Uporaba metode popolnega telesnega odziva s pripovedovanjem zgodb za učenje angleškega jezika v predšolskem obdobju

Jerovšek, Klavdija (author), Dagarin Fojkar, Mateja (mentor)

Diplomsko delo obravnava, zakaj je pomembno uvajati tuji jezik že v predšolskem obdobju, torej zakaj je kritično obdobje za učenje tujega jezika od približno tretjega do sedmega leta starosti. Podrobneje je predstavljena metoda popolnega telesnega odziva avtorja dr. Jamesa J. Asherja, ki sem jo uporabila tudi v svojem raziskovalnem delu, kjer sem otroke, stare 5–6 let, preko te metode poučevala osnove angleškega jezika. Poleg metode popolnega telesnega odziva sem predstavila in uporabila tudi metodo popolnega telesnega odziva s pripovedovanjem zgodb, ki je delo učitelja španščine Blaina Raya in je izpeljana iz Asherjeve metode popolnega telesnega odziva. Pri metodi popolnega telesnega odziva s pripovedovanjem zgodb je ključno to, da pripovedujemo zgodbo s pomočjo gibanja, ki olajša razumevanje. V diplomskem delu je predstavljen tudi pomen gibanja v razvoju predšolskega otroka. V empiričnem delu diplomskega dela sem raziskala učinkovitost metode popolnega telesnega odziva s pripovedovanjem zgodb v predšolskem obdobju. Podatke sem pridobila z akcijsko raziskavo, v okviru katere sem izvedla osmih učnih ur, opazovala otroke in se pogovorila z vzgojiteljico. Z izvedbo dejavnosti sem ugotovila, da uporaba metode popolnega telesnega odziva s pripovedovanjem zgodb otroke motivira za učenje tujega jezika, prav tako pa jih spodbuja k rabi tujega jezika v prosti igri. V času izvajanja dejavnosti so otroci usvojili veliko besed v angleškem jeziku, ki so se pojavljale v zgodbi, igri in gibalnih pesmih. Večina otrok je bila skozi vse učne ure zelo motiviranih, kar se je videlo, ko so aktivno sodelovali in se pri tem tudi zabavali. Glede na rezultate, ki sem jih pridobila z raziskavo in mnenjem vzgojiteljice, menim, da je metoda ustrezna in primerna za učenje tujega jezika v predšolskem obdobju.

• Language: Slovenian
• Keywords: metoda popolnega telesnega odziva s pripovedovanjem zgodb
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108477
• COBISS.SI-ID: 12499785
• Publication date in RUL: 17.07.2019

Secondary language

• Language: English
• Title: Applying a TPR storytelling method in teaching english in preschool

Abstract

The thesis is discussing why it is important to start teaching a foreign language in kindergarten and why this is the critical period for foreign language learning (3–7 years old). Two methods are presented in more detail; Total Physical Response (TPR) by Dr. James J. Asher and TPR Storytelling (TPRS) by a Spanish teacher Blaine Ray. Both methods were also used in the present research where they were used for teaching English as foreign language to 5–6-year-old children. When we use the TPRS method, it is crucial to use actions and movement during the storytelling, because this allows children to understand the story. The theoretical part also discusses why movement is important in the development of a pre-school child. In the empirical part, I explored the effectiveness of the TPRS method in teaching English in preschool. I collected the information by performing the activities with children, by observing them and by making a short interview with their preschool teacher. Through performing the activities, I found out that the use of TPRS motivates children for foreign language learning and encourages them to use English during their free time activities. While I was teaching children English, they learned a lot of new vocabulary which was used in the story, games and songs. Most of the children were very motivated for foreign language learning and they showed it by getting actively involved in activities and having fun. The research findings and the opinion of the interviewed preschool teacher suggest that the TPRS method is appropriate for foreign language learning at preschool level.

• Keywords: TPR storytelling method