Povezanost med gibalnimi aktivnostmi in znanjem angleščine pri učencih 4. razreda osnovne šole : magistrsko delo

Lončar, Alma (author), Pižorn, Karmen (mentor)

V magistrskem delu so obravnavane povezave med gibanjem in znanjem angleščine pri učencih 4. razreda osnovne šole. V teoretičnem delu so opisani cilji učenja tujega jezika na zgodnji stopnji, definicije gibov in različne klasifikacije gibov. Opisana je tudi vloga gibanja pri otrokovem razvoju, vloga giba v tujem jeziku ter njegove funkcije. Opredeljena je nebesedna komunikacija in nebesedna sredstva, ki igrajo pomembno vlogo pri razumevanju sporočil v maternem ter še posebej v tujem jeziku. Dotaknila sem se ciljev gibanja v učnem načrtu za tuji jezik. Osredotočila sem se na vpliv uprizarjanja besed, dosedanje raziskave in ugotovitve. V empiričnem delu so prikazani rezultati raziskave o povezanosti med pogostostjo gibalnih aktivnosti ter znanjem angleščine pri učencih 4. razreda osnovne šole. V raziskavi je sodelovalo 236 učencev iz Slovenije. Učenci so rešili posebno oblikovan vprašalnik, poleg tega so rešili preizkus znanja iz angleščine Cambridge English Young Learners Tests – Movers, kjer je bilo preverjeno bralno in slušno razumevanje angleščine. Z naključno izbranimi učenci sem izvedla polstrukturirani intervju. Rezultati so pokazali, da večina učencev zazna gibanje pri pouku. Ugotovila sem tudi, da se med učenci, ki trdijo, da se gibajo pri pouku angleščine, in tistimi, ki ne, pojavljajo statistično pomembne razlike glede njihovega znanja. Preizkus znanja je pokazal, da je stopnja izmerjenih jezikovnih zmožnosti učencev, predvsem bralnega in slušnega razumevanja, na visoki ravni. Pri pouku se učenci srednje veliko gibajo, vendar se med pogostostjo gibalnih dejavnosti in znanjem angleščine ni pokazala povezanost. Iz tega lahko sklepamo, da gibanje vpliva na učenčevo znanje angleščine, sama količina gibanja v razredu pa nima tolikšnega vpliva. Z raziskavo sem ugotovila, da gibalne dejavnosti sodijo med bolj priljubljene dejavnosti, pri katerih učenci radi sodelujejo, še posebej pri pesmih in igrah, kjer je vključeno gibanje. Mogoče je povzeti, da gibanje pri tujem jeziku bistveno vpliva na pomnjenje in boljše rezultate pri angleščini.

• Language: Slovenian
• Keywords: tuji jezik
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Lončar]
• Year: 2015
• Number of pages: 68 str.
• PID: 20.500.12556/RUL-79930
• UDC: 373.3:811.111(043.2)
• COBISS.SI-ID: 10843721
• Publication date in RUL: 30.12.2015

Secondary language

• Language: English
• Title: The relationship between movement activities and English language proficiency of year 4 primary learners

Abstract

This postgraduate thesis deals with connections between movement and knowledge of English language with pupils in the 4th grade of primary school. In the theoretical part there are described the aims of early learning of a foreign language, definitions of movement and different classifications of movement. The role of movement in child development, the role of moves in the foreign language and their functions are also described. I defined the non-verbal communication and non-verbal means of communication which play an important role in understanding messages in mother tongue and especially in a foreign language. I also presented the aims of movement in the curriculum for the foreign language. I focused on the influence of performing of words, latest researches and findings. In the empirical part the results of the research on connections between the frequency of movement activities and the knowledge of English language with pupils of the 4th class of primary school are presented. 239 pupils from Slovenia participated in the research. Pupils solved a specially designed questionnaire and also solved a test about their knowledge of English language: Cambridge English Young Learners Tests - Movers which tested reading and hearing comprehension of English language. I conducted a semi-structured interview with randomly selected pupils. The results show that the majority of pupils is aware of the movements during the classes. There are also statistically relevant differences in knowledge of English language between the pupils who claim they move during English classes and those who do not. The test showed that the level of the measured language competences, especially reading and hearing comprehension, is high. During classes the pupils move fairly regularly but there was no connection between the frequency of the movement and the knowledge of English language. It can be concluded that movement influences the pupil’s knowledge of English but the mere quantity of movement in the classroom does not have such an influence. Movement activities are also one of those activities which are more popular with the pupils, especially songs and games which include movement. It can be concluded that with a foreign language movement essentially influences on retention and better results.

• Keywords: movement activities