magistrsko delo
Ana Markovčić (Avtor), Karmen Pižorn (Mentor)

Povzetek

Raziskovalci se že dlje časa ukvarjajo z dejavniki, ki so povezani z uporabo slikanic pri pouku maternega jezika, manj pa na področju tujega jezika. Ugotovitve raziskav pri poučevanju angleščine kot tujega jezika kažejo, da uporaba slikanic ob ustrezni učiteljevi podpori vpliva na hitrost in nabor usvojenega besedišča. Pri tem je pomembno upoštevati več dejavnikov, in sicer ponavljanje besedišča, vizualno in verbalno podporo itn. Raziskovalci ugotavljajo tudi, da pripovedovanje in pogovarjanje ob slikanicah pozitivno vpliva na slušno razumevanje in govorno sporazumevanje. V svojem magistrskem delu sem s testi slušnega razumevanja vsebine slikanic, ki sem jih za potrebe raziskave sestavila sama, preverila slušno razumevanje učencev 3. razreda po prvem glasnem učiteljevem branju. Preverila sem povezanost slušnega razumevanja z različnimi kriteriji oz. dejavniki slikanice, to so ilustracija oz. vizualna podpora, poznavanje vsebine slikanice, delež ponavljajočih se besed, fraz in struktur v slikanicah ter težavnostna stopnja slikanice glede na določene težavnostne ravni založnika Oxford University Press. Na podlagi rezultatov učencev na testih slušnega razumevanja sem prišla do pomembnih ugotovitev, na katere dejavnike naj bo pozoren učitelj pri izbiri slikanice, da bo slušno razumevanje otroka čim večje. Rezultati kvalitativne raziskave so pokazali, da na slušno razumevanje vpliva težavnostna stopnja oz. raven slikanice, zato moramo izbrati primerno težavnostno raven glede na otrokovo znanje in razvojno stopnjo. Raziskava je tudi pokazala, da je slušno razumevanje večje pri slikanicah, katerih vsebino otroci poznajo v svojem maternem jeziku. Deleže ponavljajočega besedila na slušno razumevanje glede na rezultate ne vpliva. Izkazalo pa se je, da sta pomembna dejavnika vizualna podpora in verbalno odzivanje učencev med branjem slikanice. Slušno razumevanje otrok, ki so spremljali tako branje kot tudi ilustracije in se pri tem verbalno odzivali, je večje. Najpomembnejša ugotovitev, ki jo je pokazala raziskava magistrskega dela pa je, da se ne moremo osredotočite le na en dejavnik pri izbiranju. Dejavniki drug na drugega vplivajo in so med seboj močno prepleteni.

Ključne besede

slušno razumevanje;učenje tujega jezika;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Markovčić]
UDK: 373.32.016:811.111(043.2)
COBISS: 10953033 Povezava se bo odprla v novem oknu
Št. ogledov: 968
Št. prenosov: 145
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: Correlating listening comprehension and the use of picture books in English language instruction among year 3 primary school students
Sekundarni povzetek: Researchers have been dealing with factors of using picture books in first language lessons for a while, but not so much for using them in second language lessons. The findings of the researches in teaching English as a second language show that using picture books with an appropriate support from the teacher effects on speed and volume of the assimilated vocabulary. It is important to consider several factors here, that is, repeating the vocabulary, visual and verbal support, etc. The researchers have also discovered that narrating and talking about the picture books positively influences the listening comprehension and verbal communication. In my master thesis, I used listening comprehension tests for contents of picture books which I have prepared for the needs of my research and I tested the listening comprehension among pupils of the 3rd grade after the teacher’s first loud reading. I tested the connection of listening comprehension with various criteria or factors of the picture book, that is an illustration or visual support, knowing the contents of the picture book, the share of words, phrases and structures that are repeated in the picture book and the difficulty level of the picture book regarding the difficulty levels the Oxford University Press established. Based on the results from the students’ listening comprehension I established some important findings, that is, which factors should the teacher bear in mind when selecting a picture book so that the listening comprehension of the child would be as high as possible. The results of the quantitative research have shown that listening comprehension is affected by the difficulty level of the picture book, so we must select an appropriate difficulty level regarding the child’s knowledge and developmental phase. The research also showed that the listening comprehension is higher in those picture books where the contents are known to the children from their first language. The shares of the text that is repeated do not affect the listening comprehension regarding the results of the research. The research showed, though, that the important factors are visual support and verbal response of the pupils while reading the picture book. The listening comprehension is higher with children who listened to the story and watched the illustrations and made verbal responses. The most important finding of the research of my master thesis is that when selecting a picture book we cannot focus only on one factor. The factors influence each other and are intertwined strongly.
Sekundarne ključne besede: English language;primary education;picture book;angleščina;osnovnošolski pouk;slikanica;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Strani: 144 str.
ID: 9130963