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Title:Z igro glasov v angleškem jeziku do razvijanja fonološkega zavedanja
Authors:Čok, Lucija (Author)
Brčaninović, Anita (Author)
Files:URL http://www.pef.um.si/content/Zalozba/clanki_2015_letnik8%20stev1-2/REI%208%201-2%2009.pdf
 
Language:Slovenian
Work type:Not categorized
Tipology:1.01 - Original Scientific Article
Organization:FHŠ - Faculty of Humanities
Abstract:Na predšolski stopnji je nekaj desetletij najprej spontano, nato spodbujano nastajala doktrina zgodnjega uvajanja tujega jezika. Nesistemsko uvajanje tujega jezika na predšolsko stopnjo je lahko integrirana dejavnost vzgoje ali posebna oblika dejavnosti, ki jo omenja tudi Kurikulum za vrtce (1999). Na tej stopnji sta metodologija vrednotenja učinkov in spremljanje dosežkov lahko le kvalitativna, pristop k postopkom vrednotenja otroka pa holističen, in sicer od uvajanja opazovalnih nalog, vključevanj otroka v kulturno prepleteno dogajanje v stvarnem ali virtualnem življenju, do dejavnosti vzgojitelja pri zbiranju podatkov o odzivnosti in uspešnosti otrok v tujem jeziku. V pričujočem članku so predstavljena teoretska izhodišča in vzorčni primeri spodbujanja razvoja fonološkega zavedanja, ob upoštevanju fonemskih razlik med prvim in drugim/tujim jezikom. Gre namreč za dejanja in učinke percepcije, védenja in prepoznavanja sveta, v katera otrok vključuje svoja predvidevanja in interese.
Keywords:zgodnje učenje jezikov, vrednotenje učinkov, metodologija didaktičnega pristopa
Year of publishing:2015
Number of pages:str. 147-166
Numbering:Letn. 8, št. 1/2
ISSN:1855-4431
UDC:373.2:81'243
COBISS_ID:1537487044 Link is opened in a new window
Views:1582
Downloads:42
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Secondary language

Language:English
Title:From playing with sounds in English to the development of phonological awareness
Abstract:For the last few decades we have witnessed an increased interest in introducing foreign languages at early stages of education. The introduction of a foreign language at pre-school level may occur in an integrated manner or in the form of additional activities which is also reflected in the pre-school curriculum. However, in both cases, special attention should be given to the development of listening skills, especially to phonological awareness. This paper presents a model for developing phonological awareness skills in learning English as a foreign language which can be adapted for different types of pre-school programmes and other foreign languages. The implementation of the outlined activities may facilitate children's literacy development both in their first and foreign language.
Keywords:young language learners, phonological awareness, foreign language, evaluation of outcomes, teaching approach

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