20.500.12556/RUL-189155 Uporaba slikanic za ozaveščanje čustev pri pouku angleščine v prvem triletju osnovne šole magistrsko delo Use of picture books to develop emotional awareness in English lessons in early primary school (Grades 1–3) Čustvena pismenost predstavlja pomemben del otrokovega celostnega razvoja, saj vpliva na prepoznavanje, razumevanje in izražanje čustev ter kakovost medosebnih odnosov. Sodobni pristopi k zgodnjemu učenju tujega jezika hkrati poudarjajo pomen ustvarjalnega, spodbudnega in čustveno varnega učnega okolja, v katerem imajo pomembno vlogo tudi slikanice in na zgodbah temelječi pristop. Namen magistrskega dela je bil raziskati, kako uporaba angleških slikanic prispeva k ozaveščanju čustev in usvajanju angleškega besedišča s področja čustev pri učencih prvega triletja osnovne šole. V teoretičnem delu so predstavljena spoznanja o čustvih, čustveni pismenosti, zgodnjem učenju angleščine, vlogi čustev pri učenju tujega jezika ter pomenu slikanic, na zgodbah temelječega pristopa in dialogičnega branja pri pouku angleščine. Posebna pozornost je namenjena vlogi ilustracij, merilom za izbiro slikanic ter možnostim njihove uporabe za razvijanje čustvene pismenosti. Empirični del temelji na kombiniranem raziskovalnem pristopu, ki vključuje kvantitativno in kvalitativno analizo podatkov. Raziskava je bila izvedena v oddelku prvega triletja osnovne šole. Podatki so bili zbrani s predtestom in potestom poznavanja angleškega besedišča s področja čustev, sprotnim opazovanjem učnih ur, analizo izvedenih dejavnosti ter fokusnim intervjujem z učenci po koncu učnega sklopa. Rezultati raziskave kažejo, da so učenci že pred izvedbo učnih ur poznali nekatera osnovna poimenovanja čustev v angleščini, po izvedenem učnem sklopu pa sta se njihovo poznavanje in uporaba besedišča opazno izboljšala. Učenci so bili med dejavnostmi aktivni, posebej dobro pa so se odzvali na dialogično branje, pogovor o zgodbi, igro vlog in gibalne dejavnosti. V fokusnem intervjuju so izrazili pozitivno doživljanje učnih ur ter poudarili, da so bile dejavnosti zanimive, raznolike in zabavne. Ugotovitve potrjujejo, da lahko premišljeno izbrane angleške slikanice prispevajo k razvijanju čustvene pismenosti, bogatenju angleškega besedišča ter oblikovanju pozitivnega odnosa do učenja angleščine v prvem triletju osnovne šole. Emotional literacy is an important aspect of children’s holistic development, as it enables them to recognise, understand, express, and regulate emotions while fostering positive interpersonal relationships. At the same time, contemporary approaches to early foreign language learning emphasise the importance of creating a supportive and emotionally safe learning environment in which picture books and a story-based approach play a significant role. The aim of this master’s thesis was to investigate how the use of English picture books influences the development of emotional awareness and the acquisition of English emotion-related vocabulary among pupils in the first triad of primary school. The theoretical part presents the concepts of emotions, emotional literacy, early foreign language learning, the role of emotions in language learning, and the educational value of picture books, the story-based approach, and dialogic reading in English language teaching. Particular attention is given to the role of illustrations, the criteria for selecting picture books, and their potential for fostering emotional literacy. The empirical part is based on a mixed-method research approach, incorporating both quantitative and qualitative data analysis. The study was conducted in a first-triad primary school classroom. Data were collected through a pre-test and a post-test assessing pupils’ knowledge of English emotion-related vocabulary, classroom observations, an analysis of the implemented lessons, and a focus group interview conducted after the teaching unit. The findings indicate that pupils had some prior knowledge of basic English emotion vocabulary before the lessons, while their vocabulary knowledge and use improved noticeably after the implementation of the teaching unit. Pupils actively participated in the lessons and responded particularly positively to dialogic reading, discussions, role-play, and movement- based activities. The focus group interview further revealed that pupils perceived the lessons as enjoyable, engaging, and diverse, and expressed a wish to experience similar lessons in the future. The results suggest that carefully selected English picture books can make a contribution to the development of emotional literacy, the enrichment of English emotion-related vocabulary, and the promotion of a positive attitude towards learning English in the first years of primary education. čustva osnovnošolsko učenje in poučevanje čustvena pismenost slikanice zgodnje učenje angleščine na zgodbah temelječi pristop dialogično branje čustva prvo triletje osnovne šole Emotional literacy picture books early English language learning story-based approach dialogic reading emotions first triad of primary school true false false P. Demšar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-02 08:30:33 2026-10-02 08:30:38 2026-10-05 03:49:03 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 81 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3(043.2) 217827 293558531 55351.pdf 55351.pdf 1 EE032556BE4397A607F3B79C235B8ECA 20d204a9a8d1ee5c06c95d1d981565603afa27ee9be655b632891fcef6d033c9 ab1f971e-be2a-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249619 Pedagoška fakulteta 0 0 0