differences between both. It highlights the importance of transfer from a mother tongue into a foreign language, as well as potential difficulties arising from this. Different approaches are presented regarding English literacy development, focusing on the systematic phonics approach. Dilemmas that can occur when choosing each approach are identified, together with their possible solutions. The empirical/research part presents the process of conducting, and the results of, a research that included a class of third-grade pupils from a small branch school (ten pupils). The purpose of the research was, firstly, to design, and put into practice, activities that included elements of the systematic phonics approach and, secondly, to determine whether these activities effectively contributed to acquiring reading and writing skills in English. One of the goals was also to assess third-grade pupils’ motivation for learning to read and write in English, as well as whether the activities that included the phonics approach reinforced their interest. The results of the research conducted show that teaching a systematic, 28-hour course of English literacy to third-grade pupils was effective and had a positive impact on their motivation for learning to read and write. Their progress was confirmed by the results they achieved in reading and writing skills tested before and after. Undoubtedly, these results were also influenced by the fact that the pupils were highly motivated to fulfil the task, and their answers to a non-standardised interview corroborate this. Based on the results achieved it can be concluded that it is reasonable to include foreign language literacy development systematically, as early as after two years of learning a foreign language. At this stage, pupils are eager for this kind of knowledge, whereas at the same time it offers an excellent opportunity for introducing early systematic literacy development in a mother tongue, which can subsequently be upgraded with the specific features of developing literacy in a foreign language.
Sekundarne ključne besede: English language;literacy;primary education;angleščina;pismenost;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Strani: 102 str.
ID: 12014626