Razvijanje besedišča z integriranim učenjem angleškega jezika v predšolskem obdobju

Rogelj, Jožefa (author), Dagarin Fojkar, Mateja (mentor)

Diplomsko delo obravnava razvijanje besedišča dodatnega jezika v predšolskem obdobju med 3. in 6. letom starosti. To je optimalna faza za sprejemanje slovnice, besedišča in glasoslovja katerega koli jezika, kajti po petem letu ta sposobnost postopno pojenja. Z zmožnostjo posnemanja in razumevanja slišanega predšolski otroci naravno in brez napora usvajajo dodatni jezik. Raziskavo smo opravili v enem od slovenskih vrtcev, v katerem smo z otroki, starimi od 4 do 5 let, izvajali dejavnosti v angleškem jeziku. Izbrali smo 35 angleških besed oz. fraz, ki so jih otroci usvajali ob dejavnostih. Le-te so sestavljene po metodah, primernih za zgodnje učenje jezika: CLIL, popolni telesni pristop in naravni pristop. Angleščino smo poučevali integrirano, v sklopu dejavnosti, ki sestavljajo vsakdan skupine. Pred izvedbami le-teh smo izvedli predtest z uporabo slikovnih kartic, s katerim smo preverili predznanje prepoznavanja in poimenovanja izbranih besed v angleškem jeziku. Za beleženje smo uporabili ček listo. Dejavnosti smo izvajali en mesec. Po izvedenih dejavnostih smo ponovno preverili prepoznavanje in poimenovanje izbranih besed oz. fraz. Zadnje preverjanje je bilo izvedeno po treh mesecih, vendar v tem obdobju otroci niso imeli dejavnosti v angleškem jeziku. Namen diplomskega dela je pokazati, da z uporabo primernih metod in na integriran način otroci usvajajo besedišče dodatnega jezika. Z izvedbo raziskave smo pridobili izmerljiv rezultat, ki pokaže napredek v besedišču. To dokazuje smiselnost uvajanja dodatnega jezika v program izvedbe predšolske vzgoje. Ugotovili smo, da so od 35 besed oz. fraz otroci pri predtestu povprečno prepoznali 11,5 besed oz. fraz, poimenovali pa jih povprečno 5. Po enem mesecu vsakodnevne enourne dejavnosti v angleškem jeziku so prepoznali povprečno 24,5 besed oz. fraz, poimenovali pa povprečno 15. Pri drugem testu, izvedenem dva meseca kasneje, brez dejavnosti v angleščini, pa so jih prepoznali povprečno 24,7, poimenovali pa 16,8. Otroci so pri prvem testu prepoznali povprečno 13 besed oz. fraz več kot pri predtestu in pri drugem testu povprečno 0,2 besed oz. fraz več kot pri prvem testu. Pri poimenovanju besed oz. fraz pa je v primerjavi s predtestom prvi test pokazal napredek za povprečno 10 besed oz. fraz, drugi test pa v primerjavi s prvim za povprečno 1,8 besed oz. fraz. Pri vsakem testiranju je bil opažen napredek v prepoznavanju in poimenovanju besed. Poleg tega se je z vsakim testiranjem manjšala razlika prepoznanih in poimenovanih besed, saj so jih otroci čedalje več tudi poimenovali.

• Language: Slovenian
• Keywords: besedišče
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-121693
• COBISS.SI-ID: 33655299
• Publication date in RUL: 27.10.2020

Secondary language

• Language: English
• Title: Vocabulary development in preschool children using integrated approach to English language learning

Abstract

This thesis deals with the development of second-language vocabulary in the pre-school period with children between 3 and 6 years of age. This is a period which is optimal for the acquisition of grammar, vocabulary and phonetics of any language, as this ability gradually begins to decline after the age of five (Meisel, 2002 in Brumen, 2009). With the ability to imitate and understand what they hear, pre-school children learn second languages naturally and effortlessly (Brewster et al., 1992). The study was conducted in one of the Slovenian kindergartens, where we carried out activities in English with children aged 4 to 5 years. We selected 35 English words and phrases that the children learned during these activities. They were compiled according to the methods suitable for early language learning: CLIL, Total Physical Response and Natural Approach. English was taught in an integrated way, as part of the activities that make up the daily routine of the group. Before carrying out these activities, we performed a pre-test using flashcards. We used these to test the children's previous ability to recognize and name selected words in English. We used a checklist to record their performance. We conducted the activities for one month. After the activities were completed, we re-examined their ability to recognize and name selected words and phrases. The last test was done after three months, but during this time the children had no activities in English. The aim of this thesis is to show that the children can learn the vocabulary of a second language through the integrated use of appropriate methods. By conducting the test, we obtained a measurable result that shows the progress in vocabulary learning. This proves that the introduction of a second language into the pre-school curriculum makes sense. The results of the pre-test showed that, out of 35 words and phrases, the children recognized an average of11.5 of the words and phrases and name dan average of 5. In the first test they recognized an average of 24.5 words and phrases and name dan average of 15. The second test showed that they recognized an average 24.7 words and phrases and named an average of 16,8. In the first test the children recognized an average of 13 more words and phrases than in the pre-test and in the second test they recognized an average of 0.2 more words and phrases than in the first. However, when naming words and phrases, the progress from the pre-test to the first test increased by an average of 10 words and phrases and from the first to the second test by an average of 1.8 words and phrases.

• Keywords: vocabulary