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Glavni cilj projekta Jeziki štejejo je ugotoviti, kateri dejavniki podpirajo in kateri zavirajo ustvarjanje podpornega učnega okolja za razvoj raznojezičnosti v slovenskem šolskem prostoru. Na podlagi podatkov ciljnih analiz in ugotovljenih spremenljivk nastajajo smernice, ki bodo pomagale vzpostaviti raznojezičnosti naklonjeno izobraževalno okolje. Projekt usmerja pedagoške delavce v preseganje spoznavanja in podajanja zgolj ene kulture in enega jezika, saj se je zaradi njihovega intenzivnejšega soočanja v sodobnem svetu porodila potreba po prisotnosti medkulturnih vsebin pri prav vseh predmetnih področjih. Vključevanje medkulturnih vidikov pri jezikovnih in nejezikovnih predmetih naj bi vodilo k ozaveščenemu sprejemanju različnih jezikovnih in kulturnih stvarnosti, s čimer bi se učeči se lažje izognili spodrsljajem v medkulturnem sporazumevanju in razvili zmožnost kritične kulturne zavesti ter bili tako spodbujeni k nenehnemu raziskovanju spreminjajoče se stvarnosti in bi se nanjo odzivali brez odvečnih stereotipov in predsodkov. The main objective of the Languages Matter project is to identify which factors support and which inhibit the creation of a supportive learning environment for the development of plurilingualism in the Slovenian school environment. Based on the data from the targeted analyses and the variables identified, guidelines are being developed to help create a multilingual-friendly educational environment. The project guides educators to go beyond learning about and teaching only one culture and one language, as their intensified confrontation in the modern world has given rise to the need for intercultural content in all subject areas. The inclusion of intercultural aspects in language and non-language subjects should lead to an informed acceptance of different linguistic and cultural realities, thus helping learners to avoid slip-ups in intercultural communication and to develop the capacity for critical cultural awareness, thus encouraging them to continually explore and respond to changing realities without unnecessary stereotypes and prejudices.

Uvajanje učenja tujih jezikov v predšolski vzgoji in izobraževanju je spodbudilo potrebo po usposobljenih učiteljih. A večina študij, opravljenih pred kratkim, poroča o vrzeli med ponudbo usposobljenih učiteljev tujih jezikov mlajših učencev v zgodnjem obdobju in povpraševanjem po tovrstnih učiteljih zaradi vedno bolj zgodnjega uvajanja tujih jezikov v vzgojno-izobraževalni sistem. Avtorici tega prispevka predstavita nekaj modelov začetnega izobraževanja in nadaljnjega usposabljanja učiteljev tujih jezikov v predšolskem obdobju v Sloveniji. Prepričanja bodočih vzgojiteljev o učenju jezikov so bila upoštevana kot pomembna spremenljivka tako kot veliko drugih individualnih razlik v tujejezikovnem učenju, glavni cilj raziskave pa je bil ugotoviti, kakšna so prepričanja bodočih vzgojiteljev o zgodnjem učenju tujih jezikov. V raziskavo je bilo vključenih 90 bodočih vzgojiteljev. Rezultati kažejo, da se bodoči vzgojitelji zavedajo pomembnosti učenja tujih jezikov in da to zavedanje narašča z leti študija. Rezultati raziskave kažejo tudi, da bi bilo koristno vključiti usposabljanje za zgodnje učenje tujih jezikov v študijski program Predšolska vzgoja za tiste vzgojitelje, ki bi želeli učiti tuje jezike v vrtcih v Sloveniji in drugod po svetu. The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.

Slovarji kljub hitremu razvoju tehnologije in umetne inteligence ostajajo ključen pripomoček pri učenju tujega jezika in preverjanju jezikovnih zagat. Služijo nam namreč kot strokoven vir za preverjanje pravilnosti, ki je spletni prevajalniki ob nepoznavanju konteksta ne morejo zagotoviti. Da pa lahko slovarje učinkovito uporabljamo, moramo razviti številne veščine, ki jih zmožnost rabe slovarja vključuje. Rabo in razvijanje rabe slovarja učni načrt za angleščino predvideva od drugega triletja osnovne šole naprej. Ker v slovenskem prostoru glede rabe slovarja pri pouku tujega jezika v tem obdobju ni veliko raziskav, smo se v magistrskem delu odločili za raziskovanje tega področja. V okviru raziskave smo oblikovali anketni vprašalnik, ki ga je v celoti izpolnilo 124 učiteljev in učiteljic, ki poučujejo angleščino v drugem triletju slovenskih osnovnih šol, opravili pa smo tudi štiri polstrukturirane intervjuje z učiteljicami in učiteljem, ki v drugem triletju pogosto vključujejo rabo slovarja v pouk angleščine, ter tako dobili poglobljen vpogled v načine vključevanja slovarjev pri poučevanju angleščine. Ugotovili smo, da raba slovarjev pri pouku angleščine v drugem triletju ni pogosta, večina učiteljev pa se poučevanja rabe slovarjev v tem obdobju loteva priložnostno, ob nalogah in aktivnostih. Učitelji z učenci pri pouku angleščine pogosteje uporabljajo elektronske kot tiskane slovarje, večina učencev pa pri pouku angleščine v tem obdobju uporablja dvojezični slovar. Raba splošnega razlagalnega slovarja brez slik v drugem triletju prevladuje nad rabo slikovnega slovarja, raziskava pa je pokazala, da učenci slovar najpogosteje uporabljajo z namenom dekodiranja, torej za ugotavljanje ali preverjanje pomena besede. Skoraj vsi učitelji so mnenja, da slovarji spodbujajo samostojnost in avtonomijo učencev pri učenju jezika, po drugi strani pa niso povsem prepričani, ali učenci radi uporabljajo slovarje. Pri vključevanju slovarjev v pouk angleščine v drugem triletju se učitelji srečujejo z različnimi zadržki in omejitvami, pri čemer kot najpogostejše težave omenjajo omejen dostop do slovarjev, nespretnost učencev pri rabi slovarjev in čas, ki ga raba slovarjev zahteva. Spodbudna je ugotovitev, da skoraj vsi vključeni učitelji menijo, da znajo sami slovarje uporabljati hitro in učinkovito, nekoliko manj samozavestni pa so, ko o rabi slovarja poučujejo druge. Odgovori učiteljev so pokazali, da so učenci v obdobju šolanja na daljavo pri rabi slovarjev naleteli na številne težave, a so jih kljub temu uporabljali pogosteje kot pri običajnem pouku. Izkušnje in zamisli intervjuvanih učiteljev predstavljajo spodbudo za učinkovito vključevanje slovarjev v pouk angleščine tudi v proučevanem starostnem obdobju. Despite the rapid development of technology and artificial intelligence, dictionaries remain among the most important tools for learning foreign languages and solving various language problems. They serve as a reliable source to check the correctness of a particular choice of word, which online machine translators cannot always do due to a lack of context. However, to be able to use dictionaries effectively, several skills need to be developed first. Dictionary use is an integral part of the Slovenian EFL (English as a Foreign Language) syllabus from the second triad of primary school onwards. As there is little research on dictionary use in the first years of primary school English teaching in Slovenia, this master’s thesis aims to fill in the gaps by providing more insight into this issue. As part of our research, we conducted a survey among 124 Slovenian teachers who teach English in the second triad of primary school and interviewed four English teachers who often include dictionaries in English lessons aimed at this age group. Our findings have shown that in most English classes in the second triad, dictionaries are only used occasionally, and that only a small percentage of teachers teach dictionary skills systematically. Electronic dictionaries are used more often than print dictionaries, and pupils in this age group mostly use bilingual dictionaries. However, traditional dictionaries without pictures are more common than picture dictionaries. We have also found that dictionaries are primarily used for decoding purposes, i.e. to find out or check the meaning of a word. The majority of teachers believe that dictionaries promote learners' independence and autonomy in language learning. However, it is evident that they are not sure whether learners actually like using dictionaries. The main reasons that prevent teachers from integrating dictionary use into English lessons more often are limited access to dictionaries in classrooms, pupils' inability to use dictionaries efficiently and time constraints. It is encouraging to note that 96.7% of teachers who responded to our survey consider themselves competent to use dictionaries quickly and efficiently, though they are slightly less confident when teaching dictionary skills to their pupils. The results of our survey have further shown that dictionaries were used more frequently in the distance learning period during the COVID-19 pandemic than in regular lessons, but pupils also encountered many difficulties while using them. The four interviewed teachers shared their experiences and ideas that can serve as an encouragement for effective integration of dictionary use in English lessons aimed at this age group.

Odkar je angleščina lingua franca in so postale zahteve po govorjenju tujega jezika pomembnejše, se je angleščina zadnja desetletja razvijala skozi različne pristope in metode poučevanja. Učenje tujega jezika v zgodnjem otroštvu mora potekati po določenih načelih, saj je delo z mlajšimi učenci zelo specifično. Namen učenja in poučevanja tujega jezika v 1. razredu je spodbuditi veselje in pozitiven odnos do tujih jezikov, njihovo usvajanje pa naj bi potekalo ob igralnih in gibalnih dejavnostih, ob izkustvenem učenju. Razvoj komunikacijskih veščin je eden temeljnih ciljev poučevanja jezikov in izkustveno učenje je pri tem izjemnega pomena. Pri poučevanju angleškega jezika je igranje vlog tisto orodje, ki ga učitelji lahko uporabljajo za poglobljeno razumevanje učnega gradiva in za razvijanje veščin, ki jih učenci potrebujejo za pridobitev potrebnega jezikovnega znanja. Pri raziskavi smo se opredelili na zgodnje učenje angleščine kot tujega jezika, natančneje na 1. (prvi) razred osnovne šole. Namen raziskovalnega dela je bilo ugotoviti, kolikšen vpliv ima igra vlog na bogatenje angleškega besedišča in sposobnost uporabe nabora različnih besed in fraz ob koncu obravnavane teme. Z dodatnimi vprašanji smo pridobili tudi informacijo o tem, ali je učiteljev način dela z igro vlog učencem všeč ali ne. Cilj raziskave je bil utemeljiti teorijo, izpeljano iz podatkov, ki so bili sistematično zbrani in analizirani. V kvantitativni raziskavi smo s pomočjo na zgodbah temelječe metodologije poučevanja poizkusili spodbuditi učence k aktivnejšemu sodelovanju in zanimanju za angleščino. Izvedli smo didaktično obravnavo zgodbe in pri tem uporabili inovativne pristope poučevanja tujega jezika s posebnim poudarkom na igri vlog. V omenjeni raziskavi je sodelovalo 42 učencev prvega razreda, ki so si angleščino izbrali za neobvezni izbirni predmet. Raziskava je potekala šest učnih ur v novembru in decembru 2022. Najprej smo natančno opazovali in analizirali obstoječe stanje, oblikovali načrt raziskave in ga po potrebi med raziskavo dopolnjevali. Odgovore na raziskovalna vprašanja smo pridobili na podlagi opazovanja in izpolnitve vprašalnika. Opravljena raziskava je s svojimi izsledki prispevala k razumevanju uporabe igre vlog pri pouku tujega jezika v zgodnjem obdobju. Ugotovili smo, da je uporaba metode igre vlog pri zgodnjem učenju angleščine priporočljiva za bogatenje besedišča in opolnomočenje učenca pri govornem sporočanju. Je učinkovita in primerna tehnika, da se mladi učenci aktivno vključijo v govorne dejavnosti. Ever since English has become the lingua franca and the demands of speaking a foreign language have become more important, English has evolved over the past decades through different teaching approaches and methods. Learning a foreign language in early childhood must follow certain principles, as working with younger students is very specific. The purpose of learning and teaching a foreign language in the 1st grade is to encourage joy and a positive attitude towards foreign languages, and the acquisition of these should take place through play and movement activities and through experiential learning. The development of communication skills is one of the fundamental goals of language learning, and experiential learning is extremely important. In English language learning, role-playing is one tool that teachers can use to deepen their understanding of the learning material and to develop the skills that students need to acquire the necessary language skills. In the research, we focused on early learning of English as a foreign language, more precisely in the 1st (first) grade of primary school. The purpose of the study was to determine how much influence role play has on the enrichment of the English vocabulary and the ability to use a set of different words and phrases at the end of the discussed topic. With additional questions, we also obtained information on whether the students like the teacher's way of working with role-playing or not. The goal of the research was to validate the theory derived from data that was systematically collected and analysed. In the quantitative research, with the help of story-based teaching methodology, we encouraged students to actively participate in English classes. We conducted a didactic treatment of stories and within this we used innovative approaches to learning a foreign language with a special emphasis on role-playing. 42 first-grade students who chose English as an optional elective participated in the above-mentioned research. The duration of the study lasted for 6 lessons in November and December 2022. First, we carefully observed and analysed the existing situation, and afterwards designed the research plan which we supplemented during the research. We obtained the answers to the research questions based on observation and students’ completion of the questionnaire. The results of the conducted research contributed to the understanding of the use of role-playing in foreign language lessons at an early stage. It can be said with certainty that the use of the role-play method in early English learning is recommended for enriching the vocabulary and empowering the students in spoken communication. It is an effective and appropriate technique for young students to be actively involved in oral activities.

Otrokov razvoj je v zgodnjem otroštvu dinamičen in celosten, prav zato pa je povezovanje med različnimi predmetnimi področji ključno, saj otrokom omogoča celostno učenje. Dramski pouk je pristop, ki omogoča učencem interaktivne učne izkušnje, s katerimi učenci postanejo sestavni del obravnavanih učnih vsebin. Kot izobraževalni pristop ga lahko uporabimo tudi pri pouku tujega jezika, saj spodbuja učence, da pri pouku govorijo in se sporazumevajo v okviru svojih omejenih zmožnosti. Drama celostno vključi učence v pouk angleščine, saj jim omogoča zaznavanje jezika na gibalni, kognitivni, socialni in čustveni ravni. V magistrskem delu smo dramski pouk vključili v pouk angleškega jezika. Pozitivne učinke tovrstnega pouka smo preverili s pomočjo primerjave eksperimentalne in kontrolne skupine v okviru sedmih učnih ur, dosegli pa smo jih z oblikovanjem modela, v katerem smo dramski pouk vključili v pouk angleškega jezika. Raziskava je potekala štiri tedne v oktobru v šolskem letu 2022/2023. V raziskavi je sodelovalo 38 učencev iz dveh oddelkov četrtih razredov slovenske osnovne šole. V eksperimentalni skupini je sodelovalo 19 učencev, 10 deklic in 9 dečkov. V kontrolni skupini je prav tako sodelovalo 19 učencev, 10 deklic in 9 dečkov, kjer so vsebine pri pouku angleščine obravnavali le na tradicionalni način. Na podlagi pridobljenih podatkov v okviru raziskave magistrskega dela smo ugotovili, da je možno uspešno vključiti dramske dejavnosti v pouk angleščine in da vključevanje le-teh zelo pozitivno vpliva na počutje učencev in na napredek govornega razvoja v ciljnem jeziku. Učenci eksperimentalne skupine so namreč v povprečju dosegli višje število točk na ustnem preizkusu znanja po sedmih učnih urah angleščine in so se v povprečju bolj pozitivno počutili med poukom angleščine z dramskim pristopom. Magistrsko delo je v pomoč predvsem učiteljem angleščine na razredni stopnji oz. v drugem izobraževalnem obdobju, saj bodo s pomočjo raziskave lahko presodili pozitivne učinke vključevanja dramskega pouka v pouk angleščine in ga bodo s pomočjo natančnega opisa učnih ur lahko tudi sami vključili v svoje poučevanje angleškega jezika. Children’s development in early childhood is dynamic and holistic. Because of that the connection between different subject areas is crucial, as it enables children to learn holistically. Drama teaching is an approach that provides students with an interactive learning experience, with which students become an integral part of the learning content. As an educational approach, it can also be used in foreign language teaching, as it encourages students to speak and communicate during the lessons within their limited abilities. Drama holistically engages students in English lessons as it enables them to acquire language through a motor, cognitive, social, and emotional level. In our master’s thesis, we discussed how to teach English as a foreign language through drama. The positive effects of this type of teaching were verified by comparing the experimental and control groups within seven lessons. The positive effects were achieved by creating a model in which English as a foreign language was taught through drama. The research was conducted in in October in the 2022/23 school year. In the research, 38 students from two classes of the 4th grade of the Slovenian primary school participated. The experimental group consisted of 19 students, 10 girls and 9 boys. The control group included 19 students as well, 10 girls and 9 boys, where the English lessons were taught in the traditional way. Based on the data obtained as part of the master's thesis research, we found that it is possible to successfully integrate drama activities into English lessons and that their inclusion has a very positive effect on the students' well-being and on the progress of speech development in the target language. The students of the experimental group achieved, on average, a higher number of points on the oral knowledge test after seven lessons of English, and on average they felt more positive during English lessons with a dramatic approach. The master’s thesis is especially helpful for English teachers at the primary level or in the second educational cycle as with the help of research they will be able to assess the positive effects of including drama in English lessons and they will be able to include drama in their English language teaching.

Poslušanje glasbe med učenjem na poslušalca deluje sproščujoče in motivacijsko, zmanjšuje raven stresa in krepi spomin. Zaradi naštetih in številnih drugih pozitivnih učinkov glasbe na učenje slednjo vse pogosteje vključujemo v šolski pouk na vseh vzgojno-izobraževalnih ravneh, postala pa je tudi nepogrešljivo sredstvo za učenje tujih jezikov, kar sem potrdila tudi z analizo v okviru aktualnega magistrskega dela. Ker učbeniška gradiva še vedno predstavljajo osnovo učenja in poučevanja tujih jezikov, sem analizirala pesmi iz 7 potrjenih učbenikov za poučevanje angleščine v 4. razredu devetletne osnovne šole. Preverjala sem, kolikšno število pesmi se pojavlja v izbranih učbenikih, katere vrste pesmi glede na izvor so vključene v učbenike, vrsto udeležbe učencev (tj. aktivno oz. pasivno), ki jo predvidevajo ob pesmih zapisana navodila, katere dejavnosti spremljajo zapise pesmi v učbenikih, ter ali pesmi v preučevanih učbenikih dosegajo oz. upoštevajo kriterije za primerno pesem za poučevanje tujega jezika. Rezultati so pokazali, da se v izbranih učbenikih pojavlja različno število pesmi in da se slednji razlikujejo tudi po številu posameznih vrst pesmi (tj. pesmi, poezija, ritmizacije in rime). Glede na izvor so v analiziranih učbenikih večinoma prisotne umetne pesmi, ustvarjene za potrebe poučevanja jezika, v manjši meri pa se pojavljajo tudi avtentične pesmi in priredbe. Navodila ob pesmih večinoma predvidevajo aktivno udeležbo učencev s pomočjo nabora aktivnosti pred, med in po poslušanju. Analiza kriterijev za dobro pesem za poučevanje je pokazala, da so v učbenike vključene skrbno izbrane, poučne pesmi, ki ne glede na medsebojne razlike večinoma sodijo med primerne pesmi za poučevanje tujih jezikov. Obravnavo pesmi iz izbranih učbenikov bi morda lahko nadgradili 1. s pestrejšo izbiro izbranih vrst pesmi, saj analizirani učbeniki večinoma vsebujejo le pesmi in ritmizacije, medtem ko je vključenih poezij in rim le za vzorec 2. s pestrejšo izbiro spremljevalnih dejavnosti pred, med in po poslušanju in 3. s pogostejšim vključevanjem gibanja v samo poslušanje, saj le trije izbrani učbeniki vsebujejo gibalne pesmi. Pričakujem, da bodo rezultati moje raziskave učiteljem olajšali izbiro in vključevanje primernih pesmi v pouk angleščine ter da bodo snovalci bodočih učbenikov in drugih učnih gradiv v slednje vključevali pestrejše spremljevalne aktivnosti pred, med in po poslušanju, ki so primerne za tujejezični pouk v drugi triadi osnovne šole. Studying with background music has a soothing and motivational effect on the listener, relieves stress and facilitates memory retention. Due to these and a variety of other beneficial effects of music on learning, music has been increasingly integrated into school lessons at all educational levels, and it has also become an indispensable tool for foreign language acquisition, which has also been confirmed by the analysis represented by the current master thesis. Since textbook materials still represent the basis of foreign language teaching and learning, I analysed songs from 7 approved textbooks for teaching English in the 4th grade of a nine-year primary school. During the analysis I determined the number of songs in the selected textbooks, the types of songs based on the origin of the latter, the type of student participation (i.e. active vs. passive) that is suggested by the instructions preceding the songs, and the types of activities accompanying the lyrics, and I also evaluated whether the poems from the selected textbooks meet the criteria for suitable songs for foreign language teaching. The results have confirmed that the selected textbooks contain varying numbers of songs and song types (i.e. songs, poetry, chants and rhymes). Regarding the origin of the selected songs, the analysed textbooks mostly contain artificial songs which are created for the needs of English language teaching, while authentic songs and the adaptations of the latter appear in a lower degree. The instructions mostly suggest the active participation of the students via the selected sets of pre-, while- and post-listening activities. The assessment of the criteria for suitable songs for teaching has confirmed that the selected textbooks include carefully selected, educational songs, most of which, regardless of their differences, can be classified as effective and suitable songs for English language teaching. The songs from the selected textbooks might be upgraded 1. with a greater variety of the selected song types since the majority of the textbooks mostly contain songs and chants, while poetry and rhymes appear in a lower degree 2. with a greater variety of the accompanying pre-, while- and post-listening activities, as well as 3. with more frequent inclusion of movement into the very while-listening activities since only three selected textbooks contain action songs. I expect that the findings of the current study will facilitate the selection and the inclusion of appropriate songs into the English lessons, and that the designers of future textbooks and other teaching materials will accompany the latter with a wider variety of accompanying pre-, while- and post-listening activities that are suitable for ELT classrooms from the second triad of a nine-year primary school.

Angleščina je globalni jezik, znanje katerega je v večini disciplin ključnega pomena za akademsko in poklicno uspešnost. Angleščino tako kot predmet uvajamo že v vrtčevske programe, katerih namen je predvsem spoznavanje jezika in ustvarjanje pozitivnega odnosa do učenja. Odnos do tujega jezika je namreč kritični dejavnik učnih izidov ter kot tak vreden raziskovanja, kako nanj pozitivno vplivati. Cilji diplomskega dela so raziskati odnos vrtčevskih otrok do angleščine, preučiti vpliv odnosa otrok na učne izide pri angleščini ter izpostaviti ključne dejavnike, ki vplivajo na vrtčevskih odnos do angleščine kot tujega jezika glede na mnenja vzgojiteljic. Na podlagi tega se oblikujejo predlogi za poučevanje angleščine kot tujega jezika v vrtcu. Za namen doseganja ciljev smo izvedli intervjuje med dvema vzgojiteljicama in dvema pomočnicami vzgojiteljic, ki so prisotne na plačljivih tečajih angleškega jezika, ki jih vrtci izvajajo kot dodatno dejavnost. Ključne ugotovitve so, da imajo otroci pozitiven odnos do učenja tujega jezika in se ga tudi hitro naučijo. Na pozitiven odnos in učne uspehe vplivajo predvsem zunanji izvajalci, saj otroci navežejo z njimi poseben odnos ter njihovo predhodno znanje oz. domače okolje. Otroci namreč že v domačem okolju pogosto usvojijo angleške besede, saj jim starši predvajajo angleške risanke in pesmice. Uspeh pri nadaljnjem usvajanju in pozitiven odnos do angleškega jezika pa naj bi bil odvisen od kontinuitete učenja jezika, njihove nadarjenosti in zanimanja za sam jezik. English is a global language, knowledge of which is crucial to academic and professional success in most disciplines. English is already introduced in kindergarten curriculums, the purpose of which is primarily to learn the language and to create a positive attitude towards learning a foreign language. Attitude towards a foreign language is a critical factor in learning results and as such worth of researching how to positively influence it. The thesis goals are to research the attitude of kindergarten children towards English, to examine the influence of children’s attitude on learning results and to point out the key factors that influence the attitude of children towards English as a foreign language according to the teachers’ opinions. According to the opinions, we will form the recommendations for teaching English in kindergarten. In order to achieve the goals, we conducted interviews between two kindergarten teachers and two kindergarten assistant teachers that are participating at English language course that kindergartens offer as an additional activity. The key findings are that children have a positive attitude towards learning a foreign language, which they learn fast. External teachers mainly influence children’s positive attitudes and academic success because children form a special relationship with them. Another positive factor is, according to teachers’ opinions, children’s previous knowledge from home environment because their parents play to them English cartoons and songs. Success in further learning and positive attitude towards the English language depend on the continuity of language learning, children’s talent and interest in the language.

Prvi sklop magistrskega dela zajema splošen pregled obstoječe literature o glavnih spoznanjih s področja učenja in poučevanja tujega jezika v prvem izobraževalnem obdobju, s poudarkom na procesu razvijanja opismenjevanja v angleščini kot tujem jeziku. Osnovna problematika zajema področje vzporednega začetnega opismenjevanja v maternem (MJ) in tujem jeziku (TJ) – kakšni so vzroki, postopki in posledice zgodnjega poučevanja angleščine kot tujega jezika otrok, ki se še opismenjujejo v slovenščini kot maternem jeziku. V prvih letih šolanja je zaznava otrok še izrazito celostna, globalna, zato je tudi pouk tujega jezika temu prilagojen. Ker imajo učenci v maternem jeziku že razvite določene predopismenjevalne spretnosti, je prehod na učenje tujega jezika lažji večina raziskav še posebej poudarja pomen koriščenja pozitivnega transferja med maternim in tujim jezikom. Po načelih konvergentne pedagogike (KP) je ta proces učinkovitejši, če učenci gradijo znanje s pomočjo enotne metodologije pouka obeh jezikov. Namen magistrskega dela je bil pregledati obstoječe gradivo in zbrati glavne ugotovitve in stališča učiteljev, ki so poučevali po načelih KP, za natančnejši vpogled v začetno opismenjevanje v tujem jeziku ob vzporednem opismenjevanju v maternem jeziku, s poudarkom na globalni metodi opismenjevanja. Raziskovalni pristop je zajemal pregled in analizo gradiva za razvijanje opismenjevanja v angleščini s področja KP (zapisniki seminarjev, evalvacij, skript in zbornikov) in intervju s petimi učiteljicami razrednega pouka in tujega jezika, ki so metodo izvajale več kot deset let. Na podlagi glavnih ciljev raziskave so bila oblikovana sledeča vprašanja polstrukturiranega intervjuja: kako poteka uvajanje v proces opismenjevanja po načelih KP kako k sistematičnemu začetnemu opismenjevanju pripomore metodika dela (podrobneje je obravnavana uporaba dejavnosti izraza telesa ob glasbi (ITG) in plakata) kako poteka proces uvajanja v delo z besedilom po globalni metodi kako KP razvija temeljne povezave med opismenjevanjem v MJ in TJ katere elemente te pedagogike je po mnenju učiteljev mogoče uporabiti v sodobnem izobraževalnem kontekstu opismenjevanja v TJ oziroma kateri so okviri, znotraj katerih lahko ta pristop učinkovito izvajajo še danes. Skozi raziskavo se je pokazalo, da pri uvajanju učencev v opismenjevanje učitelji namenijo veliko pozornosti socialni funkciji branja, skozi uporabo različnih didaktičnih elementov pa učence urijo v rabi specifičnih strategij (ne)besednega organiziranja lastnih miselnih idej v smiselne enote (pripoved o doživetju, obnova s slikami in grafičnimi prikazi, delo s ključnimi besedami, zapisovanje v zaokroženo besedilo na plakatu …). Začetno opismenjevanje globalno-strukturalne metode poteka vzporedno v MJ in TJ, kar dosegajo s tesnim sodelovanjem učitelja TJ in učitelja MJ, s sistematičnim usklajevanjem vsebin in rabo didaktičnih elementov po metodološkem pristopu KP (pripovedovanje zgodb, igre vlog, ITG z uporabo slikovnih kartic in grafičnih prikazov). Po ugotovitvah intervjuvank je za razvijanje vseh štirih sporazumevalnih zmožnosti ključen ponavljajoč stik z enako vsebino tako v MJ kot TJ. Polstrukturirani intervju je osvetlil tudi pomen organizacije učnih ur, tako da vse začetne dejavnosti temeljijo na jezikovni kopeli, kjer prednjači reden stik z izbranim besedilom v različnih učnih kontekstih in tudi z uporabo raznolikega nabora sporočilnih medijev. Tako sistematično nadgrajujejo aktivnosti za razvijanje vseh štirih sporazumevalnih zmožnosti v obeh jezikih. Večina intervjuvank meni, da raba besedila v različnih učnih kontekstih najbolj pripomore pri vztrajnem ozaveščanju fonemike angleškega jezika, sočasno delo s pisano besedo pa posredno pomaga pri urjenju sposobnosti zaznavanja asociativne zveze glas – grafični zapis, kar potrjuje tudi pregled zbranih dokumentov. Specifičnih pravil jezika ne učijo neposredno. Učiteljice, ki so opismenjevale po načelih KP, so pogosto poročale o pozitivnih učinkih istega metodološkega pristopa pri pouku MJ in TJ na razvijanje sporazumevalnih zmožnosti v obeh jezikih in oblikovanje višjih kognitivnih struktur. Načelo enotne metodologije pri pouku MJ in TJ posledično pripomore tudi k naslavljanju specifičnih razvojnih izzivov pri opismenjevanju v obeh jezikih. Učiteljice so v povezavi z uporabo metode KP v današnjem kontekstu pouka najpogosteje izpostavljale problem časovne omejenosti pri implementaciji metode v zgoščenem, krajšem časovnem okviru ter izziv (ne)sodelovanja pri soustvarjanju pedagoškega procesa s sodelavci. The first part of this master's thesis includes a general review of existing literature on the main findings in the field of learning and teaching a foreign language in the first educational period, with emphasis on the process of developing literacy skills in English as a foreign language. The main research problem covers the field of concurrent initial literacy acquisition in the mother tongue and in the foreign language. In addition to that we discuss the causes, procedures and consequences of teaching English as a foreign language early on to children who are still acquiring literacy skills in Slovene as their mother tongue. In the first years of schooling, children's perception is still distinctly holistic, global, so foreign language teaching is adapted to this. Because students have already developed certain pre-literacy skills in their mother tongue, the transition to learning a foreign language is easier most studies particularly emphasize the importance of taking advantage of the positive transfer between the mother tongue and a foreign language. According to the principles of the ‘Konvergentna Pedagogika’ method, this process is more effective if pupils build their knowledge by being taught both languages with the help of a unified methodology. The purpose of the master's thesis was hence to review existing materials and gather the main findings and views of teachers who taught according to the principles of the ‘Konvergentna Pedagogika’ method, in order to gain a deeper insight into initial foreign language literacy acquisition with parallel literacy in the mother tongue, focusing on the global method of literacy acquisition. The research approach included a review and content analysis of materials for developing English literacy in the field of the ‘Konvergentna Pedagogika’ (minutes of the seminars, evaluations, scripts and proceedings) and interviews with five primary school and foreign language teachers who have been practising the method for more than ten years. The following questions of the semi-structured interview were formulated from the main objectives of the research: how does the introduction to the literacy acquisition process go according to the principles of the ‘Konvergentna Pedagogika’ method? how does the methodology contribute to systematic initial literacy acquisition (the use of the body expression activities with music and posters is discussed in more detail)? how does the process of being introduced to working with texts according to the global method take place? how does the ‘Konvergentna Pedagogika’ method develop fundamental links between mother tongue and foreign language literacy acquisition? which elements of this pedagogy can be, according to the interviewed teachers, used in the modern educational context of literacy acquisition in a foreign language and what are the frameworks within which this approach can be effectively implemented today? Our research has shown that when teaching literacy, the interviewed teachers focus on the social function of reading, and use various didactic elements in order to train students in the use of specific strategies of (non)verbal organization of their own mental ideas into meaningful units (narrative of the experience, summary with pictures and graphics, working with keywords, writing on a poster as a well-rounded text …). Initial literacy acquisition using the global-structural method runs concurrently in the mother tongue and a foreign language. This is achieved through close cooperation of foreign and mother tongue teachers, as well as by systematic harmonization of content and use of didactic elements according to the methodological approach of ‘Konvergentna Pedagogika’ (storytelling, role play, body expression with music) and by using picture cards and graphics. According to the interviewees, repeated contact with the same content in both the mother tongue and the foreign language is crucial for the development of all four communication skills. The semi-structured interview also highlighted the importance of organizing lessons in a way that ensures all initial activities are based on language immersion, whereby the predominant method is regular contact with a selected text in different learning contexts moreover using a diverse set of message-conveying media is also emphasised as useful. Thus, teachers systematically upgrade activities to develop all four communication skills in both languages. The majority of interviewees believe that using text in different learning contexts is most helpful when it comes to persistently raising awareness of English language phonemics, while simultaneously working with the written word indirectly helps to train the ability to perceive the association of phoneme and grapheme, which is also confirmed by a review of the collected documents. They do not teach specific language rules directly. Teachers who were teaching literacy according to the principles of ‘Konvergentna Pedagogika’ often reported positive effects arising from using the same methodological approach in mother tongue and foreign language teaching on the development of communication skills in both languages and the formation of higher cognitive structures. The principle of uniformity in the methodological approaches of mother tongue and foreign language consequently also helps to address specific development challenges in literacy in both languages. In connection with the use of the ‘Konvergentna Pedagogika’ method in today's teaching context, teachers most often pointed out the problem of time constraints in the implementation of the method in a condensed, shorter time frame and the challenge of (non)cooperation in co-creating the pedagogical process with colleagues.

Vsebinsko in jezikovno integrirano učenje (kratica VJIU, angl. CLIL – Content and Language Integrated Learning) v Evropi postaja vse bolj priljubljena metoda poučevanja. Gre za široko zastavljen koncept, ki v okviru pouka tujega jezika omogoča razvijanje medpredmetnih spretnosti. Na podlagi literature, ki smo jo predstavili v teoretičnem delu magistrske naloge, smo ugotovili, da obstaja potreba po analizi aktivnosti za vsebinsko in jezikovno integrirano učenje v potrjenih učbenikih za poučevanje angleščine kot tujega jezika. Raziskali smo pogostost in kvaliteto tovrstnih aktivnosti v učbenikih za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole ter ugotavljali, katere so njihove medpredmetne povezave. V ta namen smo izdelali kontrolni seznam s kriteriji, s pomočjo katerih smo evalvirali šest učbenikov za 4. razred osnovne šole in pet učbenikov za 5. razred osnovne šole, ki so bili potrjeni v šolskem letu 2021/2022. Rezultati raziskave kažejo, da lahko v vseh aktualnih učbenikih za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole najdemo vsebinsko in jezikovno integrirane aktivnosti. Preko raziskave smo prišli do ugotovitve, da lahko s pomočjo izdelanega kontrolnega seznama uspešno analiziramo in evalviramo VJIU aktivnosti. Ugotovili smo v kolikšni meri aktivnosti za vsebinsko in jezikovno integrirano učenje izpolnjujejo določene kriterije kakovosti in katera učbenika izpolnjujeta največ ciljev različnih nejezikovnih predmetov. Magistrsko delo bo vplivalo na didaktiko poučevanja angleščine, natančneje na analizo učbenikov z vidika vsebinsko in jezikovno integriranega učenja. Predvidevamo, da bomo izdelane kriterije kakovosti lahko uspešno uporabili za vrednotenje vseh aktivnosti za VJIU iz učbenikov za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole. Pričakujemo, da bo analiza učiteljem pomagala izbrati najustreznejši učbenik za izvajanje aktivnosti za VJIU pri pouku angleščine. Kontrolni seznam s kriteriji kakovosti jim bo služil kot orodje, s pomočjo katerega lahko ocenijo tudi druge VJIU aktivnosti, ki bi jih želeli uporabiti pri pouku ali samostojno ustvariti. Content and Language Integrated Learning (CLIL) is becoming an increasingly popular teaching method in Europe. It is a broad concept that allows the development of cross-curricular skills in the context of foreign language teaching. On the basis of the literature presented in the theoretical part of the thesis, we found that there is a need to analyse the activities for Content and Language Integrated Learning in validated textbooks for teaching English as a foreign language. We investigated the frequency and quality of such activities in textbooks for teaching English as a foreign language in grades 4 and 5 of primary school, and identified their cross-curricular links. To this end, we created a checklist with criteria to evaluate six textbooks for grade 4 and five textbooks for grade 5 of primary school approved for the 2021/2022 school year. Results show that all the current textbooks for teaching English as a foreign language in years 4 and 5 of primary school have integrated activities in terms of content and language. Through the research we have come to the conclusion that CLIL activities can be successfully analysed and evaluated with the help of our checklist. We found out to what extent the activities for content and language integrated learning meet certain quality criteria and which textbooks meet most of the objectives of the different non-linguistic subjects. This Master's thesis will have an impact on the didactics of English teaching, more specifically on the analysis of textbooks from the perspective of content and language integrated learning. We foresee that the developed quality criteria can be successfully used to evaluate all the CLIL activities in textbooks for teaching English as a foreign language in the 4th and 5th grades of primary school. We expect that the analysis will help teachers select the most appropriate textbook for implementing CLIL activities in English lessons. The checklist with quality criteria will serve as a tool for them to evaluate other CLIL activities that they might want to use in their lessons or create themselves.

Povezovanje glasbe in tujega jezika se je že v mnogih raziskavah izkazalo za učinkovito in prav zato veliko učiteljev v pouk angleščine vključuje pesmi. Glasba pozitivno vpliva na počutje učencev v razredu, čeprav je lahko učenje drugega jezika za nekatere precej stresno. Glasba ima dober vpliv tudi na učenje tujega jezika – vpliva na boljšo izgovarjavo besed v tujem jeziku, pomnjenje, motivacijo … Če učitelj v pouk vključi kakovostne pesmi, ki jih dopolni še z drugimi učinkovitimi metodami (npr. s popolnim telesnim odzivom oz. TPR), lahko zelo izboljša proces učenja. Prav zaradi tega je pomembno, da kot učitelji poiščemo kakovostne pesmi ter jih premišljeno vključimo v svoje poučevanje. V magistrskem delu smo raziskali, kakšno mnenje imajo učitelji angleščine o vključevanju pesmi v pouk angleščine v 1. vzgojno-izobraževalnem obdobju. Želeli smo ugotoviti, kako pogosto in na kakšen način učitelji vključujejo pesmi v pouk angleščine, katere vrste pesmi najpogosteje vključujejo v pouk, kako vpeljejo pesem v učno uro, kako usposobljene se čutijo za vključevanje pesmi ter s katerimi težavami se srečujejo pri tem procesu. Zanimalo nas je tudi, kako so pesmi vključevali v šolanje na daljavo v času epidemije covid-19. Mnenja in stališča učiteljev smo raziskovali s kvantitativno raziskavo. Ugotovili smo, da imajo učitelji do uporabe pesmi pri pouku angleščine v 1. vzgojno-izobraževalnem obdobju pozitiven odnos. Vsi vprašani pesmi v pouk angleščine vključujejo vsaj enkrat na mesec. V času šolanja na daljavo zaradi epidemije covid-19 pa so v povprečju pesmi manj pogosto vključevali v učne ure. Ugotovili smo, da se učitelji v povprečju počutijo srednje usposobljene za poučevanje pesmi pri pouku angleščine. Z magistrskim delom smo želeli spodbuditi učitelje k vključevanju pesmi v pouk tujega jezika. Rezultati raziskave bodo pripomogli k razvoju didaktike angleščine in prilagoditvi izobraževanj za prihodnje učitelje angleščine na razredni stopnji. Second language can be quite stressful for some, music has a positive effect on students in the classroom. Music also has a positive effect on learning an L2 ¬– it helps with better pronunciation, memorisation, motivation, etc. If a teacher includes quality songs in the classroom, complemented by other effective methods (e.g. Total Physical Response or TPR), it can make a big difference in the learning process. It is therefore important for us as teachers to seek out quality songs and incorporate them thoughtfully into our teaching. In this master thesis, we investigated how ESL teachers feel about the inclusion of songs in their lessons in the first three years of primary education. We wanted to find out how often and in what ways they include songs in their lessons, which types of songs they most often choose, how they introduce them into their lessons, how qualified they feel to include them, and what difficulties they encounter. We were also interested in how they integrated songs into online learning during the Covid-19 epidemic. The teachers' opinions and views were explored through a quantitative survey. We found that they had a positive attitude towards the use of songs in ESL teaching in early primary education. All respondents include songs in their lessons at least once a month. However, during the period of distance learning due to the Covid-19 epidemic, on average, teachers included songs in lessons less frequently. We found that teachers on average feel moderately qualified to teach songs in English lessons. With this master thesis, we wanted to encourage teachers to include songs in foreign language lessons. The results of the research will contribute to the development of English didactics and to the adaptation of training for future teachers of English at primary level.

Raba maternega jezika pri poučevanju tujega jezika še dandanes predstavlja številne dileme. Mnenja avtorjev o uporabi oziroma neuporabi materinščine so deljena. Problem je predvsem v tem, da ni podanih nobenih konkretnih smernic, do katere mere je uporaba materinščine sprejemljiva, v katerih primerih naj se je učitelji poslužujejo in na kak način naj podajajo znanje. Zaradi neenotnih mnenj se je razvilo več različnih metod poučevanja. Učitelji so pri izbiri in načinu poučevanja prepuščeni lastni presoji. Najpogosteje se odločijo na podlagi različnih dejavnikov, npr. predznanja otrok, vrst dejavnosti, lastnih prepričanj … V teoretičnem delu sem opisala zgodnje poučevanje tujega jezika, predstavila različne metode in pristope, zapisala nekaj o rabi maternega jezika pri poučevanju tujega jezika, navedla prednosti in slabosti rabe materinščine. Na koncu sem omenila tudi priporočila za uporabo materinščine pri poučevanju angleščine v predšolskem obdobju in predstavila nekaj rezultatov raziskav o tej temi. V empiričnem delu sem ugotavljala, kolikšen delež poučevanja tujega jezika predstavlja uporaba maternega jezika, v katerih primerih se učitelji poslužujejo rabe maternega jezika in kakšna so stališča, mnenja učiteljev o uporabi oziroma neuporabi maternega jezika pri poučevanju tujega jezika. Empirični del temelji na intervjujih in opazovanjih. Sodelovalo je pet učiteljev, ki poučujejo angleščino v predšolskem obdobju. Izkazalo se je, da raba materinščine predstavlja 0–20 % učne ure. Materni jezik uporabljajo v različnih primerih, najpogosteje pri discipliniranju in podajanju navodil. Ugotovila sem, da učitelji do rabe materinščine pri poučevanju tujega jezika nimajo odpora. Pravijo, da je njena uporaba sprejemljiva, vendar naj bo uporabljena le, ko je to res potrebno. Zavedajo se pozitivnih in tudi negativnih vidikov rabe materinščine. Podobna mnenja imajo predvsem pri negativnih vidikih. The use of mother tongue in foreign language teaching is still causing various dilemmas. Experts’ views about the use and disuse of mother tongue are divided. The problem is mostly that there are no concrete guidelines about of the amount of mother tongue in teaching, the circumstances in which to use it and the methods to use in teaching children. Because of the discordant views, several different methods of language teaching have been developed. Teachers are left to make a decision of a suitable method for them and children they are teaching on their own. They often decide on the appropriate method on the basis of different factors like prior knowledge of children, types of activities, their own beliefs … In the theoretical part of the thesis, I described early foreign language teaching, I presented different methods and approaches, wrote about the use of mother tongue in foreign language teaching, and listed advantages and disadvantages about the use of mother tongue. In the final part I listed some guidelines that I gathered for the use of mother tongue in foreign language teaching and described some research results on this topic. In the practical part of the thesis, I researched how much mother tongue is used in foreign language teaching in kindergarten, when teachers use mother tongue as well as the teachers’ points of views and opinions about the use of mother tongue in foreign language teaching. The practical part of the thesis is based on interviews and observations. The teachers who were part of the interviews and observations are teaching English in kindergartens. The research shows that the use of mother tongue represents about 0–20 % of lesson. Teachers use mother tongue in various cases, but most commonly to discipline and give instructions. The results show that participants support the use of mother tongue in foreign language teaching, but they believe that it should be used only when it is necessary. They are aware of the positive and negative aspects of mother tongue use.

V tem magistrskem delu smo se osredinili na analizo besedišča v šestih najbolj uporabljenih učbenikih za poučevanje angleščine v četrtem in petem razredu v Sloveniji v šolskem letu 2019/20 ter na razvijanje učenčevega besedišča z njihovo pomočjo. V drugem vzgojno-izobraževalnem obdobju učbeniki postanejo eno izmed glavnih orodij za poučevanje angleščine zato, ker v veliki meri določajo vsebino, ki jo učenci usvojijo tekom šolskega leta. Besedišče, ki ga zajemajo, je eden glavnih faktorjev za uspešno učenje tujega jezika in ga je potrebno načrtno razvijati. S pomočjo analize v programskem orodju AntWordProfiler (Anthony, 2014) smo ugotavljali najbolj pogoste besede v učbenikih ter njihovo prekrivanje med seboj. Prav tako smo besedišče uvrstili glede na Skupni evropski jezikovni okvir (slo.: SEJO, ang.: CEFR) in analizirali, na kateri stopnji (A1–C2) so. Analizirali smo tudi, v kolikšni meri se besedišče ujema z 2.000 najpogostejšimi angleškimi besedami s seznama NGSL (New General Service List) in seznama GSL. Seznam NGSL so leta 2013 začeli ustvarjati Charles Browne, Brent Culligan in Joseph Phillips in ga dokončno oblikovali in izdali leta 2017 (Brown, 2019). Seznam je nastal na podlagi GSL (General Service List) seznama besed, ki ga je leta 1953 osnoval Michael West (West, 1953). Prišli smo do ugotovitev, da se besedišče v večji meri prekriva s seznamom GLS kot pa NGSL. Nato smo opravili analizo prekrivanja ciljnega besedišča glede na vseh šest učbenikov. Ugotovili smo, da je besedišče v učbenikih različno in se ujema v vseh šestih učbenikih v zelo majhnem odstotnem deležu, tj. 1 % besed oziroma 25 besed. Pri primerjanju učbenikov glede na razred pa so se odstotki prekrivanja skupnega besedišča nekoliko zvišali in so znašali v četrtem razredu 8 %, v petem pa 7 %. Pri analizi SEJO ravni smo ugotovili, da se večina besedišča nahaja na ravni A1 ter da se ciljno besedišče v veliki meri zadostno ponavlja. Za analizo smo vzeli spodnjo mejo ponavljanja, tj. vsaj petkrat čez celotni učbenik. Nazadnje smo opravili analizo prekrivanja obravnavanih sklopov z učnim načrtom ter analizo besednih vrst (glagol, pridevnik, samostalnik in drugo) ciljnega besedišča. Magistrsko delo bo vplivalo na didaktiko poučevanja angleščine v drugem triletju, natančneje na razvijanje besedišča v učbenikih za poučevanje angleščine v četrtem in petem razredu osnovne šole. Analiza bo v pomoč učiteljem pri poučevanju besedišča v angleščini ter snovalcem gradiv za poučevanje angleščine v drugem triletju osnovne šole. Delo ponuja vpogled v analizo ciljnega besedišča skozi celotne učbenike. This master's degree thesis concentrates on analysis of vocabulary of six course books that were most commonly used to teach English in fourth and fifth grade in Slovenia in the 2019/20 school year. The second educational period sees the course books become one of the main means of teaching EFL (English foreign language) because they extensively determine the teaching contents that the students learn in that school year. The vocabulary in the course books is one of the main factors that contribute to successful learning of EFL and as such has to be intentionally developed. The most common words in course books and their overlap were established by analysing the course book vocabulary with AntWordProfiler (Anthony, 2014). Vocabulary in textbooks was also classified regarding to the Common European Framework of Reference for Languages (eng.: CEFR, slo.: SEJO) and further analysed to determine the level (A1–C2) of it. The extent to which the vocabulary matches the 2.000 most common English words from the NGSL (New General Service List) and GSL (General Service List) lists was also analysed. The creators of NGSL wordlist are Charles Browne, Brent Culligan and Joseph Phillips. They started making the list in 2013 and finished and published it in 2017 (Brown, 2019). The list is based on 1953 formed GSL wordlist that was created by Michael West (West, 1953). We reached the conclusion that the vocabulary in the coursebooks has a greater overlap with the GSL than the NGSL list. Furthermore, the analysis of overlap among target vocabulary of all six course books was performed. We concluded that there is fairly small percentage of words from the target vocabulary that appear in all of the coursebooks. When only the course books that are used to teach EFL in specific grades were compared to each other, the percentage of overlap was a bit higher. The CEFR level analysis showed that most of the words in course books reach the A1 level and that the target vocabulary repeats with high enough frequency. The hypothesis that we set at the beginning was that the target vocabulary should repeat at least five times. Lastly, we performed the analysis of overlap between discussed chapters in course books and syllabus and the analysis of different parts of speech in target vocabulary. This master's degree thesis will affect the didactics of teaching English language in the second educational cycle, more accurately the development of course book vocabulary in fourth and fifth grade of elementary school. This analysis will help the teachers plan their teaching of English language in schools and the learning material designers in creating course books for the second cycle of elementary school. The thesis offers the insight into analysis of target vocabulary throughout course books.

V magistrskem delu obravnavamo učenje in poučevanje besedišča v angleščini na zgodnji stopnji, natančneje v prvem razredu devetletne osnovne šole. Predstavljene so značilnosti učenja tujega jezika v otroštvu s poudarkom na učenju besedišča. Učenje tujih jezikov v otroštvu v optimalnih okoliščinah poteka na podoben način kot usvajanje materinščine, zato si je smiselno prizadevati za to, da s pripravo ustreznih okoliščin učencem omogočimo usvajanje (tj. nezavedno učenje) tujega jezika. Temu primerno mora učitelj izbirati ne le pristope k poučevanju, temveč tudi same aktivnosti znotraj pouka, ob tem pa imeti ves čas v mislih tudi razvojno stopnjo učencev. Poudarek je na slušnem razumevanju in govornem sporočanju, ki ju razvijamo z dejavnostmi, prilagojenimi starosti učencev, tj. prek pravljic, pesmic, izštevank in različnih jezikovnih iger, ki spodbujajo učence k aktivnemu sodelovanju ter se v veliki meri prepletajo tudi z gibalnimi aktivnostmi. Predvsem pri mlajših učencih je potreba po gibanju zelo velika, kar lahko učitelj upošteva pri načrtovanju pouka. V empiričnem delu predstavimo kvalitativno raziskavo, s katero smo raziskali, kako poteka razvijanje besedišča v angleščini v prvem razredu slovenskih osnovnih šol. 16 učiteljicam, ki poučujejo angleščino v prvem razredu v različnih delih Slovenije, smo v polstrukturiranem intervjuju zastavili vnaprej pripravljena vprašanja. Zanimalo nas je, katerih metod in oblik dela se pri poučevanju besedišča poslužujejo učiteljice, na kakšen način uvajajo in razvijajo besedišče in katere didaktične pripomočke pri tem uporabljajo. Želeli smo ugotoviti tudi, kakšno vlogo pripisujejo utrjevanju besedišča, na kakšen način z učenci besedišče utrjujejo ter kako znanje besedišča preverjajo. Ugotovili smo, da sodelujoče učiteljice k poučevanju angleščine v prvem razredu pristopajo na različne načine, pri čemer pa vse upoštevajo načela poučevanja tujega jezika pri mlajših učencih, ki jih za poučevanje na podlagi raziskav priporočajo strokovnjaki s področja poučevanja in so predstavljena v teoretičnih izhodiščih pričujočega dela. Učenci sodelujočih učiteljic so deležni kvalitetnega in starosti primernega pouka tujega jezika, ki bo pozitivno vplival tudi na njihov nadaljnji odnos do učenja tujega jezika. Poleg zaključkov in rezultatov raziskave na koncu magistrskega dela navajamo tudi primere dejavnosti, ki so po oceni učiteljev primerne in učinkovite za razvijanje besedišča v angleščini pri prvošolcih. Our master's thesis discusses the teaching of English as a foreign language to young learners, precisely to first grade students of Slovenian nine-year elementary school. The characteristics of foreign language learning in very young learners are presented, with an emphasis on vocabulary development. As (very) young learners learn a foreign language very similarly to learning their mother tongue, it is reasonable to enable them to acquire (i.e. subconsciously learn) the language by preparing an appropriate learning environment. The teacher has to choose appropriate teaching approaches as well as appropriate classroom activities, keeping in mind the level of the learners' development. The emphasis in teaching very young learners is on listening comprehension and oral production, which are developed through age-appropriate activities, such as fairy tales, songs, chants and different language games, which encourage learners to participate actively in class. Teachers should plan a lot of physical activities to include in the lessons as well, since the need for movement is very high in young learners. The empirical part presents a qualitative research with which we investigated how English vocabulary is being developed in 1st grade of Slovenian elementary schools. In a semi-structured interview, 16 teachers who teach English in 1st grade in different parts of Slovenia were asked pre-prepared questions. We were interested in the methods and forms of teaching teachers use in developing vocabulary, in the ways they present and develop vocabulary, and in didactic materials they use for that purpose. We also wanted to find out how important they find vocabulary consolidation, in what way they consolidate it with young learners and how they assess their vocabulary knowledge. We found out that the teachers participating in our research, teach English to young learners in different ways, but all of them take into acount the principles of teaching a foreign language to young learners recomended by experts and presented in the theoretical background of this master's thesis. All learners of the participating teachers get quality and age-appropriate foreign language teaching which will have a positive impact on their future attitude to learning foreign languages. In addition, examples of activities that are appropriate and effective for vocabulary development in 1st graders according to participating teachers are presented.

Na glasbo moramo gledati kot na del vsakdanjega življenja, saj je potreba in pravica vsakega posameznika. Glasba ima poseben pomen v otrokovem razvoju. V tem obdobju so otroci najbolj dojemljivi za vzgojne vplive in oblikovanje, zato je ključnega pomena, kakšne glasbene vzgoje in izobrazbe je otrok v tem obdobju deležen. Glasbenopedagoške raziskave poudarjajo, da je glasba značilna sestavina otrokovega in mladostnikovega avtentičnega življenja ter ena izmed najbolj naravnih ter najbližjih oblik izražanja ustvarjalnosti. Glasba ima pomemben vpliv na oblikovanje estetskih kriterijev in vrednot, čustev, hkrati pa vpliva tudi na razvoj intelektualnih sposobnosti in lastne duševnosti. Poslušanje popularnih pesmi je ena izmed najpogostejših situacij, v katerih se učenci srečujejo z angleščino, poleg samega pouka. Popularne pesmi učencem ne omogočajo le izpostavljenosti samemu jeziku, ampak tudi kulturi in vrednotam angleško govorečih držav. Večinoma so vsebine teh pesmi učencem blizu, saj pogosto obravnavajo aktualne tematike v svetu. Cilj raziskave je bil s pomočjo anketnega vprašalnika ugotoviti stališča učencev petega razreda do uporabe popularnih pesmi pri pouku angleščine raziskati, kako je povezana raba popularnih pesmi pri pouku angleščine z motivacijo za učenje angleščine raziskati, v kolikšni meri se popularne pesmi dejansko pojavljajo pri pouku raziskati povezavo med odnosom do popularne glasbe učencev doma in v šoli raziskati, če se glasba, ki jo učenci poslušajo doma, pojavlja tudi pri vzgojno-izobraževalnem delu pri pouku angleščine ter če poslušanje angleške popularne glasbe v prostem času vpliva na učenčev uspeh pri pouku angleščine. V vzorec smo vključili 206 učencev 5. razreda osnovnih šol. Z našo raziskavo smo ugotovili, da učenci 5. razredov pri pouku angleščine relativno pogosto poslušajo pesmi, v manjši meri pa so med temi pesmimi zastopane prav popularne pesmi, ki jih učenci poslušajo v prostem času. Le manjši del učencev namreč popularne glasbe sploh ne posluša, zato bi jo bilo vseeno smiselno bolj vključevati v pouk. Pesmi, ki se pojavljajo v učbeniških gradivih, so učencem delno všeč, vseeno pa jih redko poslušajo doma oz. v svojem prostem času. Opazili smo tudi razliko v poslušanju popularne glasbe med spoloma – deklice jo poslušajo pogosteje kot dečki. Morda najbolj zanimiva ugotovitev pa je, da poslušanje popularne glasbe v prostem času pozitivno vpliva na učni uspeh učencev. Prav zato bi bilo smiselno, da učitelji v pouk tujega jezika vnašajo tudi popularne pesmi, saj pozitivno vplivajo na uspeh in so večini učencev všeč. Učenci prav tako menijo, da bi učitelji lahko bolj upoštevali njihove želje po poslušanju popularne glasbe. Pričakujemo, da bodo izsledki naše raziskave učitelje spodbudili k večjemu vključevanju popularnih pesmi v pouk angleščine in hkrati tudi k večjemu vključevanju učencev v izbor pesmi, ki se pojavljajo pri pouku angleščine. We need to look at music as a part of everyday life, as it is a need and a right of every individual. Music has a special meaning in the child's development. During this period, children are most receptive to educational influences, so it is crucial what kind of music education and training the child receives during this period. Music pedagogical research emphasizes that music is a characteristic component of children's and adolescents' authentic lives and one of the most natural and closest forms of expressing creativity. Music has an important influence on the formation of aesthetic criteria and values, emotions, and at the same time it also influences the development of intellectual abilities and one's own mentality. Listening to popular songs is one of the most common situations in which students encounter English, in addition to the English lessons at school. Popular songs give students not only exposure to the language itself, but also to the culture and values of English-speaking countries. For the most part, the contents of these songs are close to the students, as they often deal with current topics in the world. The aim of the research was to find out the attitudes of fifth grade students towards the use of popular songs in English lessons with the help of a questionnaire explore how the use of popular songs in English lessons is linked to motivation to learn English investigate the extent to which popular songs actually appear in class explore the connection between students' attitudes towards popular music at home and at school to investigate whether the music that students listen to at home also occurs in English lesson instruction, and if listening to English popular music in their free time affects the student's success in English lessons. We included 206 fifth grade elementary school students in the research.. Our research has shown that fifth grade students relatively often listen to songs in class, but not so much to pop songs that students listen to in their free time. Only a few students don't listen to pop songs at all, that is why those should be included in EFL lessons. Students partially like the songs in their coursebooks, but rarely listen to them in their free time. We have also discovered that girls tend to listen to pop songs more often than boys. Perhaps the most interesting disovery of our research is the positive correlation between listening to pop songs in student's free time and their final grades in English. We believe this is the main reason that teachers should include pop songs in their lessons- they positively influence the student's grades, most of the students like them, furthermore they believe teachers should consider their wishes in pop songs selection more in the lessons. We expect that the results of our research will encourage teachers to involve more popular songs in English lessons and at the same time involve the students more in the selection of songs that appear in English lessons

Naše delovanje je odvisno od našega odnosa do določene situacije, ki delovanje zahteva. Pozitiven odnos do učenja lahko torej pozitivno vpliva na naše dosežke. Tudi pri učenju angleščine kot tujega jezika odnos pomembno vpliva na uspešnost usvajanja jezika. Odnos do učenja tujega jezika se tesno prepleta z motivacijo in se oba s časom spreminjata. Pomembno je, da učitelji angleščine prepoznavajo, zakaj prihaja do razlik med učenci pri učenju tujega jezika. Magistrsko delo se osredinja na raziskovanje odnosa do učenja tujega jezika ter motivacije in dejavnikov, ki so ključni pri učenju angleščine. S pomočjo anketnega vprašalnika smo raziskali interes za učenje angleščine, zaznave učencev do pouka in učitelja angleščine, doživljanje tesnobe pri pouku angleščine ter strah pred neuspehom pri učencih, ki se učijo angleščine kot tujega jezika v 5. in 6. razredu osnovne šole. Raziskovalni rezultati kažejo, da imajo učenci v splošnem pozitiven odnos do učenja tujega jezika angleščine. Zabeležene so bile statistično pomembne razlike med deklicami in dečki. Prav tako se pojavljajo statistično pomembne razlike med petošolci in šestošolci glede zaznavanja odnosa do učenja tujega jezika. Prepoznavamo povezanost med tesnobnostjo pri tujejezikovnem pouku in dosežki (oceno). Ugotavljamo, da se tesnobnost veliko bolj izrazito pojavlja pri učencih z nižjimi ocenami. Učenci pomembno zaznavajo vlogo staršev in učiteljev pri učenju tujega jezika. Magistrsko delo bo vplivalo na didaktiko poučevanja tujega jezika v drugem triletju, ker ponuja vpogled v pomembnost odnosa do učenja angleščine in kako učenci doživljajo učenja tujega jezika. Z rezultati raziskave smo predstavili, kakšno je trenutno stanje na področju odnosa do učenja tujega jezika in zakaj se lahko med dečki in deklicami ter med petošolci in šestošolci pojavljajo razlike. Poleg navedenega so predstavljene smernice za izboljšave odnosa do učenja tujega jezika in konkretne rešitve, kako lahko učitelj deluje, da (še) izboljša stanje motivacije za učenje pri učencih. Our action depends on our attitude towards the particular situation that requires action. A positive attitude towards learning can therefore have a positive impact on our performance. Even when learning English as a foreign language, attitude has a significant impact on language learning performance. Attitude towards learning a foreign language is closely related to motivation, and both change over time. For English teachers, it is important to recognise why there are differences between learners when it comes to learning a foreign language. The focus of this master’s thesis is to explore attitudes towards foreign language learning, motivation, and the key factors to learning English. A questionnaire survey was used to investigate the interest in learning English, pupils' perceptions towards English lessons and the English teacher, the experience of anxiety in English lessons, and the fear of failure among students learning English as a foreign language in Years 5 and 6 of primary school. The research results show that pupils have generally positive attitudes towards learning English as a foreign language. Statistically significant differences were recorded between girls and boys. There are also statistically significant differences between fifth and sixth graders in terms of perceived attitudes towards learning a foreign language. There is a correlation between anxiety in foreign language classes and achievement (grades). Anxiety is much more pronounced among students with lower grades. Pupils perceive the role of parents and teachers in foreign language learning to be important. This master's thesis has an impact on the didactics of foreign language teaching in the second cycle of primary education by offering insights into the importance of attitudes towards learning English, and how pupils experience learning a foreign language. The results of the study were used to present the current state of attitudes towards foreign language learning and to explain why there may be differences between boys and girls, and between fifth and sixth graders. In addition to the above, guidelines for improving attitudes towards foreign language learning are presented, as well as concrete solutions on how teachers can work to (further) improve the state of motivation for learning in their students.

V Sloveniji imamo veliko podružničnih šol, na katerih se izvaja kombinirani pouk. Poučevanje v kombiniranih oddelkih od učiteljev zahteva specifično didaktično in organizacijsko znanje, ki ga na fakultetah večinoma ne pridobijo. Poučevanje angleščine na zgodnji stopnji postaja vse bolj obravnavana tema, saj je od leta 2013 angleščina v šoli prisotna kot neobvezni izbirni predmet v prvem razredu, že v drugem pa je v predmetnik osnovne šole zapisana kot eden izmed obveznih predmetov. Tako kot za poučevanje v kombiniranih oddelkih je tudi za poučevanje angleščine na zgodnji stopnji potreben poseben didaktično-metodični pristop. V praksi smo izkusili, kako posebno in zahtevno je poučevanje angleščine v kombiniranih oddelkih. Ob tem so se nam porajala vprašanja, na katera smo nato poskušali odgovoriti v tem magistrskem delu. V teoretičnem delu magistrskega dela smo se torej osredotočili na dve glavni tematiki: kombinirani pouk ter pouk angleščine v prvem triletju osnovne šole. Najprej smo razložili pojma kombinirani pouk in kombinirani oddelek ter na hitro pregledali zgodovino te oblike pouka. Nato smo se dotaknili še poučevanja angleščine na zgodnji stopnji, poglobili pa smo se v problema usposobljenosti učiteljev za poučevanje v kombiniranih oddelkih ter poučevanje angleščine v prvem triletju osnovne šole v kombiniranih oddelkih, v prednosti in slabosti kombiniranega pouka in kombiniranega pouka angleščine ter v oblike organizacije, načrtovanja in izvedbe take oblike pouka. Da bi lahko teorijo preverili tudi v praksi, smo v empiričnem delu opravili intervju z desetimi učiteljicami, ki so kadarkoli poučevale kombinirani pouk angleščine v prvi triadi osnovne šole. Poleg opisov načrtovanja, organizacije in izvedbe kombiniranega pouka angleščine v prvem triletju osnovne šole smo od učiteljic želeli pridobiti tudi mnenja o kakovosti znanja, pridobljenega pri pouku angleščine v kombiniranem oddelku, in o njihovi lastni usposobljenosti za poučevanje angleščine v tovrstnih oddelkih. Raziskava je pokazala, da se učiteljice večinoma počutijo usposobljene za poučevanje angleščine v kombiniranih oddelkih, vendar svojo usposobljenost v veliki meri pripisujejo lastnim izkušnjam, ki so jih pridobile v dosedanjih letih poučevanja v tovrstnih oddelkih, in bi si želele, da bi v začetku svoje poklicne poti o poučevanju v kombiniranih oddelkih vedele več. Rezultati raziskave kažejo, da učiteljice v glavnem menijo, da je tudi pouk angleščine v kombiniranih oddelkih lahko kakovosten, če so izpolnjeni vsi potrebni pogoji. In Slovenia, there are a great number of branch schools with multigrade instruction. Teaching in such departments requires specific didactic and organizational knowledge, which we believe is often not acquired at the faculties, during teacher education studies. Since 2013, English has been present in Slovene schools as an optional subject in the first grade of primary school and as a compulsory subject from second grade on and that is why teaching English in early years of child's development has become a highly discussed topic. Similar to teaching in multi-grade classrooms, there are specific didactic-methodical approaches that need to be taken into consideration while teaching English to young learners. In practice, we have experienced how special and complex teaching English in combined classes can be. It was at that time that we came up with some questions that then led us to this master's thesis. In the theoretical part of the master’s thesis, we focused on two main topics: combined classroom lessons and English lessons in the first triad of primary school. First, we explained the concepts of combined teaching, combined department and quickly reviewed the history of this form of teaching. Later, we focused on teaching English to young learners and on the training that teachers get for multigrade instruction of English in the first triad of primary school. We also talked about the advantages and disadvantages of multigrade instruction and of multigrade instruction of English and finally about the forms of organization, planning and implementation of such form of instruction. In order to be able to check the theory in practice as well, we conducted an interview with ten teachers who had ever taught combined English lessons in the first triad of primary school. In addition to describing their planning, organizational and implementational models of teaching English to young learners in combined classes, we also obtained opinions from these teachers on the quality of knowledge acquired in such classes. We also wanted to know if our interviewees feel fully qualified or trained for teaching English in combined classes. Our research has shown that teachers mostly feel fully qualified for teaching English in such classes but they attribute their qualifications to their own experience they have gained over the years of teaching and they wish they had started their professional journeys with more experience or information about teaching in combined classes. The results of the research show that the interviewed teachers find multigrade instruction of English of a good quality if the accompanying conditions are met.

V diplomskem delu sem raziskovala, ali slikanice z zavihki motivirajo predšolske otroke za učenje angleškega jezika in ali lahko predšolske otroke naučim poimenovanja določenih živali v angleškem jeziku s pomočjo izbranih slikanic z zavihki. V teoretičnem delu diplomskega dela sem pisala o zgodnjem poučevanju angleškega jezika in o motivaciji otrok za učenje angleškega jezika. Nato sem se osredotočila na slikanice in njihov pomen pri poučevanju angleškega jezika. Navedla sem merilo za izbiro slikanic, ki pripomore k uspešnemu poučevanju angleškega jezika, in opisala različne vrste slikanic. Ob koncu teoretičnega dela sem se osredotočila na slikanice z zavihki. Navedla sem nekaj primerov slikanic z zavihki, ki so primerne za poučevanje angleškega jezika v predšolskem obdobju. V empiričnem delu diplomskega dela sem pisala o načrtovanju in izvajanju dejavnosti na temelju izbranih slikanic z zavihki v angleškem jeziku. Dejavnosti sem izvajala v marcu in aprilu 2021. Načrtovala sem predtest in test po obravnavi slikanic ter šest vmesnih učnih priprav, ki so vključevale slikanico z zavihki. Vsako pripravo sem izvedla v enem dnevu. Na začetku sem vedno najprej prebrala slikanico, nato so sledile raznovrstne dejavnosti, ki so temeljile na poslušanju in poimenovanju živali v angleškem jeziku. Ko sem končala z izvajanjem dejavnosti, sem preverila, ali so se otroci naučili poimenovanja živali v angleškem jeziku. Rezultate sem primerjala z rezultati, ki sem jih dobila pri predtestu pred začetkom izvajanja načrtovanih dejavnosti. Ugotovila sem, da so slikanice z zavihki primerne za poučevanje angleškega jezika na tej stopnji. Prav tako so se vsi otroci naučili poimenovati vse izbrane živali v angleškem jeziku. Slikanice z zavihki so otroke močno motivirale za učenje angleškega jezika in so vseskozi aktivno sodelovali v dejavnostih. Prek raziskovanja in izvajanja načrtovanih dejavnosti v vrtcu sem ugotovila, da otroci zelo uživajo pri učenju angleškega jezika. Ob ustrezni motivaciji in pristopu bodo zelo dejavni in posledično si bodo novo znanje zapomnili učinkoviteje. In the diploma thesis, I was researching whether Lift-the-Flap storybooks motivate preschool children to learn the English language and if I can teach preschool children the names of animals in English with chosen Lift-the-Flap storybooks. In the theoretical part I described early foreign language teaching and children's motivation for learning the English language. I focussed on storybooks and their importance in teaching English. I added the criteria for choosing the right storybook and described different types of storybooks. At the end of the theoretical part, I examined Lift-the-Flap storybooks. I also added a few examples of Lift-the-Flap storybooks that are appropriate for teaching English at preschool level. The empirical part contains planning and implementation of activities based on the chosen Lift-the-Flap storybooks. I performed the activities throughout March and April 2021. I planned a test before discussing the storybooks, a test after discussing the storybooks and six lessons in between. I taught one lesson per day. I always read the storybook first and then did different activities with children that are based on listening and naming the animals in English. At the end, I checked if children learned the chosen animals with the test. I compared the results with the results of the test I used at the beginning. I came to the conclusion that we can teach children English with Lift-the-Flap storybooks and all the children learned all the chosen animals in English. Lift-the-Flap storybooks highly motivated children for learning English. I realized preschool children really enjoy learning English. With the right motivation and approach, children will be very active and consequently learning English will be more efficient.

Svet, v katerem živimo, je v dobi velikega razvoja in napredka. Ti napredki so nam predvsem v tehnologiji omogočili polje neskončnih zmožnosti za komunikacijo. Prav tu pa smo v veliki meri izpostavljeni tujim jezikom in kulturam, s čimer se pojavi potreba po usposabljanju prebivalstva za komunikacijo v tujih jezikih. Na tem področju je Slovenija leta 2016 naredila velik korak v osnovnih šolah, saj je uvedla obvezno učenje tujega jezika od 2. razreda naprej. S tem smo učencem omogočili, da so od 7. leta starosti neposredno izpostavljeni učenju tujega jezika že v kritičnem obdobju za učenje jezikov. Eden od ciljev učenja tujih jezikov je razvijanje medkulturnih kompetenc. Učenci so namreč izpostavljeni tujemu jeziku, ki se je razvil v tuji kulturi, zato je del spoznavanja tega jezika tudi spoznavanje kulture, ki je ta jezik ustvarila. Pri tem si lahko učenci pogosto ustvarijo napačne predstave o določenih kulturah, ker jih ne razumejo. Ne izhajajo iz okolja, ki je jezik ustvaril, zato je pomembno, da jim podamo resnične in natančne informacije o teh kulturah ter jih s tem primerno izobrazimo v posameznike, ki bodo sposobni ustrezne komunikacije tudi na mednarodni ravni. V akcijski raziskavi magistrskega dela sem ugotavljal, ali se med učenci pojavljajo stereotipne/napačne predstave o kulturah, ki so pomembno soustvarjale angleški jezik ter pripadajočo kulturo. Prav tako sem učencem poskušal približati izbrane kulture in skozi izvajanje pouka, obogatenega z medkulturnimi vsebinami, stremel k odpravljanju morebitnih stereotipnih in napačnih predstav. Omenjeno raziskavo sem izvedel v dveh petih razredih osnovne šole, potekala je 14 učnih ur (dve opazovalni uri in pet ur poučevanja v vsakem razredu) v letu 2021. Na začetku raziskave sem preveril trenutno stanje v razredu, raven medkulturne kompetence učencev in ali imajo učenci morda kakšne napačne/stereotipne predstave o britanski, ameriški in indijski kulturi. Nato sem osnoval načrt izpeljave akcijske raziskave, temelječe na medkulturni kompetenci s poudarkom na enakosti in sprejemanju vseh kultur. Raziskavo sem po potrebi dopolnjeval in ves čas stremel k izpolnjevanju zastavljenih raziskovalnih ciljev. Raziskava bo pripomogla naslednjim generacijam učiteljev, ki bodo na svoje poučevanje lahko prenesli sklepe raziskovanja. Pričakujem namreč, da sem uspešno odpravil obstoječe stereotipne predstave ter skozi pouk, obogaten z medkulturno kompetenco, učencem približal izbrane kulture. We live in a world, which is in a period of great progress and growth. The current developments, especially in the field of technology, have enabled us with limitless capabilities for communication. We are largely exposed to foreign languages and cultures, so the need to facilitate communication in foreign languages appears. As regards this, Slovenia made a step in the right direction in 2016, when it introduced mandatory foreign language learning from the second grade onwards. By doing this we have ensured that our pupils are exposed to foreign language learning in the critical period for language learning. One of the aims of foreign language learning is also the development of intercultural competence. The pupils are in fact exposed to a foreign language, which was developed by a foreign culture, so therefore a part of learning foreign languages is also learning about the culture, which has created and developed this language. In the process of learning, pupils can create false assumptions and misconceptions about a certain culture because they do not understand this culture. Pupils do not originate from the same environment that created this language, so it is important that we present them correct and accurate information about these cultures and by that, we educate them into individuals, who are capable of correct communication on an international scale. In my action research of this master’s paper, I will try to explore if there are any misconceptions or stereotypes that are present in the classroom about cultures, which have played a significant role in developing the English language. Also, I will try to bring pupils closer to chosen cultures and through my lessons, enriched with intercultural contents, strive towards dismissing potential stereotypes and misconceptions. The proposed research has been done in two different fifth grades in elementary school, including 14 lessons (two observation lessons and five teaching lessons in each class) in 2021. At the beginning of the research, I will firstly assess the status in each class, the level of pupil’s intercultural competence and if the pupils have any stereotypes or misconceptions about British, American or Indian culture. Then I will establish an execution plan for my action research, which will be based on the use of intercultural competence with an emphasis on the equality and acceptance of all cultures. The research was supplemented as necessary and throughout my teaching I strived towards fulfilling the established research goals. This research will aid the next generations of teachers, who will have an opportunity to enrich their teaching with the conclusions, which I reached through this research process. I expect to have successfully eliminated the current stereotypes and through my teaching, enriched with intercultural competence, bring pupils closer to selected cultures.

O zgodnjem učenju tujih jezikov je bilo opravljenih veliko raziskav. V teh raziskavah so primerjali različne dejavnike, v večini so potrdile, da je izpostavljenost jeziku odločilnejši dejavnik za napovedovanje uspešnosti pri učenju jezika. Zgodnji začetek učenja tujega jezika se je pokazal kot pomemben dejavnik pri napovedi uspeha na govornem področju, saj so bili učenci, ki so se začeli prej učiti tuji jezik, bližje jezikovni ravni naravnega govorca. Na uspešnost učenja tujega jezika vpliva še veliko drugih dejavnikov, vendar v manjši meri kot izpostavljenost in začetna starost učenja. Ti dejavniki so: odnos staršev do tujega jezika, odnos in uporaba tujega jezika učiteljev, motivacija za učenje tujega jezika, čustveni in socialni dejavniki … Evropska unija že kar nekaj časa spodbuja zgodnje učenje vsaj dveh tujih jezikov, saj je vpliv globalizacije več kot očiten – tako v realnem svetu (mobilizacija med državami) kot tudi v virtualnem (uporaba interneta). V večini evropskih državah se kot tuji jezik učijo angleščino, ki naj bi bila najbolj razširjen tuji jezik v uporabi. V letih 2007–2010 je bila v Evropi izvedena obsežna raziskava o zgodnjem učenju jezikov ELLiE (Early Language Learning in Europe), s katero so pridobili dokaze za zgodnje uvajanje tujega jezika in katere rezultati so bili tako teoretična kot tudi praktična podlaga za evropske države. V Sloveniji je bila o podobni temi narejena raziskava v šolskem letu 2008/09 ob začetku uvajanja tujega jezika v prvo triletje (Juriševič, 2009). Ker je od tega preteklo že več kot deset let in ker je tuji jezik že peto leto obvezen predmet od 2. razreda naprej, smo se odločili raziskati, ali je v tem času v stališčih učencev do učenja tujega jezika prišlo do sprememb. Zanimalo nas je mnenje učencev in učenk o všečnosti ter težavnosti pouka angleščine, katere učne metode in sredstva so jim bližje, katere teme iz učnega načrta so jim najbolj všeč, katere jezikovne spretnosti/zmožnosti najraje utrjujejo ter katerim dejavnostim v angleščini in v kolikšni meri so izpostavljeni zunaj pouka. Raziskava je bila kvantitativna in vanjo je bilo vključenih 130 učencev in učenk drugega razreda. Uporabili smo anketni vprašalnik. Rezultati so pokazali, da je večini učencem pouk angleščine všeč in se jim le občasno zdi težek. Kot najljubše dejavnosti oz. aktivnosti so učenci izbrali pesmi, ples, razne igre in igre z gibanjem. Učenci imajo najraje dejavnosti, pri katerih razvijajo slušne spretnosti/zmožnosti. Večina učencev je pogosto oz. včasih izpostavljena angleščini zunaj pouka oz. doma. Rezultati raziskave nudijo vpogled v stanje učenja oz. poučevanja angleščine v drugem razredu in v stališča učencev ter učenk o samem pouku angleščine. Magistrsko delo je lahko tudi v pomoč učiteljem in učiteljicam pri nadaljnjem načrtovanju pouka v prvem triletju osnovne šole. There are many studies on early language learning confirming that exposure to language is a reliable factor for language learning effectiveness. However, the starting age is an important factor for predicting oral performance because the studies show that the students who started learning a foreign language at an early age were closer to the language level of a native speaker than student who started to learn a foreign language later in life. Nevertheless, there are many different factors influencing foreign language learning, e.g., parents’ viewpoints on foreign language, teacher’s usage of the language, motivation for learning, student as an individual … For some time now, the European Union is encouraging learning at least two foreign languages from an early age on. The impact of globalisation can be seen everywhere, in the digital world as well as in the “real” world, so the need for communicating in different languages is increasing. English as a foreign language is learnt in most of the European countries, as one of the global languages. One of the relevant studies on early language learning in Europe ELLiE (Early Language Learning in Europe) was carried out in the years 2007–2010. Its results were the theoretical and practical background for the European countries to start with early language learning. In Slovenia, there was a similar research done in 2008/09 about introducing the second language in the early years of primary school. Since this study was conducted more than ten years ago and English has been an obligatory subject in primary school for five years now, we decided to do research on any changes in students’ viewpoints on learning English. The aim of this research was to investigate students’ viewpoints on English lessons how much they like English lessons and if they find them difficult or not, which didactic materials, methods and topics they prefer, developing which language skills they enjoy the most, as well as how much and through which activities they are exposed to English outside the school, i.e. at home. For the purpose of this study, we used an anonymous questionnaire, which was completed by 130 students in second grade. The results showed us that most of the students like English lessons and they find them hard only sometimes. Their favourite activities were singing, dancing and different games (games with movements, too). The students chose developing listening skills as their favourite language skill activity. Most of the students are often or sometimes exposed to English at home. The results of this research offer insight into teaching and learning English. Its findings can help teachers with organising and preparing English lessons in the early years of primary school.

Diplomsko delo obravnava učenje tujih jezikov otrok v predšolskem obdobju. V teoretičnem delu je opisana motivacija otrok, ki je potrebna za uspešno učenje tujega jezika v vrtcu. Opredeljena je igra kot primarna dejavnost v predšolskemu obdobju, opisane so vrste iger, podrobneje pa so predstavljene gibalne igre, ki sem jih uporabila v svojem raziskovalnem delu pri učenju angleškega jezika pri otrocih, starih od 5 do 6 let. Predstavljena je uporabljena metoda popolnega telesnega pristopa. V empiričnem delu diplomskega dela sem raziskovala vlogo gibalnih iger pri učenju tujega jezika v vrtcu. Gibalne igre v angleščini sem v enem izmed slovenskih vrtcev izvajala dva tedna, trikrat tedensko. Izbrala sem 36 angleških besed, ki so jih otroci spoznali med izvajanjem gibalnih iger. Pred izvajanjem dejavnosti sem s ček listo in slikovnimi karticami preverila njihovo predznanje, nato pa preverila njihov napredek – enkrat ob koncu izvajanja dejavnosti in enkrat dva tedna po končanih dejavnostih. Po dveh tednih izvajanja gibalnih dejavnosti v angleščini sem ugotovila, da so otroci v tem obdobju v povprečju prepoznali 14 novih besed in poimenovali 8,7 novih besed. Po preverjanju je sledil dvotedenski premor brez izvajanja gibalnih dejavnosti v angleščini. Z vzgojiteljicama sem se dogovorila, da v vmesnem času zapisujeta, kako pogosto otroci uporabljajo angleščino v svoji prosti igri. Vzgojiteljici sta skoraj vsak dan opazili, da so se otroci igrali v ''angleškem kotičku'', poimenovali sličice, prilepljene na omari, angleščino so uporabljali tudi pri drugih aktivnostih v vrtcu itd. Ker so otroci tudi med premorom uporabljali angleščino, sem ponovila preverjanje znanja besedišča otrok. Otroci so prepoznali 1,1 več novih besed in poimenovali 1,2 več novih besed kot pri zadnjem preverjanju, saj tudi v prosti igri usvajajo oziroma utrjujejo tuji jezik. Pri obeh testiranjih lahko opazimo napredek otrok v znanju besedišča angleškega jezika. Na koncu sem z vsemi otroki naredila individualni intervju in jih povprašala, katera gibalna igra jim je bila najbolj všeč. Največ otrok se ni moglo odločiti le za eno gibalno igro in so zato rekli, da so jim bile vse enako všeč, med otroki, ki pa so poimenovali najljubšo gibalno igro, pa prevladuje odgovor gibalna igra "ANIMALS". The thesis discusses children's learning of foreign languages in preschool education. The theoretical part describes the motivation of children, which is necessary for successful learning of a foreign language in kindergarten. It defines play, as a primary activity in the preschool period, as well as different types of games. I also provided a more detailed description of movement games because I used them for my research, where I taught 5 – 6 years old children English with the help of movement games. The thesis also discusses the method of the Total Physical Response. In the empirical part of the thesis, I tested the role of movement games in relation to learning a foreign language in kindergarten. I performed the movement games in English in one of the Slovenian kindergartens for two weeks, three times a week. I chose 36 English words that children learned while performing movement games. Before the start, I checked their prior knowledge with the help of a checklist and flashcards, and afterward, I checked their progress, once at the end of the activity, and once two weeks after we finished with all activities. After two weeks of performing movement games in English, I found out that throughout that period, children recognized an average of 14 new words and named around 8.7 new words. The two weeks of performing movement games were followed by a two-week break without performing movement games in English. In the meantime, I asked the preschool teachers to write down each time the children used English in their free play. The preschool teachers noticed that the children played in the ''English corner'' almost every day, named the pictures posted on the cupboard, used English in other activities, etc. Since the children also used English during the break, I repeated the vocabulary test. Compared to the last test, they recognized 1.1 new words and named 1.2 new words, which means that also during their free play they consolidated their knowledge of English. The children's progress in their knowledge of English vocabulary can be observed in both of the tests. To conclude everything, I conducted an individual interview with all the children and asked them which movement game they liked the most. Most of them could not decide on just one movement game and therefore said that they liked all of them equally. Among the children who chose their favourite movement game, the predominant answer was the game called "ANIMALS".

V diplomskem delu je predstavljeno učenje angleškega jezika v predšolskem obdobju s pomočjo kamišibaja in kako le ta spodbuja in vpliva na usvajanje tujega jezika. V raziskavi je bilo vključenih 19 otrok enega izmed vrtcev v osrednji Sloveniji, starih 3 in 4 leta. Cilj diplomskega dela je ugotoviti, ali gledališče kamišibaj motivira in spodbuja predšolske otroke k učenju tujega jezika angleščine ter ali se lahko preko kamišibaja otroci uspešno naučijo angleškega besedišča za nekatere živali, barve in števila do deset. V teoretičnem delu je predstavljeno zgodnje učenje tujega jezika in pozitivni učinki ter kritična leta za usvajanje tujega jezika. Opisan je način, kako uspešno poučevati tuji jezik. Predstavljen je tudi pomenzgodb pri učenju tujega jezika in kamišibaju na splošno ter tudi pri učenju tujega jezika. Na koncu je opisano tudi, kako ustvarimo svoj kamišibaj za poučevanje angleškega jezika v vrtcu. V empiričnem delu so predstavljeni rezultati naučenega besedišča za določene živali, barve in števila do deset, ki so se jih otroci učili preko kamišibaja in pravljice Anje Štefan Bobek in barčica. Rezultati so razvidni iz predtesta in končnega testiranja po dvotedenskem obdobju dejavnosti. Opazimo lahko velik napredek, saj so se vrednosti prepoznavanja in poimenovanja angleškega besedišča povišale za več kot polovico. Največ otrok se je naučilo prepoznati in poimenovati angleško besedo za miš, modro in zeleno bravo ter števila do pet. The diploma thesis presents the learning of English in the preschool period with kamishibai and how it encourages and influences the acquisition of a foreign language. The research includes 19 children, from a kindergarten in central Slovenia, aged 3 and 4 years. The aim of the diploma thesis is to determine whether kamishibaitheater motivates and encourages preschool children to learn a foreign language and whether childrencan successfully learn English vocabulary of certain animals, colours and numbers up to ten through kamishibai. The theoretical part presents early foreign language learning and positive effects, as well as critical years for foreign language acquisition and a way to successfully teach a foreign language. Greater emphasis is placed on the importance of stories in foreign language learning, kamishibai in general and as well as in foreign language learning. At the end it isalso described how we can create kamishibai to teach English in kindergarten. The empirical part presents the results of the learned vocabulary of certain animals, colours and numbers up to ten, which the children learned through kamishibai of the fairytale by Anja Štefan, Bobek in barčica (Bobek and the Boat). The results can be seen from the pre-test and final testing after a two-week period of activity. We can see great progress, as the values of recognition and naming of English vocabulary increased by more than half. Most children learned to recognize and to name the English word for mouse, blue and green colour, and numbers up to five.

Ljudje se z branjem v maternem jeziku srečamo že zelo zgodaj, ko poslušamo starše oziroma druge odrasle, ki berejo. Nato z vstopom v šolo preidemo iz poslušalca v bralca. Učitelj za učenje branja v razredu uporablja različne pristope. Učencem predstavi več strategij in načinov branja, posebno pozornost pa mora nameniti razvoju motivacije za branje v prostem času. Čeprav mu morda uspe razviti zadostno bralno motivacijo za branje v maternem jeziku, pa mora za učenje branja v tujem jeziku uporabiti druge pristope. Čeprav je pri otrocih izvenšolska izpostavljenost angleškemu jeziku v današnjem času precej visoka, pa se veliko učencev z branjem v angleščini sreča šele ob vstopu v šolo. Učitelj mora zato posebno pozornost nameniti motivaciji za branje v drugem jeziku. Pri tem pa igra pomembno vlogo učiteljeva bralna motivacija in stališče do branja. Bralno nemotiviran učitelj bo našel način, da v pouk vključi obvezno, z učnim načrtom predvideno branje. Povsem nov pogled in koristi jezikovnemu razvoju pa prinese ekstenzivno branje1 . Vendar pa to ni predvideno z učnim načrtom, zato mora učitelj tovrstno branje sam vpeljati v pouk. Vprašanje pa je, ali lahko učiteljeva nemotiviranost za ekstenzivno branje predstavlja težavo pri razvoju le-tega pri učencih. V magistrskem delu bom zato raziskovala, kako je z bralno motivacijo učiteljev in kakšno imajo sami stališče do ekstenzivnega branja v tujem jeziku. V raziskavo bom vključila učitelje angleščine drugega triletja osnovnih šol v Sloveniji. Z anketnim vprašalnikom bom najprej poskusila dobiti vpogled v stališča učiteljev o ekstenzivnem branju tako v maternem kot tujem jeziku, nato pa bom preverila njihove strategije, s katerimi razvijajo notranjo motivacijo za branje v prostem času v tujem jeziku pri učencih. Tako bom poskusila ugotoviti, ali obstaja povezava med učiteljevo lastno motivacijo za ekstenzivno branje in angažiranostjo za motiviranje učencev za branje v prostem času v tujem jeziku. Na koncu bom poskusila podati nekaj smernic oziroma predlogov, s katerimi bi lahko učitelji učencem pomagali pri spodbujanju branja angleškega bralnega gradiva tudi v prostem času. People encounter reading in their mother tongue very early when we listen to parents or other adults reading. Then, by entering the school, we move from the listener to the reader. Teachers use different approaches to teach reading in the classroom. They introduce students to several reading strategies, paying special attention to the development of motivation to read in spare time. And while students may be able to develop sufficient reading motivation to read in their mother tongue, teachers must use other approaches to learn them to read in a foreign language. Despite the fact that children's exposure to English outside school is quite high nowadays, many students encounter reading in English only upon entering school. A foreign language teacher must therefore pay special attention to reading motivation. The teacher's reading motivation and attitude towards reading play an important role in this. A non-reading teacher will find a way to include compulsory, curricular reading in the lessons. Extensive reading brings a completely new perspective and benefits to language development. However, this is not provided for in the curriculum, so the teacher must introduce this type of reading into the lessons. The question, however, is whether a teacher’s lack of motivation for extensive reading can pose a problem in developing it in students. In my master's thesis, I will therefore explore the reading motivation of teachers and what their own attitude towards extensive reading in a foreign language is. I will include English teachers in the second triad of primary schools in Slovenia in the research. The questionnaire will first try to gain insight into teachers’ views on extensive reading in both their mother tongue and foreign language, and then check their strategies for developing students' intrinsic motivation to read in their free time in a foreign language. Thus, I will try to determine whether there is a connection between a teacher’s own motivation to read extensively and a commitment to motivate students to read at leisure in a foreign language. At the end, I will try to give some guidelines or suggestions that teachers could use to help students encourage reading in English in their free time.

Didaktična igra je ena izmed učnih metod pri poučevanju tujega jezika angleščine. Z njo lahko dosežemo različne vzgojne in izobraževalne cilje, vendar le, če jo uporabljamo premišljeno in ustrezno. Razlikujemo med različnimi tipi didaktičnih iger. Strokovnjaki navajajo številne prednosti, ki jih didaktična igra lahko ponudi, hkrati pa opozarjajo na morebitne težave pri uporabi te metode. V literaturi zasledimo smernice za načrtovanje, izpeljavo in evalvacijo didaktičnih iger. Pri pouku lahko v različne etape učnega procesa vključimo didaktične igre drugih avtorjev, didaktične igre drugih avtorjev, ki smo jih spremenili za potrebe pouka, ali igre, ki smo jih zasnovali sami. Raziskava je pokazala, da je raba didaktičnih iger med sodelujočimi učitelji 2. triletja raznovrstna. Pri pouku najpogosteje uporabljajo didaktične igre, ki vključujejo manj potrebnega materiala, ki so enostavnejše za uporabo in ki so jih spremenili za potrebe pouka. Uporabljajo jih za razvijanje vseh področij jezika. Izkazalo se je, da se večina stališč učiteljev o didaktičnih igrah ujema s trditvami teoretikov. Večino večjih težav, s katerimi se srečujejo učitelji, lahko na tak ali drugačen način povežemo z velikim številom učencev v razredu. Učitelji pri načrtovanju in izpeljavi didaktičnih iger v povprečju pogosto ali vedno upoštevajo smernice stroke. V nasprotju večino evalvacijskih kriterijev v povprečju dosegajo včasih ali redko. Raziskava je pokazala, da učitelji najpogosteje uporabljajo didaktične igre v etapi vadenja/urjenja/ponavljanja, najredkeje pa v etapi preverjanja/ocenjevanja. Ugotovili smo statistično pomembne razlike med učitelji, ki različno ocenjujejo izobraževalno vrednost iger, in med učitelji z različno delovno dobo v tem kako, pogosto uporabljajo didaktične igre pri pouku tujega jezika. Med učitelji različnih razredov se medtem v pogostosti uporabe didaktičnih iger ne pojavljalo statistično pomembne razlike. Večina sodelujočih učiteljev bi se udeležila izobraževanja na temo didaktičnih iger pri pouku tujega jezika. Malo manj kot polovica učiteljev si želi več dostopnega gradiva, literature na temo didaktičnih iger pri pouku tujega jezika. Z magistrskim delom smo želeli pojasniti pomen didaktičnih iger in spodbuditi njihovo raznovrstno ter ustrezno uporabo. S pomočjo raziskave so bila odkrita področja, kjer so potrebne nadaljnje raziskave. Games represent one of the teaching methods that is used for teaching English as a foreign language. With the help of this method we can achieve different learning outcomes, but only if the game is carefully selected and carried out. There are many different types of games. Experts have listed numerous benefits of using games in education, but at the same time they have also pointed out obstacles teachers may encounter while using this method. Literature contains guidelines on how to plan, conduct and evaluate games. In different stages of the lesson we can use games made by other authors, games made by other authors, which we adapted for classroom use or games that we have designed and created completely on our own. The research has shown diverse use of games among participating second triad teachers. The most frequent games used in lessons tend to be the ones which include less required material, which are easier to use and which have been adapted by teachers for classroom use. Teachers use games for developing all language skills. Results have shown that majority of teachers’ standpoints match with the experts’ claims. The majority of the biggest issues teachers encounter while using games, can be in one way or another linked to a large class size. Teachers on average often or always follow the majority of guidelines for planning and conducting games. In contrast they on average sometimes or rarely meet the majority of evaluating criteria. The research has shown that teachers use games most frequently in the stage of practicing and most rarely in the stage of review. We have found out statically significant differences amongst the teachers, who differently grade the value of games and amongst the teachers with different years of teaching experience in how often they use games in English language teaching. Meanwhile there are no statically significant differences amongst the teachers of different classes in how often they use games. The majority of participating teachers would attend training on the subject of games in foreign language teaching. A little less than half of teachers wishes for more available sources, literature on the subject of games in foreign language teaching. With master thesis we wanted to showcase the importance of games and encourage their diverse and proper use. With the help of the research we discovered new areas where further research is needed.

Angleščina je mednarodni jezik, ki ga govori več tujih kot domačih govorcev. Uporablja se pri sporazumevanju na raznovrstnih področjih od znanosti do mednarodnega dogovarjanja in omogoča najširši dostop do znanstvenih besedil. Pri poučevanju in učenju tujega jezika razvijamo štiri jezikovne spretnosti: poslušanje, govorjenje, branje in pisanje. V prvem triletju se osredinjamo na razvijanje poslušanja in slušnega razumevanja ter govora in govornega sporočanja. Dobro razvita slušna spretnost je osnova za razvijanje vseh ostalih jezikovnih spretnosti, a zahteva veliko časa in motivacije. Učenci morajo znati sprejeti (slišati), razumeti, pomniti, evalvirati in se odzvati na slišano besedilo. Pri tem se lahko soočajo z različnimi težavami razumevanja besedila, zato potrebujejo dodatno pomoč pri njihovem razreševanju. Magistrsko delo se osredinja na pomembnost razvijanja poslušanja v 5. razredu osnovne šole. V prvem delu so predstavljena teoretična izhodišča. Sledi empirični del in analiza ter interpretacija podatkov iz pripravljenega vprašalnika in treh najpogosteje uporabljenih učbenikov. Anketni vprašalnik je bil pripravljen z namenom zbiranja podatkov o mnenju učiteljev o pomembnosti te spretnosti (v primerjavi z ostalimi), na kakšne načine jo razvijajo in preverjajo ter s katerimi težavami se pri tem soočajo. Večina učiteljev se pri poučevanju opira na učbeniško gradivo. Le-to je bilo analizirano na podlagi proučevanja slušnih nalog v treh najpogosteje uporabljenih učbenikih za učenje angleščine v 5. razredu osnovne šole. Zadnji zabeleženi podatki (iz 2017) so pokazali, da so v Sloveniji najpogosteje uporabljeni naslednji učbeniki za poučevanje angleščine v 5. razredu: Happy Street 2, Super Minds 2 in Reach for the Stars 5. Analiza vključuje število nalog za razvijanje poslušanja (in primerne podskupine, glede na razvijanje poslušanja v kombinaciji z ostalimi jezikovnimi spretnostmi), vrste nalog in vrste slušnih besedil, ki so vključena v posamezen učbenik. Zvočni posnetki so primerjani s smernicami iz učnega načrta. V zaključku je primerjava med učiteljevim mnenjem in načinom razvijanja ter preverjanja slušnega razumevanja z analizo učbenikov. Pokazalo se je, da učbeniki vsebujejo veliko nalog odgovarjanja na vprašanja o slušnem besedilu in slušnih nalog, ki ne preverjajo slušnega razumevanja. Tudi učitelji pogosto uporabljajo nalogo odgovarjanja na vprašanja za urjenje in preverjanje znanja v pisnih preizkusih znanja. Opazili smo pomanjkanje aktivnih nalog, kjer bi se lahko učenci premikali in delali v manjših skupinah. Učitelji so bili večinoma zadovoljni z zvočnimi posnetki ter nalogami za razvijanje in preverjanje slušnega razumevanja. Izpostavili so nekaj pomanjkljivosti, ki so večinoma sovpadale z analizo slušnih posnetkov. Posnetki (še posebej v učbeniku Happy Street 2 in Super Minds 2) so večinoma prekratki, preveč enostavni in neavtentični. V vseh učbenikih primanjkujejo raznolike vrste nalog, ki bi preverjale slušno razumevanje. Magistrsko delo bo vplivalo na didaktiko poučevanja tujega jezika v drugem triletju (natančneje v 5. razredu), saj bo predstavilo pomembnost razvijanja spretnosti poslušanja tudi v višjih razredih (ne le v prvem triletju) in prikazalo, kako učbeniki pripomorejo k razvijanju poslušanja na tej stopnji. The English language is internationally spoken by more foreign than native speakers. It is used to communicate in various fields. These include all from science, forming international agreements and accessing the wide-ranging scientific texts. In teaching and learning English as a second language, we develop the four main language skills: listening, speaking, reading, and writing. In the first 3 years of primary school education (average pupil’s age from 6 until 8), we focus on developing listening and speaking. A well-developed listening skill presents the foundation for developing all other language skills. It requires a lot of time and motivation. Pupils must be able to listen (hear), understand, remember, evaluate, and respond to the text. During this process they may face many difficulties in understanding. We, as teachers, need to find ways to help them overcome these obstacles and guide them in their learning. This master’s thesis will focus on the importance of developing listening in the 5th grade of Slovenian primary schools. The first part consists of a theoretical background. An empirical part where an analysis and interpretation of the data gathered with a questionnaire and a course book analysis follows. The questionnaire was prepared to gather information on their opinion of the importance of this skill, how they develop and assess it and which problems they face. Most teachers rely on a course book when it comes to the design of an individual lesson. Due to this reason an examination of the listening exercises in the three most popular course books for teaching English as a second language in the 5th grade was necessary. In the last recorded year (2017) the most popular course books were: Happy Street 2, Super Minds 2 and Reach for the Stars 5. The analysis of the material was done according to the number of exercises which develop listening and was classified into appropriate subgroups according to whether the skill is developed independently or in combination with others. The types of listening exercises and texts they entail were also analysed. The listening material was compared to the curriculum guidelines. Lastly, teacher’s opinions, ways of developing and assessing listening comprehension was compared with the analysed course books. The course book analysis showed a high number of exercises where pupils have to answer questions about the listening text. Teachers have also said to regularly use this exercise when developing and assessing listening skills. Course books also entail quite a few listening exercises which do not check listening comprehension. There was a lack of active exercises in which pupils would have the chance to move and work in smaller groups. Teachers are mostly satisfied with the listening material and listening exercises from their course book. Nevertheless, they exposed some of the shortcomings of these two groups. The listening material (especially in Happy Street 2 and in Super Minds 2) is too short, too simple and lacks authenticity. All course books lack exercise type diversity which would also check listening comprehension. This master’s thesis will influence the didactics of teaching English as a second language in the 5th grade. It will present the importance of developing listening skills in higher grades and show how course books influence the development and assessment of the skill.

V predšolskem obdobju je vse pogosteje opaziti težnjo po poučevanju tujih jezikov. V tem času naj bi bil otrok dovzeten za lažje usvajanje jezika kot odrasli, k čemur poziva tudi stroka z razlago »občutljivih faz«. Ker pa je govora o predšolskem otroku, mora biti poučevanje tujega jezika zanj zanimivo in privlačno, da zbudi njegovo radovednost. K temu lahko pripomore tudi uporaba informacijsko-komunikacijske tehnologije (IKT), če jo strokovni delavci smiselno uporabijo. V diplomskem delu z naslovom Poučevanje angleščine v vrtcu z didaktično uporabo IKT sem s pomočjo anketnega vprašalnika raziskala, koliko vrtcev po Sloveniji izvaja poučevanje angleščine v kakršnikoli obliki, kakšna so stališča strokovnih delavcev v vrtcu glede poučevanja angleščine v zgodnjem otroštvu, kakšna so stališča strokovnih delavcev v vrtcu glede uporabe informacijsko-komunikacijske tehnologije v vrtcu, v kolikšni meri strokovni delavci uporabljajo IKT pri poučevanju angleščine v vrtcu in katere okoliščine vplivajo na pogostost izvajanja angleških dejavnosti z uporabo IKT. V raziskavi so bili vključeni vsi vrtci po Sloveniji (matični javni vrtci OŠ, ki imajo vsaj eno enoto vrtca ter matični zasebni vrtci in zasebni vzgojitelji), anketni vprašalnik pa je bil namenjen vzgojiteljem, učiteljem in drugim zaposlenim, ki izvajajo poučevanje angleščine na predšolski stopnji. V raziskavi je sodelovalo 70 vrtcev. Od tega jih 54 izvaja poučevanje angleščine, večinoma v tečajni obliki. Iz pridobljenih rezultatov lahko vidimo, da ima večina sodelujočih strokovnih delavcev pozitivno stališče glede učenja angleščine v predšolskem obdobju. Zelo majhen delež je takih, ki menijo, da bi se morali otroci začeti angleščine učiti v osnovni šoli, kot razlog pa so navedli, da je najprej potrebno dobro znanje materinščine ter svobodno otroštvo brez dodatnih pritiskov z dejavnostmi. Na vprašanji, ali IKT sodi že v predšolsko obdobje in ali jo uporabljajo pri poučevanju angleščine, je največ vprašanih izbralo odgovor da, kar nakazuje na pozitivno stališče do rabe IKT v zgodnjem otroštvu. Najpogostejši razlogi, ki so jih anketirani navedli za to, so: popestritev ure, radovednost otrok, je neizogiben del, je del otrokovega življenja ter pomoč pri usvajanju jezika. Pri poučevanju angleščine sodelujoči kot največjo prednost IKT vidijo v večjem naboru idej za dejavnosti ter jo tudi najpogosteje uporabljajo za iskanje idej in načrtovanje ter poslušanje in učenje pesmic z otroki. Večina anketirancev nima težav pri uporabi didaktične IKT pri poučevanju angleščine v vrtcu, nekaj pa jih pravi, da jim za njeno uporabo primanjkuje časa. Language teaching is frequently implemented in the early childhood. During this period, the child is more receptive to language acquisition than adults. The experts connect it with the explanation of »sensitive phases« in the early childhood. However, since we are talking about a preschool child, foreign language teaching should be interesting and attractive to him in order to stimulate his curiosity for language learning. Using information and communication technology (ICT) can contribute to this stimulation if it is used appropriately by teachers. In the diploma paper entitled English Teaching in Kindergarten through the Didactic Use of ICT I researched how many kindergartens in Slovenia offer early English teaching, kindergarten teachers’ opinion on English teaching in preschool, their opinion on the use of ICT in kindergarten, how much ICT is used in English teaching in early childhood and what circumstances affect the frequency of using ICT in English activities. The survey included all kindergartens in Slovenia (public kindergartens, primary schools with at least one kindergarten unit, private kindergartens and private educators). The questionnaire was intended for kindergarten teachers, educators and other employees who teach English at the preschool level. 70 kindergartens participated in the research. 54 of those offer early English learning, mostly in the course form. The results show that most of the participating professionals have positive attitudes towards learning English in the early childhood. A very small section of those think that children should start learning English in primary school, citing the need for good knowledge of the native language and a free childhood with no activities that would pressure the child even more. When asked whether ICT belongs in early childhood and whether it is used in English teaching, most respondents chose the answer yes. That indicates their positive attitude towards the use of ICT in early childhood. They think that ICT enriches activities, stimulates child's curiosity, is an inevitable part in learning, it is a part of child's life and helps in learning the foreign language. When teaching English to preschool children they see the biggest advantage of using ICT in a wide range of ideas for activities. They mostly use ICT to find ideas and for planning the activities. In the homeroom, they use ICT to learn and listen to songs in a foreign language. Most of the respondents have no problem using didactic ICT when teaching English to young children. Only a few of them experience lack of time to use it.

Danes smo s tehnologijo obkroženi na vsakem koraku mlajše generacije odraščajo ob računalnikih in pametnih telefonih, z nekaj kliki je mogoče priti do lahko dostopnih informacij, preko sodobne tehnologije so otroci zelo blizu tujemu jeziku, za motiviranje učencev med poukom pa so se tudi učitelji začeli posluževati uporabe informacijsko-komunikacijske tehnologije (IKT). Gre za pristop, ki ga je za pravilno in učinkovito uporabo treba najprej usvojiti. Spletna učilnica je spletno orodje, ki omogoča združitev različnih orodij v eno skupno. Ker se uporablja za administracijo, dokumentacijo, sledenje in poročanje med izobraževalnim procesom, je primerna za izobraževalne namene. Učiteljem omogoča nov način poučevanja. Vsak posameznik si spletno učilnico uredi glede na svoje potrebe. Učitelju je olajšan prenos znanja, hkrati pa ima možnost spremljanja napredka učencev in pregledovanja njihovih aktivnosti. Pripravljene naloge dajejo učencu izbiro prilagajanja ritma učenja, zaradi česar so učenci samostojnejši. Učitelj spremlja, katere naloge so večkrat rešene, kje se pojavljajo napake in nejasnosti. To mu pomaga pri nadaljnjem poučevanju. Kvizi dajejo učencem možnost sprotnega preverjanja znanja na zanimiv način in dajo takojšnjo povratno informacijo. Znotraj spletne učilnice je preko klepetalnic in forumov možna komunikacija med učitelji, učenci in starši. V magistrskem delu bom analizirala slovenske spletne učilnice, ki jih osnovne šole uporabljajo pri poučevanju angleščine v prvem in drugem triletju osnovne šole, in intervjuvala pet učiteljev o njihovi uporabi spletne učilnice pri pouku angleščine. Želim pridobiti informacije o tem, kako razširjena je uporaba pri nas, katere možnosti, ki jih omogoča spletna učilnica, uporabljajo učitelji angleščine, kaj jim je všeč in kaj ne ter ali učilnico uporabljajo pri pouku ali samo izven pouka. Z magistrskim delom bom prikazala pregled stanja in namen uporabe spletne učilnice za poučevanje angleščine v osnovni šoli. Menim, da se veliko učiteljev ne zaveda vseh pozitivnih strani spletne učilnice in se bojijo uporabe sodobne tehnologije, ker je to za mnoge nepoznano področje. Predstavljeni rezultati in predstavitev pozitivnih/negativnih strani spletne učilnice bodo prispevali k lažji izbiri načina poučevanja z uporabo spletne učilnice pri pouku angleščine kot tujega jezika. Today we are surrounded with technology everywhere. Young generations are growing up with computers and smart phones. A couple of clicks provide you with easily accessible information. Modern technology brings children closer to English. Teachers have started using information and communication technology (ICT) to motivate students. This approach has to be mastered first for its proper and efficient use. Learning management system (LMS) is a web tool that is combining different tools into a common one. Because it is used for administration, documentation, tracking and reporting during educational process, it is appropriate for educational purposes. It offers teachers a new way of teaching. Each individual can edit their learning management system according to their needs. Transfer of knowledge is faciliated, and at the same time teachers have the opportunity to monitor the progress of their pupils and review their activities online. Tasks in the LMS give the learner the choice of adjusting to their own rhythm of learning, which makes them more autonomous learners. The teacher monitors which tasks are often solved, and which tasks have the occurrence of errors and confusion. This helps the teacher with planning further teaching. Quizzes give learners the ability to instantly check their knowledge in a fun way and give immediate feedback. Communication between teachers, students and parents is possible through chat rooms and forums. In my Master's thesis, I will analyse Slovenian LMSs used by primary schools for teaching English in the first and second cycle, and interview 5 teachers about their concrete use of the LMS in their English classes. I want to explore how widespread the use of LMS is in our country, what options, provided by LMS are used by teachers of English, what they like and do not like about using it, and whether it is used in or out of the classroom. With my Master's thesis, I will give an overview of the situation and the purpose of using LMS to teach English in primary school. I think that many teachers are not aware of all the positive aspects of their use and are afraid of modern technology, because this is an unknown area for many of them. The presented results and the discussion about positive/negative aspects of the LMS will contribute to an easier choice of teaching methods using the learning management system in English as a foreign language.

Magistrsko delo obravnava metodo popolnega telesnega odziva s pripovedovanjem zgodb avtorja Blaina Raya, in sicer uporabo pri poučevanju neobveznega izbirnega predmeta tujega jezika angleščine v 1. razredu osnovne šole. Izhaja iz metode avtorja dr. Jamesa J. Asherja – metoda popolnega telesnega odziva – a tu je dodan še element zgodbe. Metodo sem uporabila pri svojem raziskovalnem delu med poučevanjem otrok 1. razreda. Pri poučevanju je bila zgodba pripovedovana z vključenostjo gibanja, ki naj bi otrokom olajšalo razumevanje. Predstavljen je pomen gibanja za pomnjenje novega besedišča tujega jezika in za razumevanje zgodbe. Poleg tega je predstavljen tudi vpliv metode na pozitivno doživljanje pouka angleščine v 1. razredu osnovne šole. V empiričnem delu magistrskega dela sem raziskala vpliv metode popolnega telesnega odziva s pripovedovanjem zgodb na zapomnitev in uporabo besedišča, obravnavanega pri šolski uri poučevanja angleščine, ter vpliv na razumevanje zgodbe, uporabljene pri poučevanju. Poleg tega sem ugotavljala tudi všečnost pouka angleščine pri poučevanju s to metodo. Podatke sem pridobila z raziskavo, v okviru katere sem v eksperimentalni in kontrolni skupini preverila predznanje, izvedla učno uro angleščine in nato preverila znanje, in sicer takoj po izvedeni učni uri in teden kasneje. Z otroki sem se pogovorila tudi o všečnosti izvedenih učnih ur. Napredek učencev, poučevanih z metodo popolnega telesnega odziva s pripovedovanjem zgodb, sem primerjala z napredkom učencev, poučevanih brez te metode, in sicer na tradicionalen način s slikovnimi karticami. Z izvedbo dejavnosti sem ugotovila, da uporaba metode popolnega telesnega odziva s pripovedovanjem zgodb pozitivno vpliva na zapomnitev in uporabo besedišča ter na razumevanje zgodbe. Učenci so bili pri učnih urah motivirani, kar se je odražalo pri aktivnem sodelovanju in sproščeni rabi angleškega jezika. Glede na rezultate, ki sem jih pridobila z raziskavo, in odzive otrok, menim, da je metoda primerna in uspešna za učenje tujega jezika v 1. razredu osnovne šole. Our thesis discusses the use of the Total Physical Response Storytelling method by Blaine Ray when teaching English in the first grade of primary school. This method includes Total Physical Response by Dr. James J. Asher and elements of storytelling. We used the method in our research at teaching children in the first grade. The story was told with children’s physical response, which made comprehension easier. In the thesis we focus on the importance of movement for memorisation of foreign language and comprehension of the story. Additionally, we examine the effect of this method on positive attitude towards learning English in the first grade. In the empirical part of our thesis, we explored the effect of Total Physical Response Storytelling on memorisation and use of vocabulary taught in an English lesson and the comprehension of the story we used at teaching. We also explored the effect of the method on students’ attitude towards the English lesson. We collected the data with the help of the research. We first checked prior knowledge in the experimental and the control group, then we performed the lesson and checked their knowledge after this lesson and one week later. We also discussed the attitude towards English lessons with the students. We compared the progress of the students, taught with the Total Physical Response Storytelling method and the progress of the students, taught with a more traditional method using flashcards. We found out that use of the Total Physical Response Storytelling method has a positive effect on memorisation and use of vocabulary and on comprehension of the story used. Students were motivated, which they showed with their active participation and spontaneous use of English language. Based on the data we collected with our research and on the response of the students, we suggest that the Total Physical Response Storytelling method is appropriate for foreign language learning in the first grade of primary school.

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. 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.

Magistrsko delo obravnava pomen sistematičnega opismenjevanja v angleškem jeziku na najzgodnejši stopnji šolanja. To področje, ki se mu v preteklosti ni posvečalo posebne pozornosti in se je pogosto smatralo zgolj kot stranski produkt vseh ostalih dejavnosti za učenje tujega jezika, danes postaja vedno bolj aktualno. V našem šolskem prostoru tuji jezik v zadnjih letih postopno dobiva vlogo obveznega predmeta tudi v prvih treh razredih osnovne šole. Pouk tujega jezika je prilagojen učencem, poteka v skladu z njihovim razvojem in interesi. Največji poudarek je na izpostavljenosti jeziku od zgodnjih let ter na spodbujanju in razvijanju slušnih in govornih zmožnosti. V tretjem razredu pa je čas tudi za postopno, vendar sistematično uvajanje branja in pisanja v tujem jeziku, saj učenci ti dve spretnosti takrat že dovolj dobro obvladajo v svojem prvem, maternem jeziku. Ker pa je angleški jezik za naše učence tuji jezik, katerega glasovni sistem in sistem pisave sta zelo drugačna od slovenskega, predstavlja opismenjevanje mlajših učencev slovenskih šol v angleškem jeziku velik izziv, s katerim se spopadajo učitelji tujega jezika na zgodnji stopnji. V teoretičnem delu sta opredeljena pojma pismenost in opismenjevanje. Predstavljen je pojem sistematičnega opismenjevanja ter izpostavljen pomen glasovnega zavedanja kot ključnega dejavnika le-tega. Na kratko je predstavljeno začetno sistematično opismenjevanje v maternem jeziku, ki je pogoj za uspešno opismenjevanje v tujem jeziku. Podrobneje so predstavljeni sistematično opismenjevanje v angleškem jeziku ter podobnosti in razlike med njima. Poudarjen je transfer iz maternega v tuji jezik ter težave, ki se pri tem pojavljajo. Prikazani so različni pristopi opismenjevanja v angleškem jeziku, pri čemer je posebna pozornost namenjena sistematičnemu glasovnemu pristopu. Nakazane so dileme pri izbiri posameznih pristopov ter možnosti za njihovo rešitev. V empiričnem/raziskovalnem delu so predstavljeni potek in rezultati evalvacijske raziskave, v katero je bil zajet oddelek učencev v tretjem razredu na manjši podružnični šoli (deset učencev). Namen raziskave je bil oblikovati in v prakso vpeljati dejavnosti, ki vključujejo elemente sistematičnega glasovnega pristopa, in ugotoviti, ali ti pripomorejo k uspešnemu usvajanju zmožnosti branja in pisanja v angleškem jeziku. Poleg tega smo želeli ugotoviti, ali so tretješolci motivirani za učenje branja in pisanja v angleškem jeziku in ali so dejavnosti sistematičnega glasovnega pristopa spodbujale ta interes. Rezultati opravljene raziskave so pokazali, da je bilo sistematično 28-urno opismenjevanje tretješolcev v angleškem jeziku uspešno in učinkovito ter da je pozitivno vplivalo na njihovo motivacijo za učenje branja in pisanja. Dokaz o napredku so doseženi rezultati branja ter pisanja na pred- in potestu. Nanje je prav gotovo vplivalo tudi dejstvo, da so bili učenci za delo zelo motivirani, kar pa izkazujejo njihovi odgovori na vprašanja nestandardiziranega intervjuja. Na podlagi dobljenih rezultatov lahko sklenemo, da se je opismenjevanju v tujem jeziku smiselno posvečati sistematično, in to že po dveh letih učenja tujega jezika. Učenci na tej stopnji so željni tovrstnega znanja, hkrati pa nam to obdobje omogoča, da izkoristimo odlično priložnost začetnega sistematičnega opismenjevanja v maternem jeziku in jo nadgradimo s posebnostmi pri opismenjevanju v tujem jeziku. This Master's thesis discusses the importance of developing English language literacy skills in pupils from the earliest stage of their schooling. Although in the past this subject was not given much attention and was often perceived as a mere corollary of other foreign language learning activities, it is becoming more and more important. In the Slovenian education system, a foreign language has recently been included among the compulsory school subjects in the first three years of elementary school. Foreign language teaching is adapted to pupils’ development phase and their interests. The greatest emphasis is put on exposure to the language from an early age, as well as on the promotion and development of listening and speaking skills. In the third grade, after pupils have mastered the skills well enough in their mother tongue, it is appropriate to also include progressive, yet systematic reading and writing exercises in a foreign language. However, because for pupils in Slovenia learning English as a foreign language includes familiarizing themselves with a system of phonetics and alphabet that is very different from their mother tongue, English teachers face a big challenge in teaching English literacy at an early stage in elementary schools. The theoretical part provides definitions of literacy and literacy development. It describes the concept of systematic literacy development and highlights the importance of phonemic awareness as its key factor. It includes a short presentation of early, systematic mother-tongue literacy development as a pre-condition for efficient foreign language literacy development. This is followed by a more detailed presentation of systematic literacy development in English language learners, including similarities and differences between both. It highlights the importance of transfer from a mother tongue into a foreign language, as well as potential difficulties arising from this. Different approaches are presented regarding English literacy development, focusing on the systematic phonics approach. Dilemmas that can occur when choosing each approach are identified, together with their possible solutions. The empirical/research part presents the process of conducting, and the results of, a research that included a class of third-grade pupils from a small branch school (ten pupils). The purpose of the research was, firstly, to design, and put into practice, activities that included elements of the systematic phonics approach and, secondly, to determine whether these activities effectively contributed to acquiring reading and writing skills in English. One of the goals was also to assess third-grade pupils’ motivation for learning to read and write in English, as well as whether the activities that included the phonics approach reinforced their interest. The results of the research conducted show that teaching a systematic, 28-hour course of English literacy to third-grade pupils was effective and had a positive impact on their motivation for learning to read and write. Their progress was confirmed by the results they achieved in reading and writing skills tested before and after. Undoubtedly, these results were also influenced by the fact that the pupils were highly motivated to fulfil the task, and their answers to a non-standardised interview corroborate this. Based on the results achieved it can be concluded that it is reasonable to include foreign language literacy development systematically, as early as after two years of learning a foreign language. At this stage, pupils are eager for this kind of knowledge, whereas at the same time it offers an excellent opportunity for introducing early systematic literacy development in a mother tongue, which can subsequently be upgraded with the specific features of developing literacy in a foreign language.

Ena najpomembnejših učiteljevih nalog je zadostiti raznolikim individualnim potrebam vsakega svojega učenca, da bi le-ta lahko dosegel svoj polni potencial. To je še posebej pomembno v tujejezikovnem razredu, kjer se učenci med seboj razlikujejo po stopnji predznanja in motivacije za učenje jezika, kulturnem ozadju, preteklih izkušnjah in spoznanjih ter učnih preferencah. Učne preference posameznika in njegov pristop k reševanju nalog določajo njegov učni stil. Če se ta sklada z učiteljevim stilom poučevanja, lahko to vodi do dobrih učnih dosežkov in medsebojnega zadovoljstva, medtem ko prevelik razkorak vodi v slabši uspeh, nemotiviranost, odklonilen odnos in slabo učno samopodobo. Pomembno je, da učitelj dobro spozna svoje učence in ugotovi, na kakšen način se najlažje učijo, zavedati pa se mora tudi lastnih preferenc in morebitne pristranskosti. Da zadosti raznolikim potrebam svojih učencev, mora v razredu uporabljati raznolika in kakovostna gradiva, vizualno podporo, multisenzorično predstavitev snovi ter učenje skozi kontekst in konkretne situacije. Svoje delo mora vseskozi evalvirati in po potrebi prilagajati. V magistrskem delu smo raziskovali, kakšna so stališča učiteljev angleščine v 4. in 5. razredu osnovne šole o teoriji učnih stilov in njeni uporabi pri poučevanju angleščine. Sestavili smo anketni vprašalnik, ki ga je rešilo 89 slovenskih učiteljev in učiteljic. Z njim smo izvedeli, kakšno je njihovo mnenje in poznavanje teorije učnih stilov, kako načrtujejo svoje delo, kako v razredu zadostijo učnim preferencam vseh svojih učencev ter kakšno učno gradivo in dejavnosti uporabljajo v razredu. Na podlagi odgovorov smo z vidika učnih stilov analizirali 6 najpogosteje uporabljenih učbenikov (3 za 4. razred in 3 za 5. razred), opravili pa smo tudi 5 polstrukturiranih intervjujev z učiteljicami angleščine v 4. in/ali 5. razredu ter tako dobili poglobljeni vpogled v način dela glede na različne učne stile učencev. Ugotovili smo, da večina sodelujočih učiteljev dobro pozna teorijo učnih stilov in svoj učni stil ter ocenjuje, da so učni stili pri poučevanju angleščine pomembni. O učnih stilih učencev razmišljajo tako v fazi načrtovanja pouka kot tudi med podajanjem snovi in preverjanjem ter ocenjevanjem znanja. Poznavanje učnih stilov učencev ni odvisno od izobrazbe, delovne dobe učiteljev ali števila oddelkov, v katerih poučujejo, se pa med učitelji z različno dolgo delovno dobo pojavljajo razlike v razmišljanju o učnih stilih učencev v fazi načrtovanja pouka ter v upoštevanju teorije učnih stilov pri načrtovanju preverjanja in ocenjevanja znanja pri angleščini. Skoraj vsi učitelji pri pouku uporabljajo učbenik in večina jih ocenjuje, da je v izbranem učbeniku najmanj zastopan kinestetični učni stil, kar je potrdila tudi analiza najpogosteje omenjenih učbenikov. Kljub temu se učitelji v vsaki učni uri trudijo zadostiti vsem učnim stilom, in sicer tako, da v pouk vključujejo raznolike aktivnosti, lastne ideje, diferenciacijo, gibanje in druge dejavnosti. One of the most important tasks a teacher has is to adapt to individual needs of each pupil in order to help them realize their full potential. The importance of adapting to pupils' needs becomes even more evident in foreign language classes, where the differences in the prior level of knowledge, motivation for learning a language, cultural background, previous experience and learning preferences are more pronounced. Learning style of each individual pupil is determined by their learning preferences and approach to solving tasks. When compatible teaching and learning styles are employed, it can lead to improved learning performance and mutual satisfaction, whereas a gap between learning and teaching styles, in most cases, results in poorer performance, lack of motivation, unfavourable attitude and negative learning self-perception. A teacher has to be well acquainted with the pupils to determine the preferable learning method, but also take into consideration personal learning and teaching preferences and possible biases. To satisfy the multitude of learning needs, the teacher must use varied and quality teaching materials, visual support, multi-sensory presentation of the subject, contextualize the subject matter and include concrete situations. Teacher’s performance must be self-monitored, evaluated and adapted if necessary. This master's thesis focuses on analysing the viewpoints of 4th and 5th grade teachers on the learning styles theory and its practical application in teaching English. 89 teachers took part in a survey in which we tried to establish their attitude and knowledge of the learning style theory, how they plan their lessons, how they comply with the pupils' needs and the type of materials and activities they prefer to use in class. Based on the results, we compiled a list of 6 most frequently used student's books (3 for the 4th grade and 3 for the 5th grade) and analyzed them. We also conducted 5 semi-structured interviews with 4th and 5th grade English teachers to get a more in-depth view of their work according to learning styles. We can conclude that most teachers have adequate knowledge of the learning styles theory, they are aware of their learning styles and believe that they play an important role in teaching English. Participants consider learning styles while planning lessons, during the lessons and during assessment. The level of knowledge of learning styles does not fluctuate with teachers' education, years of teaching or the number of classes a certain teacher teaches. The difference in attitude and considering learning styles while planning lessons and evaluating knowledge can be explained by the difference in years of teaching. The majority of participants use student's books in class and agree that the kinaesthetic learning style is the most underrepresented in used materials. This was also confirmed by the analysis of the previously mentioned student's books. Regardless of this, teachers try to incorporate all learning styles to satisfy the needs of all students by preparing various exercises, coming up with their own ideas, differentiation and including physical exercise and other activities.

Domače naloge pri angleščini so sestavni del učnega procesa v slovenskih osnovnih šolah. Pouk lahko dopolnjujejo, kadar pa so nepremišljeno načrtovane, tudi ovirajo. Kako bodo naloge oblikovane, določa učitelj . Njegovo delo je, da domačo nalogo skrbno načrtuje in pri tem upošteva mnoge dejavnike, ki bi lahko vplivali na učenčevo reševanje domačih nalog. V slovenskem prostoru glede učinka domačih nalog na učenje tujega jezika in splošne problematike domačih nalog v okviru učenja tujega jezika na razredni stopnji osnovne šole ni veliko raziskav, zato smo se odločili za raziskovanje tega področja. Namen našega magistrskega dela je bil ugotoviti, kaj o domačih nalogah pri angleščini mislijo učitelji in s tem prispevati k razmisleku o domačih nalogah v slovenskem prostoru. Naši cilji so se nanašali predvsem na to, da z raziskavo pridobimo informacije od učiteljev in s pomočjo naših spoznanj oblikujemo smernice za nadaljnje raziskave. Rezultati kvantitativne raziskave, ki smo jo izvedli, kažejo na to, da učitelji domačo nalogo pri angleščini v 4. in 5. razredu dajo pogosto, pri čemer ni pomembnih razlik med razredoma. Pogostost dajanja domačih nalog se povezuje predvsem z učiteljevim mnenjem o pomembnosti redne domače naloge, da bi ta lahko vplivala na učenje tujega jezika, ter z mnenjem o učiteljevi lastni kompetentnosti oblikovanja kvalitetne domače naloge. Učiteljevo mnenje o nepomembnosti domačih nalog zaradi spontanega učenja, ki je za učenje tujega jezika v zgodnjih letih značilno, tudi vpliva na pogostost dajanja domačih nalog, saj tisti, ki se s trditvijo ne strinjajo, tudi pogosteje dajo domačo nalogo. Rezultati naše raziskave kažejo tudi na to, da učitelji prepoznavajo utrjevanje kot najpogostejši namen dajanja domačih nalog, kot najpomembnejšo prednost pa izpostavljajo to, da učenci s pomočjo domače naloge ponovijo učno snov in znanje uporabijo v novih situacijah. Najpomembnejša slabost, ki jo vidijo v domačih nalogah, je, da lahko učenci domačo nalogo prepišejo od sošolcev. Rezultati so pokazali tudi, da učitelji z domačimi nalogami najpogosteje utrjujejo pisanje, nekoliko manj pogosto branje in govorjenje, redkeje pa poslušanje v tujem jeziku. Kot vir domačih nalog pri slovenskih učiteljih prevladuje uporaba zvezka, delovnega zvezka, učbenika in učnega lista. Učitelji v večini učencem dajo povratno informacijo, ki se pojavlja v različnih oblikah, se pa pri pregledovanju (in tudi načrtovanju) domačih nalog srečujejo s številnimi omejitvami. Raziskava omogoča vpogled v razmišljanje učiteljev, ki delujejo v konkretnih situacijah in ocenjujejo učinkovitost metod ter oblik dela, ki jih uporabljajo. English homework is a part of a learning process. It is the teacher who plans homework and has to consider a lot of factors that could influence the pupil's process of doing it. There is not a lot of research present about how English homework affects foreign language learning of pupils at primary level. Therefore, we wanted to find out what primary level teachers of 4th and 5th grade of primary school think about English homework and provide a closer look to English homework practice in Slovenia. Our objective was to get information about English homework from teachers and provide guidelines for future research. Our findings show that English teachers of 4th and 5th grade give pupils homework on a regular basis, without any difference among teachers of different grades. There is a connection between teachers’ opinion about importance of keeping English homework practice regular so that it could influence pupils’ foreign language learning and giving students English homework regularly. The frequency of giving homework is associated with teacher’s competence of giving good quality homework. Teachers that disagree with homework having no influence on foreign language learning because of spontaneity of learning a new language assign English homework regularly. The purpose of their assigning English homework to pupils is that students could practice the language. They see reinforcing the material that has been presented in class as the main advantage of assigning English homework and possibility of pupils copying the homework from one another as the main disadvantage of English homework. Our findings show that writing and reading are practiced more than speaking and listening. Teachers use notebooks, workbooks and worksheets for English homework regularly. They always mark homework and use different types of feedback while facing many limitations. Our research emphasizes that it is the teacher’s opinion about homework that matters since they are the ones who use homework as a learning tool and constantly evaluate it.

Kultura in jezik sta tesno povezana, saj se s spreminjanjem kulture spreminja tudi jezik hkrati tudi jezik močno definira in oblikuje vsako kulturo. Zato je pomembno, da te povezanosti ne prezremo pri poučevanju tujega jezika, saj z vključevanjem kulturnih vsebin v pouk pripomoremo k učenčevemu uspešnemu razvoju sporazumevalne zmožnosti. Učbenik je najbolj pomembno in razširjeno učno sredstvo v Sloveniji in učitelje vsaj delno usmerja pri izbiri kulturnih vsebin. Učbenik mora vsebovati uravnoteženo količino kulturnih vsebin ciljne in izhodiščne kulture učencev, ki s pomočjo primerjanja lastne kulture s ciljno, poučevano kulturo pri pouku tujega jezika spoznavajo in gradijo kulturno identiteto in medkulturno zavest. Kulturne vsebine morajo biti pestre in morajo vsebovati tako površinske teme kot tudi manj vidne vsebine, kot so vzorci vedenja, vrednote in prepričanja. Poleg tega morajo učencem omogočati, da ob učenju kulturnih vsebin razvijajo vse sporazumevalne dejavnosti. Rezultati kvantitativne raziskave, v kateri smo zaobsegli 12 potrjenih učbenikov za poučevanje angleščine kot tujega jezika za 4. (6 učbenikov) in 5. razred (6 učbenikov), so pokazali, da se največ kulturnih vsebin pojavi v učbeniku Reach for the stars 5, najmanj pa v učbenikih Hi There! 4 in Super Minds 1. V učbenikih za 4. razred se pojavlja manj kulturnih vsebin kot v učbenikih za 5. razred. Večina kulturnih vsebin, ki jih vsebujejo potrjeni učbeniki za poučevanje angleščine v 4. in 5. razredu osnovne šole v Sloveniji, spada h kulturi z veliko začetnico. Najmanj kulturnih vsebin v učbenikih izhaja iz kulture na splošno. V potrjenih učbenikih za angleščino kot tuj jezik za 4. in 5. razred osnovne šole so naloge povezane s kulturnimi temami najbolj pogosto in skoraj enakovredno namenjene razvijanju sporazumevalnih dejavnosti poslušanja in branja. Najmanjši delež nalog je namenjen razvijanju pisanja. Rezultati raziskave so pokazali, da se v učbenikih za angleščino v 4. in 5. razredu največkrat pojavljajo vsebine ciljne kulture najmanj je nalog z vsebinami drugih kultur. Kot ciljna kultura se v učbenikih največkrat pojavlja kultura Velike Britanije največ različnih kultur, ki se pojavijo v enem učbeniku, je 22. Največkrat se od tem kulture na splošno v učbenikih pojavi kulturna identiteta od tem kulture z veliko začetnico se najbolj pogosto pojavljata tematska sklopa geografija/zgodovina/politika in oblačila/moda/hrana/domovanje, od tem kulture z malo začetnico pa tematski sklop nivo formalnosti/direktnost/iskrenost/odprtost. Culture and language are closely linked, as language changes along with the culture and strongly defines and shapes each culture at the same time. Therefore, it is important not to ignore this connection while teaching a foreign language, since incorporating cultural content into the lessons helps the student to develop the communicative competence successfully. The textbook is the most important and widespread teaching tool in Slovenia and at least partially guides teachers in their choice of the cultural content. The textbook must contain a balanced amount of cultural content of the target and native culture of the students, who, by comparing their own culture with that of the target culture, learn and build cultural identity and intercultural awareness while learning a foreign language. Cultural content must be diverse and contain both straightforward themes and less visible content, such as patterns of behavior, values, and beliefs. In addition, it should allow students to develop all four language skills while learning cultural content. The results of the quantitative survey, which included 12 validated textbooks for teaching English as a foreign language for the 4th (6 textbooks) and the 5th grade (6 textbooks), showed that the highest quantity of cultural content appeared in the textbook Reach for the stars 5 and the lowest in the textbooks Hi There! 4 and Super Minds 1. There is less cultural content in grade 4 textbooks than in textbooks for the fifth grade. Most of the cultural content contained in the validated textbooks for teaching English in the 4th and the 5th grade of the elementary school in Slovenia is from the big C culture. The fewest amount of cultural content in textbooks is from the topics of culture in general. The biggest proportion of tasks in the validated textbooks for English as a foreign language for grades 4 and 5 of the elementary school in Slovenia is devoted to improving reading and listening skills. The smallest proportion of tasks is devoted to developing writing skills. The results of the research showed that the topics that appear most frequently in English textbooks in grades 4 and 5 are from target culture and that the content which is represented the least is the content from the other cultures. Target culture is most often presented through the culture of The United Kingdom of Great Britain and Northern Ireland the biggest number of different cultures occurring in a single textbook is 22. Most of the topics of the culture in general are about cultural identity most of the cultural content from big C culture is from topics geography/history/politics and clothing/fashion/food/home while the level of formality/directness/honesty/openness are the most frequent topics from the small c culture.

Nacionalno preverjanje znanja (NPZ) vsako leto meri znanje učencev 6. in 9. razredov na področju slovenščine, matematike in tretjega predmeta, ki je pri šestošolcih določen kot prvi tuji jezik. Izhodišče oziroma podlaga za NPZ so učni načrti šolskih predmetov, njegova vloga pa je formativna, kar pomeni, da z dosežki NPZ učenci, učitelji in šole dobijo objektivno povratno informacijo o doseženem znanju učencev glede na pripadajoči učni načrt. S temi podatki lahko vsi udeleženci šolskega sistema dobijo vpogled v pomanjkljivosti pri svojem učenju oziroma delovanju in pobudo za izboljšanje kakovosti na vzgojno-izobraževalnem področju. Z namenom opraviti celostne in ustrezne interpretacije, ki bi konkretni šoli koristile kot pripomoček za nadaljnje poučevanje angleškega jezika v 6. razredu, smo v empiričnem delu raziskovali 3 sklope podatkov, ki se navezujejo na NPZ pri angleščini v 6. razredu. Primerjali smo dosežke učencev konkretne šole z državnim povprečjem v obdobju 2014–2019 na NPZ pri angleščini v 6. razredu ter ugotavljali stališča učencev, ki so v letu 2018/2019 obiskovali šesti razred in učiteljic, ki poučujejo angleščino v 6. razredu do NPZ pri angleščini. Iz dobljenih rezultatov šestletnih dosežkov na NPZ smo ugotovili, da se značilno močen ali značilno šibek trend znanja šestošolcev konkretne šole na določenem področju sporazumevalnih zmožnosti v primerjavi z državnim povprečjem ne pojavlja, zato lahko rečemo, da so dosežki na NPZ posledica znanja določene generacije konkretne OŠ (značilno boljše so bile generacije 2015, 2018 in 2019). Večina anketiranih učencev (66 %), ki je v šolskem letu 2018/2019 obiskovala 6. razred, je mnenja, da so nacionalna preverjanja znanja za njih koristna in smiselna, s čimer pa se ni strinjala nobena izmed intervjuvanih učiteljic, saj menijo, da ne predstavljajo realne povratne informacije. Navajajo, da vsem sporazumevalnih zmožnostim ne namenjajo enako obsežne obravnave pri pouku in da je pisno sporazumevanje njihovih učencev najslabše področje pri preverjanjih znanja, kar pregledani dosežki NPZ v obdobju 2014–2019 neposredno ne potrdijo. Iz zbranih podatkov in nekaterih neskladij med vsemi zajetimi viri (šestletni dosežki učencev konkretne šole, stališča učencev in učiteljic do NPZ) sklepamo, da bi dotične učiteljice lahko več pozornosti namenile obravnavi dosežkov NPZ in si z poglobljenimi analizami podatkov pomagale pri svojem delu, zato smo v sklepnem delu oblikovali priporočila za učiteljice pri poučevanju angleščine za nadaljnje generacije učencev konkretne osnovne šole. Each year, the National Assessment of Knowledge (NAK) measures the knowledge of students in Year 6 and Year 9 in two fundamental school subjects (Slovene and Mathematics) and a third one, which is established as a first foreign language for the sixth graders. The curriculum is the foundation for this Assessment, the function of which is formative, meaning that the students’ achievements provide an objective feedback based on their acquired knowledge in relation to the relevant curriculum for pupils, teachers and schools. With this information, all participants in the school system gain insight into the shortcomings of their learning or performance and are given an initiative to improve the quality of the educational policy. In order to carry out comprehensive and appropriate interpretations that would be of use to a particular school as a tool for further teaching English in 6th grade, we investigated 3 sets of data in the empirical part, all related to NAK in English in 6th grade. We compared the achievement of students of a particular school with the national average in the period of 2014-2019 at the 6th grade NAK in English, and explored the views of students attending sixth grade in 2018/2019 as well as 6th grade English teachers of the NAK in English. From the gathered data of achievements of the NAK in six years, we found that the typically strong or typically weak trend of English knowledge of sixth graders of a particular school in a certain area of communication abilities does not appear in comparison with the national average (generations of 2015, 2018 and 2019 generally achieved better results). Most of the surveyed students (66 %), who attended 6th grade in the school year 2018/2019, consider national knowledge examinations as useful and meaningful for them, which is not acknowledged by any of the interviewed teachers, since they believe that the NAK results do not present a meaningful feedback. They affirm that their teaching practice does not support equal treatment for all the communicative skills, and that their students' written communication is the weakest area in knowledge assessment, which is not directly confirmed by the reviewed NAK achievements in 2014–2019. From the data collected and some discrepancies between all the sources covered (six-year achievements of students of a particular school, pupils' and teachers' attitudes towards the NAK) it is concluded that the teachers concerned could pay more attention to the NAK achievements and in-depth data analyses as an assistance for their teaching. In the final part, we formulated recommendations for teachers in teaching English to further generations of students in a particular primary school.

V slovenskih šolah je začetno opismenjevanje v maternem jeziku glavni poudarek v prvih letih otrokovega šolanja. Z vstopom v prvi razred se začne učence sistematično učiti brati in pisati v slovenščini, ki je za večino otrok materinščina. Sprva s predopismenjevalnimi vajami razvijajo svoje glasovno zavedanje in grafomotorične zmožnosti. Nato spoznavajo črko za črko, jo povežejo z ustreznim slovenskim glasom, vadijo zapis njene oblike ter se jih sčasoma naučijo povezati v smiselno besedo. Istočasno se večina učencev v prvem razredu udeleži pouka angleščine. Ker je slednji zanje tuj jezik, katerega besed in glasov še ne poznajo, je poudarek prvih let poučevanja na razvijanju poslušanja in govorjenja. Namen tega je, da se imajo učenci čas spoznati z jezikom, se ga naučijo prepoznati in razlikovati od drugih jezikov in postopoma pridobivajo novo besedišče učenega jezika. Proti koncu tretjega razreda se začnejo pri pouku postopoma osredinjati tudi na zmožnost branja in pisanja v angleščini. Do takrat spoznajo že vse črke slovenskega jezika, razumejo razmerje med glasom in črko v svoji materinščini in relativno tekoče berejo v slovenščini. V magistrskem delu smo raziskovali, na kakšen način učitelji načrtujejo in izvajajo pouk opismenjevanja v angleščini v 3. razredu osnovne šole. Pripravili smo anketni vprašalnik, ki je bil razdeljen slovenskim učiteljem, ki poučujejo angleščino v 3. razredu. Z njim smo poizvedovali, h kateri metodi opismenjevanja se učitelji pogosteje zatekajo, katere dejavnosti za poučevanje branja in pisanja pogosteje vključujejo v pouk ter s katerimi didaktičnimi pripomočki si pri tem pomagajo. Z raziskavo smo ugotovili, da učitelji večkrat angleščino opismenjujo po globalni metodi, torej učijo učence prepoznavati besede kot celote. Nekateri učitelji ob tem pri učencih razvijajo tudi glasovno zavedanje in razumevanje, kako so črke povezane z glasovi, vendar se načel po analitično-sintetični metodi držijo veliko manj. Didaktične pripomočke, s katerimi si pomagajo pri poučevanju, velikokrat poiščejo ali izdelajo sami. Tako učbenike kot delovne zvezke učitelji redkokdaj uporabljajo pri poučevanju branja in pisanja v angleščini v 3 razredu. In Slovene schools, the early years of child’s schooling are focused on developing literacy in their mother tongue. From the first grade onward, pupils are systematically taught how to read and write in Slovene, which is the first language for most of them. At first, they start with cultivating early literacy skills, such as phonemic awareness and graphomotor skills. Later on, they learn each letter of Slovene alphabet, develop an understanding of how letters are connected to the sounds of the Slovene language, practice the shapes of letters and, eventually, learn how to connect the letters into a word. Simultaneously, the majority of first graders start to learn English as a foreign language. In the first years of their English class, they mostly develop listening and speaking skills, since English is a foreign language for them and its words and sounds are unfamiliar to them. Consequently, pupils have the time to get used to the language, learn to recognize it, differ it from other languages, and gradually gain some English vocabulary. By the end of the third grade, teachers start to incorporate activities that will help their pupils develop their reading and writing skills in English as well. By that time, they already know the Slovene alphabet, they understand the letter-sound relationship of the Slovene language and they can read fluently in it more or less. In the research part of the master’s thesis, we wanted to find out how Slovene teachers who teach English in the third-grade plan and teach reading and writing skills in English. A questionnaire was constructed for the purpose of the research. The teachers answered the questions about the literacy approach they use most often, which activities they plan when teaching reading and writing, and which materials they use. The research showed that most of the teachers follow the »look-and-say« approach which means they teach pupils to recognize words as a whole. Some of the teachers combine that with the phonic approach and develop pupils' phonemic awareness and understanding of the letter-sound relation. However, there are fewer teachers doing that. Most of them search for their teaching materials or make them by themselves. Class books and activity books are rarely used during teaching reading and writing in English in the third grade.

Poučevanje angleščine kot tujega jezika poteka celostno in z namenom razvijanja sporazumevalne zmožnosti. Ena izmed štirih sporazumevalnih dejavnosti je pisanje, pri katerem gre za zahteven proces, sploh če gre za pisanje v tujem jeziku, ko še ni popolnoma usvojeno niti v maternem jeziku. Zaradi globalizacije in hitrega tehnološkega napredka je danes potreba po pisnem sporočanju in sporazumevanju vedno večja, spreminja pa se tudi način komuniciranja, in sicer stremimo k temu, da bi čim hitreje na kratko zapisali čim več. Pri poučevanju angleščine kot tujega jezika pri nas glede na pogostost uporabe prednjačita učbenik in delovni zvezek. V letnem poročilu o izvedbi nacionalnega preverjanja znanja iz angleščine za šolsko leto 2017/18 (2018) je pri rezultatih zabeleženo, da imajo učenci ob koncu 6. razreda težave pri reševanju nalog za preverjanje pisne zmožnosti. Nimajo težav pri priklicu besed zunaj sobesedila, ne znajo pa jih ustrezno in pravopisno pravilno uporabiti v sobesedilu. Večletni nizki rezultati so zaskrbljujoči in ker največ nalog za razvijanje pisnega sporočanja in sporazumevanja najdemo v delovnih zvezkih, smo analizirali naloge iz dvanajstih delovnih zvezkov, in sicer šestih za poučevanje angleščine v 4. in šestih za poučevanje v 5. razredu osnovne šole. Zanimala nas je zastopanost teh nalog v delovnih zvezkih v primerjavi z nalogami za razvijanje drugih sporazumevalnih dejavnosti in vidik miselnih procesov, ki jih te naloge spodbujajo (po Bloomovi taksonomiji). Slednje smo primerjali tudi glede na razred poučevanja. Rezultati so pokazali neenakomerno porazdelitev nalog glede na štiri sporazumevalne dejavnosti, in sicer je v vseh dvanajstih delovnih zvezkih več kot četrtina (pri nekaterih tudi več kot polovica) nalog namenjena razvijanju pisanja. Po Bloomovi taksonomiji prevladujejo naloge poznavanja, razumevanja in uporabe, zelo malo pa jih preverja analizo in sintezo ter nobena vrednotenje. Primerjava delovnih zvezkov za 4. in 5. razred je pokazala, da se tako v 4. kot v 5. razredu v delovnih zvezkih pojavlja največ nalog za preverjanje najnižje Bloomove stopnje, torej poznavanja, sledijo naloge razumevanja in uporabe, malo pa je nalog, ki preverjajo analizo in sintezo oziroma nič, ki bi preverjale analizo. Raziskava omogoča konkreten vpogled na vsebino izbranih delovnih zvezkov in ponuja učiteljem tujega jezika argumente za kritično vrednotenje učnih gradiv za pomoč pri poučevanju. Teaching English as a foreign language is a comprehensive process and its goal is to develop communicative competences. One of the four communicative skills is writing, which is a complex process, especially in a foreign language if one does not yet entirely master their mother tongue. Due to globalisation and rapid technological development, the need for written communication is increasing moreover, the means of communication are changing as well—we are inclined to write in a short manner, quickly and as much as possible. The use of textbooks and workbooks prevails in Slovenia in teaching English as a foreign language. The results of the yearly report on the execution of the National Assessment of Knowledge of English for the year 2017/2018 (2018) show that the pupils finishing 6th grade face problems with exercises testing writing skills. They have no problems recalling words outside of context, but their use of words in a certain context is inappropriate and grammatically incorrect. What is more, the results were very low in several consecutive years. Since the majority of exercises for the development of written communication can be found in textbooks, we analysed exercises in 12 textbooks, 6 of which are used for teaching English in 4th grade and 6 for teaching English in 5th grade of primary school. We were interested in how common these exercises are in the workbooks compared to the exercises for the development of other communicate skills and the aspect of cognitive processes encouraged by these exercises (according to the Bloom's taxonomy). The latter was compared regarding which grade the pupils were in as well. The results show that the distribution of the exercises in regard to the four communicative skills is unequal in all 12 workbooks, more than a quarter of the exercises (in some cases, more than a half) is dedicated to the development of writing skills. According to Bloom's taxonomy, the exercises testing knowledge, comprehension and application are predominant whereas very few exercises test analysis and synthesis surprisingly, there are no exercises testing evaluation. We came to similar conclusions when comparing the exercises from the textbooks for 4th and 5th grade. Most of the exercises in the textbooks for both 4th and 5th grade are testing knowledge, comprehension and application, only a few test analysis and synthesis and not one exercise in any of the textbooks tests evaluation. The research ensures a concrete insight into the content of the chosen workbooks and provides teachers of foreign languages arguments for critical evaluation of teaching materials.

Razprava o uporabi maternega jezika pri poučevanju tujega jezika še vedno poteka. Največja težava je v tem, da ni nobenih določil glede količine uporabe maternega jezika pri tujejezikovnem pouku. Učitelji so glede primernosti, pogostosti in smiselnosti uporabe maternega jezika prepuščeni svoji presoji. Sami namreč določajo, kdaj in kje bodo v pouk tujega jezika vključili še materni jezik. Največkrat se odločajo na podlagi teme učne ure in ravni razumevanja učencev. Učenci so večinoma naklonjeni svoji in učiteljevi uporabi maternega jezika, ker tako lažje sledijo pouku tujega jezika in so bolj sproščeni ter motivirani. Težava nastane, kadar učenci uporabljajo več maternega kot tujega jezika pri tujejezikovnem pouku. V teoretičnem delu sem predstavila pomen uporabe maternega jezika pri pouku tujega jezika, prednosti in slabosti ter primere uporabe materinščine. Navedla sem še nekaj metod in pristopov, ki omenjajo uporabo maternega jezika, ter primerjala dve tuji raziskavi o tej temi. V empiričnem delu sem ugotavljala mnenje učencev šestega razreda o učiteljevi uporabi maternega jezika (slovenščine) pri pouku angleščine. V raziskavo je bilo vključenih 152 učencev in učenk. Vsi učenci so anonimno rešili vprašalnik, ki sem ga predhodno sestavila. Na podlagi njihovih zaključnih ocen pri angleščini sem izbrala devet učencev, s katerimi sem opravila intervjuje. Ugotovila sem, da učitelji in učenci pogosto uporabljajo slovenščino pri pouku angleščine. Šestošolci se z uporabo slovenščine strinjajo, ker jim to pomaga pri lažjem razumevanju snovi in učitelja. Rezultati so pokazali, da učitelji slovenščino najpogosteje uporabljajo pri razlagi neznanih besed, najmanj pa pri ustnem preverjanju znanja. Učenci menijo, da učiteljeva uporaba slovenščine pozitivno vpliva na njihovo znanje in oceno pri angleščini. Ugotovila sem še, da učenci pri nerazumevanju učitelja največkrat ugibajo, kaj govori, in vprašajo sošolce ali učitelja za ponovno razlago. The discussion about the use of mother tongue in foreign language teaching is still ongoing. The biggest problem is that there are no quantity guidelines for the use of mother tongue in foreign language teaching. Teachers have to decide for themselves when, where and how often to use mother tongue. They usually decide based on the topic of the lesson and the students' level of comprehension. Students are mostly in favour of using mother tongue in foreign language teaching because they can participate better and understand more. They are also more relaxed and motivated during class. If students use more mother tongue than foreign language in foreign language teaching, that can pose a problem. The theoretical part of the thesis consists of the importance of mother tongue in foreign language teaching, the advantages and disadvantages and the examples of using mother tongue. I also listed and described some methods and approaches that mention the use of mother tongue and compared two foreign researches on this topic. In the practical part of the thesis I focused on the sixth graders' opinion on the teacher's use of mother tongue (Slovene) in teaching English. 152 students were included in the research. All of the students filled in a questionnaire that I had previously made. I also interviewed 9 students, who were chosen based on their final grades in English. The results have shown that the students and teachers often use Slovene in English class. Year 6 students agree with the use of Slovene because it helps them to better understand the topic of the lesson and the teacher. The most and least commonly listed reasons for the teacher's use of Slovene were explaining unknown words and oral examination. Students believe that the teacher's use of Slovene has a positive impact on their knowledge of English and their grade. The strategies students use when they don't understand the teacher are to guess what was said or to ask their classmates or the teacher for another explanation.

Govora o zgodnjem učenju angleščine, njegovih prednostih in slabostih je vedno več, saj se pouk angleščine izvaja že v prvem razredu osnovne šole kot neobvezni izbirni predmet, od drugega razreda naprej pa kot obvezni predmet. Prav zaradi zgodnjih začetkov je pomembno, da učitelj izbere ustrezne metode in načine dela ter ustrezna učna sredstva, ki bodo učencem pomagala pri pridobivanju novih znanj. Učna sredstva morajo biti za učence v 3. razredu oprijemljiva, zanimiva, zabavna in konkretna. Otroka morajo spodbujati in mu pomagati pri pomnjenju novih spoznanj. Ker imajo učna sredstva pomembno vlogo pri poučevanju angleščine v 3. razredu, bom v magistrskem delu raziskala uporabo učnih sredstev v 3. razredu in učiteljeva ter učenčeva mnenja o le-teh. V empiričnem delu magistrskega dela bom s pomočjo anketnega vprašalnika raziskala, katera učna sredstva uporabljajo učitelji pri pouku angleščine v 3. razredu, v katerem delu učnega procesa in skupaj s katerimi oblikami dela jih uporabljajo, kako učna sredstva pridobijo, pri uporabi katerega učnega sredstva opazijo povečano zanimanje in motivacijo s strani učencev, za razvijanje katere jezikovne zmožnosti uporabljajo učna sredstva in kateri so pozitivni vidiki in težave, s katerimi se srečujejo pri uporabi teh učnih sredstev. Prav tako bom z anketnim vprašalnikom ugotovila, kakšna so mnenja učencev o učnih sredstvih in ali z njimi raje delajo sami ali rajši vidijo, da z njimi rokujejo učitelji. V raziskavi bodo sodelovali učitelji, ki poučujejo angleščino v 3. razredu in učenci 3. razredov. Opravljena raziskava bo prispevala vpogled v stanje, katera učna sredstva so v večji meri uporabljena pri pouku angleščine v 3. razredu ter kakšno je mnenje učiteljev in učencev o rabi učnih sredstev. Ugotovitve lahko služijo kot pomoč in priporočilo izobraževalnim programom in učiteljem angleščine na razredni stopnji pri izbiri učnih sredstev pri pouku angleščine. There is a lot of talk about learning English at a young age, about its positive and negative sides due to having English as an optional subject in the 1st grade of elementary school and as a mandatory subject in the 2nd grade. Because of these early starts of learning English it is important that teachers choose the right methods and ways of working with students and the right learning resources that will help children understand new meanings. The learning resources must be concrete, interesting and fun. They have to encourage children and help them with learning and remembering. Learning resources have a big role in teaching English to young learners and that is why we decided to explore the use of learning resources in the 3rd grade of elementary school and the teachers’ and students’ opinions of them. In the empirical section we will present the results of a quantitative research we conducted to find out which teaching resources Slovenian teachers use in teaching English in the 3rd grade of elementary school, in which part of the learning process they use them, in combination with which forms of teaching they use them, how they acquire the teaching resources, which is the most motivating resource to use in class in their opinion, for development of which linguistic skill they use a certain resource and what the positive aspects and problems of using a certain resource are. We will also find out what the students think of a certain resource and if they prefer to work with the resource alone or they would rather see the teacher to work with it. We asked 80 Slovenian teachers, who teach English in the 3rd grade and 80 students of the 3rd grade to complete the questionnaire. The research will give us an insights into the use of resources in teaching English in the 3rd grade of elementary school and the teachers’ and students’ opinions of them. The findings can serve as help and recommendation to educational programmes and teachers of English in choosing the right teaching resources.

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. 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.

Dandanes ni več dovolj, da učitelj tujega jezika učencem podaja samo znanje o jeziku. V sodobnem svetu se vse pogosteje srečujemo z nestrpnostjo in rasizmom. Pomembno je, da učitelj pri svojih učencih že zgodaj začne razvijati kulturno občutljivost in seznani svoje učence z različnimi kulturami in razlikami, ki se pojavljajo med kulturami in posledično med ljudmi. Učitelji se tega dejstva zavedajo, vendar naletijo na vrsto težav pri izbiri gradiva in didaktičnega pristopa. Poučevanje preko zgodb izvira iz preteklosti, ko je prenos informacij potekal izključno preko ustnega izročila. Zgodbe učencem odprejo nov svet, v katerem spoznavajo različne stvari in se preko tega učinkovito učijo. Za mlajše učence so zgodbe še posebno privlačne, saj predstavljajo varno okolje, učence pa motivirajo za vsebino zgodbe in tuj jezik. Skozi zgodbe pa učenci ne usvojijo le jezika, temveč tudi znanje in informacije o različnih kulturah. Skozi zgodbe učenci pridobijo pogled v različne perspektive in v različne kulture. Zgodbe učiteljem pomagajo pozitivno osvetliti pojme raznolikosti in strpnosti, ki jih učencem podajajo preko na zgodbah temelječega pristopa. Namen akcijskega raziskovanja je bil raziskati uporabo na zgodbah temelječega pristopa pri obravnavanju medkulturnosti pri pouku angleščine na razredni stopnji. V raziskavi je sodelovalo 17 učencev jezikovne šole, na kateri poučujem. Učenci so stari od 8–10 let in so v svojem drugem letu učenja angleščine. Raziskava je potekala marca in aprila 2019, in sicer smo pred izvedbo učnih ur učencem razdelili kratke vprašalnike, s katerimi smo pri učencih preverili njihov odnos do medkulturnosti in njihove izkušnje z obravnavanjem medkulturnih tem pri pouku angleščine. Nato sem izvedla približno 7 učnih ur, kjer sem z uporabo na zgodbah temelječega pristopa obravnavala dve izbrani zgodbi (Whoever you are in Something Else) z medkulturno tematiko. Po vsaki učni uri sem izpolnila samoevalvacijski vprašalnik. Po zaključku obravnavanja zgodb pa smo z učenci izvedli še kratek intervju in nato odgovore primerjali s podatki, ki smo jih pridobili pred začetkom izvedbe z vprašalnikom. Rezultati raziskave kažejo, da je bil glavni cilj magistrskega dela dosežen, in sicer nam je uspelo razviti pozitiven odnos učencev do medkulturnosti in razlik med ljudmi ter vključiti na zgodbah temelječ pristop za obravnavo medkulturnih tem. Nowadays it is not enough for a teacher of foreign language to just teach students the target language. In modern world we often encounter intolerance and rasism. It is important that teachers start developing cultural sensitivity from early ages and for teachers to introduce different cultures and differences among them to their students. Teachers are mostly aware of this problem, but when it comes to teaching culture they encounter a number of issues, regarding the use of materials and choosing an appropriate approach. Teaching through stories dates back to a time before the writing was even invented. People used stories to transfer their knowledge and information. Stories are a very effective teaching tool because they open a whole new world to young students. Stories can create a safe environment for students and can also help to motivate them for foreign language learning. Through stories children can also acquire knowledge and informations about different cultures. Teachers can use storybased approach to shed a positive light on multiculturalism and tolerance. The aim of the action research was to research the use of storybooks at primary English level to address interculturalism. There were 17 students of a language learning institution, aged 8-10 that participated in my research. They are in their second year of learning English. The research was conducted during 7 lessons in March and April, 2019. We obtained the answers to the research questions on the basis of triangulation of techniques and resources, namely questionnaires, observations and interviews. Before conducting the lessons, the students filled out a questionnaire. For the story-based approach I chose two stories (Whoever you are and Something Else). After each individual lesson I filled out a self-evaluation questionnaire, after the lessons we conducted a short interwiev with the students and compared them with the informations we gathered before the lessons in the questionnaires. The results of the research show that the main goal was achieved – we managed to develop a positive attitude towards story-based approach to address interculturalism.

V današnjem multikulturnem svetu je znanje jezikov cenjeno in nam omogoča komunikacijo z drugimi ljudmi, spoznavanje novih kultur, boljše zaposlitvene možnosti in prinaša še mnogo drugih prednosti. Zaradi svoje pomembnosti se učenje tujih jezikov začenja vedno bolj zgodaj, kar od učiteljev zahteva uporabo različnih učnih pristopov. Eden najučinkovitejših danes je vsebinsko in jezikovno integrirano učenje (VJIU) ali CLIL (ang. Content and Language Integrated Learning), pri katerem se vsebine nejezikovnih predmetov obravnavajo v tujem jeziku. V teoretičnem delu magistrskega dela smo opredelili didaktični pristop VJIU, njegov razvoj, cilje, oblike izvajanja, prednosti in slabosti, predstavili njegovo izvajanje v evropskih izobraževalnih sistemih in Sloveniji, podali pregled izobraževanja učiteljev za uporabo pristopa in povzeli izsledke raziskav s tega področja. V empiričnem delu smo raziskali, v kolikšnem obsegu in kako se pristop VJIU pojavlja v 3. razredu osnovnih šol na Goriškem ter koliko se učitelji počutijo usposobljene za njegovo uporabo pri poučevanju angleščine v prvem vzgojno-izobraževalnem obdobju (VIO). Uporabili smo kvantitativni raziskovalni pristop. V raziskavo smo vključili učitelje, ki poučujejo angleščino v 3. razredu na Goriškem. Za zbiranje podatkov smo uporabili delno strukturirano opazovanje in polstrukturiran intervju. Cilj raziskave je bil ugotoviti, v kolikšnem obsegu je pristop VJIU razširjen, na kakšen način se kaže med poukom in v kolikšni meri se učitelji počutijo usposobljene za poučevanje angleščine po tem njem v prvem VIO. Rezultati raziskave so pokazali, da učitelji pristop VJIU poznajo in ga večina v taki ali drugačni obliki pri svojem delu vsaj občasno uporablja. Pri pouku angleščine se uporabo pristopa VJIU presoja glede na štiri dimenzije VJIU: vsebino, kognicijo, komunikacijo in uporabo kulturnih vsebin. Pokazalo se je, da je na področju vsebine najizrazitejši pokazatelj uporabe pristopa medpredmetno povezovanje angleščine z ostalimi predmeti pri različnih temah, na področju kognicije načrtovanje aktivnosti na različnih ravneh zahtevnosti po matrici VJIU, na področju komunikacije v ustrezni rabi jezika pri pouku angleščine, na področju kulture pa v vnašanju različnih kulturnih elementov v pouk. Izsledki raziskave so pokazali tudi, da se večina proučevanih učiteljev počuti dovolj usposobljene za uporabo pristopa pri poučevanju angleščine v prvem VIO. In our modern multi-cultural world being able to speak more than one language brings many opportunities such as ability to communicate with people from other countries, learning about different cultures, better employment options and many other assets. Learning other languages is very important, especially in younger age, which means that teachers need to adapt their teaching strategies and models as foreign language learning starts at lower age than in the past. One of the most effective ways of teaching foreign languages today is Content and Language Integrated Learning (CLIL), a teaching approach, where contents of non-language subjects are addressed in the target foriegn language. In the theoretical part of the master's thesis we defined CLIL approach, its development, aims, forms of implementation, advantages and disadvantages, then we presented its execution in European educational systems and in Slovenia, then we provided an overview of the teacher education for using CLIL, and finally, summarized the research findings in the field of CLIL. In the empirical part we investigated to what extent and how is CLIL present in the 3rd grade in different primary schools in Goriška region and what teachers think about their competence for its use in English lessons in the first triennium. We used quantitative research approach. In the research we integrated teachers that teach English in the 3rd grade in Goriška region. We collected data with partially structured observation schema and partially structured interview. The aim of the research was to discover to what extent and in what ways is CLIL present in our schools and what teachers think about their competence for its use in English lessons in the first triennium. The results have shown that teachers in the studied sample know the CLIL approach and that most of them occasionaly use it in their lessons in different forms. The approach in English lessons is presented by four dimensions: content, cognition, communication and culture. The most distinct indicator of the approach in the area of content is integration of English with other subjects of the curriculum with different themes, in the area of cognition the indicator is planning activities on different levels of difficulty in the CLIL matrix, in the area of communication the indicator is appropriate use of language in English lessons, and in the area of culture the indicator is infusion of culture elements in the lessons in different ways. The results of the study have also shown that most of the teachers feel competent to use CLIL in English lessons in the first triad.

Kljub vsemu napredku tehnologije branje ostaja pomemben del našega vsakdanjega življenja, z njim se namreč srečujemo na vsakem koraku, čeprav se tega ne zavedamo vedno. Je najpomembnejša sestavina pismenosti in sredstvo učenja, sodi pa tudi med temeljne človekove spretnosti, saj je pomembno na vseh področjih življenja v izobraževanju, pri delu, kulturnem udejstvovanju in izvajanju državljanskih pravic. Ravno zato naj bi vsak posameznik razvil bralno razumevanje v svojem največjem možnem obsegu tako v maternem kot tudi v tujem jeziku. Proces branja v tujem jeziku je načeloma enak procesu branja v maternem jeziku, vendar pa razlike v branju v maternem in branju v tujem jeziku obstajajo in vplivajo na proces branja v tujem jeziku. Pri branju pa ne gre zanemariti bralne motivacije, ki vpliva na bralno učinkovitost in celotno učno motivacijo učenca, prav tako je tesno povezana z razvojem pismenosti, zato je ključno, da ji v šolskem in domačem okolju namenimo pozornost. Motivacija za branje je raznolika in večdimenzionalna, zato ne moremo na splošno govoriti, da so učenci motivirani ali nemotivirani za branje motivirani so na različne načine in za različne bralne vsebine. Zavedati se moramo, da motivacija za branje neposredno vpliva na to, koliko bodo učenci prebrali, in posredno tudi na njihovo sposobnost bralnega razumevanja, količina branja namreč pomembno vpliva na bralno razumevanje. Prav učiteljevo poznavanje različnih motivacijskih dimenzij za branje je odločilno pri izbiri strategije dela in spodbude za posameznega učenca, to pa pomembno vpliva na ustvarjanje temeljev za razvijanje njegovih bralnih zmožnosti. Motivaciji za branje v tujem jeziku v zadnjem desetletju strokovnjaki posvečajo vse več pozornosti, pri nas pa ta tema še ni dovolj raziskana. V prvem delu magistrskega dela je predstavljenih nekaj teoretičnih izhodišč. V empiričnem delu pa so predstavljeni potek in rezultati kvantitativne raziskave. Podatki so pridobljeni na vzorcu 198 učencev in učenk 6. razreda osnovnih šol v Sloveniji. Raziskava prinaša vpogled v pogostost branja v angleščini in vrsto besedil, ki jih berejo, pa tudi v dimenzije motivacije za branje v tujem jeziku, razlike med spoloma in povezavo med motivacijo za branje v maternem in motivacijo za branje v tujem jeziku. Največ sodelujočih v angleščini prostovoljno bere enkrat na teden, najpogosteje brana vrsta besedila v angleščini so večinoma angleški podnapisi pri filmih. Določeni so bili štirje dejavniki, ki sestavljajo motivacijo za branje v tujem jeziku za izbran vzorec, in sicer zunanja motivacija za branje v tujem jeziku in socialni vidik, notranja motivacija za branje v tujem jeziku, notranja motivacija za branje v maternem jeziku in vpliv staršev na branje. Med vsemi dejavniki sta se kot najbolj pomembna pokazala vpliv staršev na branje in notranja motivacija za branje v maternem jeziku. Pokazalo se je, da so učenci, katerih motivacija je odvisna od vpliva staršev na branje, tudi notranje motivirani za branje v maternem jeziku. Kažejo se tudi razlike v motivaciji glede na spol, in sicer več učenk kot učencev vsak dan prostovoljno bere v angleščini. Največ učenk bere knjige, največ učencev pa trdi, da prostovoljno ne bere v angleščini, fantje imajo tudi nižjo notranjo motivacijo za branje v maternem jeziku kot dekleta. Raziskava je tudi pokazala, da so tisti, ki prostovoljno nikoli ne berejo v angleščini, v primerjavi z drugimi nižje notranje motivirani za branje v maternem jeziku in obratno. Poleg tega so višje notranje motivirani za branje v maternem jeziku tudi višje notranje motivirani za branje v tujem jeziku. Despite all the advancement of technology, reading remains an important part of our everyday life, as it is encountered at every step, even though we may not be aware of it at all. It is the most important component of literacy as a learning tool, including fundamental human skills that apply to all areas of life in education, at work, in cultural activities and in exercising our civil rights. Therefore, it is very important that each individual develops their reading comprehension to its full potential in both the mother tongue and the foreign language. Reading process in a foreign language is in principle the same as the reading process in the first language, but there are differences in reading that affect the reading process in a foreign language. One should also not neglect reading motivation that influences reading performance and the overall learning motivation of the learner, and since it is also closely linked to the development of literacy, it is crucial that we devote attention to it in the school environment. Motivation for reading is diverse and multidimensional, so we can't generally say that students are motivated or unmotivated to read, but they are motivated in different ways for different reading content. We must also not neglect that the motivation for reading directly influences how much pupils will read and indirectly their ability to understand, which refers to the impact on reading comprehension. The teacher's knowledge of the different motivational dimensions for reading is decisive when choosing a strategy that is implemented in incentives for an individual learner as regards the impact on the foundation of the development of his reading skills. Experts pay more attention to the motivation for reading in a foreign language over the past decade, but this topic has not yet been sufficiently explored in our country. In the first part of the master's thesis some theoretical starting points are presented. In the empirical section, the course and results of quantitative research are presented. The data obtained from 198 pupils and pupils from the 6th grade of elementary schools in Slovenia provide an insight into the frequency of reading in English and the type of texts they read, as well as the dimensions of motivation for reading in a foreign language, the gender differences and the connection between the motivation for reading in the first language and the motivation for reading in a foreign language. The majority of participants read in English once a week, and English subtitles in films are the most commonly read type of text. Four factors were found that compose the motivation for reading in a foreign language for the selected sample, namely, extrinsic motivation for reading in a foreign language and the social aspect, intrinsic motivation for reading in a foreign language, intrinsic motivation for reading in the mother tongue and the influence of parents on reading. Among all the factors, the influence of parents on reading and internal motivation for reading in the mother tongue were the most important. It turned out that participants whose motivation depends on the influence of parents on reading are also intrinsically motivated to read in their mother tongue. The research also showed differences in gender motivation, with more girls reading voluntarily in English every day. Most girls read books, but the majority of boys claim that they do not read in English voluntarily, and they have lower intrinsic motivation for reading in their mother tongue than girls. The survey also showed that those who voluntarily never read in English are less likely to be intrinsically motivated to read in their mother tongue, and vice versa. In addition, higher intrinsically motivated readers in mother tongue are also higher intrinsically motivated for reading in a foreign language.

Pripovedovanje zgodb je ena najstarejših dejavnosti človeka, hkrati pa eden najbolj primernih in vedno bolj priljubljenih pristopov za poučevanje tujega jezika na zgodnji stopnji. Ker učenci že celo otroštvo poslušajo zgodbe v maternem jeziku, so jim te, zaradi njim že znane strukture zgodb, toliko bližje, ko jim jih pričnemo pripovedovati ali brati v tujem jeziku. Poslušanje zgodb ima nemalo koristi, ki pričajo v prid uporabe teh pri poučevanju tujega jezika v šolskem okolju. Zgodbe so odlično sredstvo za motivacijo, spodbujajo ustvarjalno mišljenje, razvijajo domišljijo, sociološko komponento sodelovanja med učenci, občutek za jezik ter vse štiri komponente jezika: slušno zaznavanje, govorno izražanje, branje in pisanje. Poleg tega izboljšujejo raven koncentracije, spodbujajo učence k samostojnemu branju in krepijo odnos do literature, tujega jezika ter drugih kultur. Pridobljeno znanje je trajnejše in je lahko dobra podlaga za nadaljnje delo v razredu, tudi v povezavi z drugimi šolskimi predmeti. Uporaba zgodb tako ni omejena samo na učno uro tujega jezika, ampak omogoča široko uporabo pri pouku. Vse te koristi se seveda v praksi pokažejo le v primeru, da so zgodbe skrbno in pravilno izbrane. Prav zato je, pri izbiri gradiv in načrtovanju dela z njimi, ključna vloga učitelja. Ta mora poznati želje, potrebe in zmožnosti svojih učencev, ob pripovedovanju pa se znati vživeti v vlogo pripovedovalca in uporabiti dodatne vizualne in slušne podpore, ki učencem olajšajo razumevanje vsebine. V prvem delu magistrskega dela predstavimo nekaj teoretičnih izhodišč. V empiričnem delu pa predstavimo potek in rezultate kvantitativne raziskave, s katero smo raziskali, v kolikšni meri in na kakšen način učitelji, ki v prvem triletju poučujejo angleščino, uporabljajo zgodbe pri poučevanju ter kakšna so njihova stališča do uporabe zgodb. Raziskovali smo s pomočjo vprašalnika, v vzorec pa smo zajeli 113 slovenskih učiteljev, ki v prvih treh razredih osnovne šole poučujejo angleščino. S pridobljenimi rezultati raziskave smo pokazali oz. ponudili vpogled v to, kakšno je dejansko trenutno stanje na področju uporabe zgodb pri poučevanju angleškega jezika v Sloveniji. Storytelling is one of the oldest human acts and also one of the most appropriate and popular approaches for early language teaching. Children are used to listening to stories in their mother tongue and because of that they can easily recognize »story patterns« when listening to a story in a foreign language. The act of listening to stories has a lot of advantages, which makes the use of stories in English teaching classroom very reasonable. Stories are a great means of motivation, they encourage creative thinking, develop imagination and cooperative work among students, they also give students a bigger picture of the language itself and develop all four language components: listening, speaking, reading and writing. Furthermore, stories prolong concetration span, encourage pupils to read more and also more willingly and create a positive attitude towards literature, foreign language and other cultures. The language, acquired by listening to stories, is more long-term based and can be a good starting point for further work in the class and for crosscurricular links. The use of stories thus is not limited only to the English teaching lessons, but enables its usage in the whole school environment. All of these benefits can only be shown in the practice when stories are carefully and correctly selected. That is why the role of the teacher is so important when choosing and planning the storytelling work. The teacher has to know pupils' wishes, needs and abilities and, according to that, has to provide visual and aural support that makes it easier for them to understand the story. In the first part of this master's thesis we present some theory on storytelling. In the empirical section we present the results of a quantitative research we made, for the purpose to find out, how often and in what way the teachers, who teach English in the first cycle of elementary school, use stories in teaching and what their views on using them are. We asked Slovenian teachers to complete the questionnaire and 113 teachers, who teach English language in the first cycle, responded. The results offer an insight into the use of stories in teaching English in the first cycle of elementary school in Slovenia.

Celostno učenje je eden od vidikov učenja, ki ne zajema le enega področja otrokovega razvoja, ampak ga obravnava celostno, kar pomeni na vseh ravneh razvoja: kognitivnem, socialnem, čustvenem, kulturnem, gibalnem in telesnem. Celostno učenje s svojimi metodami vpliva na celostni razvoj otroka in ne le na eno področje razvoja, kar je vsekakor prednost takega načina učenja. Njegove cilje dosega tudi medpredmetno povezovanje. S prepletanjem ciljev dveh različnih predmetov lahko učencem zagotovimo razvoj na več področjih, omenjenih zgoraj, pri čemer sta gibalni in telesni razvoj še posebej prepletena. Učenje vsake, tudi najmanjše in vsakdanje gibalne spretnosti zahteva pri učencu ob določeni telesni razvitosti tudi bolj ali manj močno intelektualno razvitost ter socialno in čustveno razvitost. Zato je dobro pri učencu gibalno dejavnost obravnavati splošneje in ne le v povezavi s telesnimi dejavnostmi. Medpredmetno povezovanje je še toliko bolj priporočljivo v prvem razredu osnovne šole, saj omogoča učencem lažji prehod iz predšolskega v šolsko obdobje. Znanje angleščine ima danes zelo poseben pomen, zato se je začelo poučevanje angleščine uvajati tudi v prvem triletju osnovne šole. Potekati mora čim naravneje, za kar poskrbi zgodnje poučevanje angleščine po metodah VJIU (vsebinsko in jezikovno integrirano učenje angl. CLIL – Content and Language Integrated Learning) in PTO (popolni telesni odziv angl. TRP – Total Physical Response). Zaradi zgoraj opisanih razlogov smo se odločili povezati zgodnje poučevanje angleščine z vsebinami športa. V maju 2018 smo izvedli evalvacijsko raziskavo, ki je potekala na osnovni šoli v okviru učnih ur tujega jezika. V raziskavi je sodelovalo 51 učencev, od tega 25 v eksperimentalni skupini, pri kateri so bile v pouk angleščine vključene vsebine športa, in 26 v kontrolni skupini, kjer je pouk angleščine potekal na klasičen, sedentarni način. Namen eksperimenta je bilo oblikovati model za vključevanje vsebin športa v pouk angleščine v prvem razredu osnovne šole, preizkusiti in evalvirati tak model poučevanja z vidika napredka v znanju ter ugotoviti, ali tak način poučevanja vpliva na učenčevo motivacijo za učenje tujega jezika. Rezultati so pokazali, da so bili učenci, ki so se tujega jezika učili preko vključevanja vsebin športa v pouk, bolj motivirani za učenje angleščine in dosegli večji napredek v znanju kot učenci, ki so se tujega jezika učili na klasičen način. Integrated learning is one aspect of learning that covers not only one area of the child's development, but deals with it comprehensively. Its objectives are achieved by cross-curricular integration. By interweaving the goals of two different subjects, students can develop in many areas: cognitive, social, emotional, cultural, motor and physical, with the latter two being particularly intertwined. Therefore, it is good for the student to take movement activity more generally and not only in relation to physical activity. Cross-curricular integration is all the more advisable in the first grade of the elementary school, since it enables learners to make easier transition from pre-school to school. Knowledge of English has a very special significance today, consequently teaching of English was introduced into the first three years of elementary school. Learning has to take place in the most natural way with appropriate methods such as CLIL (Content and Language Integrated Learning) and TPR (Total Physical Response). For the reasons described above, we decided to link early teaching of English with the content of sports. In May 2018, we carried out an evaluation study that took place at the elementary school in the context of foreign language lessons. 51 pupils participated in the study, of which 25 were in the experimental group, where the content of the sport was included in English classes, and 26 in the control group, where English classes were conducted in a classical, sedentary manner. The purpose of the experiment was to design a model for integrating sports content into English classes in the first grade of the elementary school, to test and evaluate such a model of teaching in terms of advancement in knowledge and to determine whether such a teaching method influences the student's motivation for learning a foreign language. The results showed that pupils who learned foreign languages through the inclusion of sports content in classes were more motivated to learn English and had greater progress in knowledge than pupils who studied foreign languages in the classical way.

Zgodnje poučevanje tujih jezikov postaja vse aktualnejša tema, saj se trenutno na osnovnih šolah angleščina kot neobvezni predmet izvaja že v prvem razredu, kot obvezni predmet pa od drugega razreda dalje. Angleščino lahko v prvem triletju osnovne šole poučujejo tisti učitelji, ki so se na drugi stopnji razrednega pouka usmerili v Poučevanje na razredni stopnji z angleščino ali pa učitelji, ki so po končanem študiju razrednega pouka ali anglistike opravili dodatni študijski program izpopolnjevanja iz zgodnjega poučevanja angleščine. Po končanem študiju se učitelji znajdejo v razredu, v katerem se od njih pričakuje, da imajo razvite tako splošne kot tudi določene predmetno-specifične kompetence, ki so nujne za poučevanje angleščine v prvem triletju osnovne šole. V magistrskem delu bomo še posebej velik poudarek namenili predmetno-specifičnim kompetencam, ki jih morajo imeti razvite, če želijo biti »dobri« učitelji angleščine. Učitelji imajo v času poklica možnost te kompetence tudi krepiti, kar vpliva tako na njihov osebni kot tudi profesionalni razvoj. Rezultati kvantitativne raziskave, v kateri je sodelovalo 100 učiteljev, ki poučujejo angleščino v prvem triletju osnovne šole, so pokazali, da učitelji večinoma menijo, da imajo dobro razvite predmetno-specifične kompetence in da se v splošnem počutijo dovolj kompetentne za poučevanje angleščine na nižji stopnji. Na podlagi pridobljenih podatkov sicer ugotavljamo, da se med učitelji razrednega pouka in anglisti pojavljajo razlike v tem, da učitelji razrednega pouka ocenjujejo pomen in razvitost svoje specialno-didaktične kompetence bolje kot anglisti, medtem ko anglisti dajejo večji poudarek jezikovni kompetenci in menijo, da imajo le-to razvito tudi z manj pomanjkljivostmi. Ugotavljamo tudi, da imajo učitelji medkulturno kompetenco razvito z največ pomanjkljivostmi, saj se občasno srečujejo z določenimi omejitvami oz. težavami pri vključevanju kulturnih vsebin v pouk, prav tako pa vključevanja kulturnih vsebin pri pouku ne povezujejo z najpomembnejšo vlogo učitelja pri zgodnjem poučevanju angleščine. Rezultati raziskave so pokazali, da obstaja povezanost med predhodnim izobraževanjem učiteljev in razvojem predmetno-specifičnih kompetenc, ki pa se je izkazala za zanemarljivo ali šibko. Ob koncu raziskave smo prišli tudi do ugotovitve, da pomanjkljivosti na področju razvoja predmetno-specifičnih kompetenc učitelji kompenzirajo s krepitvijo kompetenc na različne načine, najpogosteje za potrebe izboljšanja jezikovne kompetence. Early foreign language teaching in Slovenia is currently receiving a lot of attention, mostly because English is now an elective subject in the first grade and compulsory from the second grade of primary school onwards. Only teachers that finished master's teacher training program for specializing in teaching English to young learners can teach English in the first triad of primary school, or specialist teachers in English language teaching and primary education teachers with an additional in-service teacher training for early English language teaching. After finishing their studies, teachers find themselves in a classroom, where they are expected to have their general and subject-specific competences for early English language teaching well developed. In our master's dissertation we are focusing on subject-specific competences that teachers need to develop if they want to be »good« English language teachers. Certainly, teachers can strengthen those competences during their profession and this way, they become more personally and professionally developed. The results of the quantitative research, which was attended by 100 teachers that teach English as a foreign language in the first triad of primary school showed that in general, teachers think they have their subject-specific competences well developed and feel sufficiently competent to teach English to young learners. Based on our data, we can find some differences between specialist teachers and primary education teachers in the fact, that primary education teachers assess the importance and development of their special-didactics competence better than specialist teachers, while those give greater emphasis on language competence that is in their opinion developed with fewer deficiencies than all the other ones. Also, we can see that all teachers have their intercultural competence developed with more deficiencies, since they occasionally encounter certain limitations and problems, while integrating cultural content in the classroom. Moreover, comparing to other subject-specific competences, they don't see integration of cultural content that important in early English classroom. The research also demonstrated a weak connection between previous education of teachers and development of their subject-specific competences. At the end of our research, we came to a conclusion that teachers compensate their deficiencies in the field of subject-specific competences with strengthening competences in various ways, especially as regards their language competence.

V magistrskem delu smo preučevali povezanost anksioznosti pri pouku tujega jezika in anksioznosti pri branju v tujem jeziku s spolom in učno uspešnostjo ter podali smernice za učiteljevo in učenčevo spopadanje z anksioznostjo v razredu. Anksioznost pri pouku tujega jezika namreč velikokrat negativno vpliva na učenje tujega jezika. Dandanes je sposobnost branja v tujem jeziku postala ena izmed osnovnih pogojev za komunikacijo in razvoj na vseh nivojih izobraževanja ter tudi pri zaposlitvenih možnostih vseh ljudi. Iz dosežkov učencev na nacionalnem preverjanju znanja iz angleščine v 6. razredu za leto 2017 lahko opazimo, da učencem branje malo daljšega besedila povzroča težave še posebej takrat, ko morajo sklepati iz sobesedila natančno brati in iskati podrobnosti. Ravno anksioznost pa je eden izmed ključnih dejavnikov, ki lahko ovira omenjeni bralni proces, še posebej kadar morajo učenci brati v tujem jeziku. V teoretičnem delu magistrskega dela smo predstavili anksioznost pri pouku tujega jezika s posebnim poudarkom na anksioznosti pri branju v tujem jeziku. V tuji literaturi je poznanih nekaj raziskav s področja povezovanja omenjenih vrst anksioznosti, v Sloveniji pa take raziskave nismo zasledili. V empiričnem delu magistrskega dela smo predstavili rezultate raziskave, izvedene v aprilu in maju 2018, na treh izbranih osnovnih šolah iz gorenjske regije. V raziskavo je bilo vključenih 209 učencev in učenk 6. razreda. Za proučevanje stopnje anksioznosti pri pouku angleščine smo uporabili vprašalnik FLCAS (Foreign Language Classroom Anxiety Scale Horwitz, Horwitz in Cope, 1986), za preverjanje stopnje anksioznosti pri branju v angleščini pa vprašalnik FLRAS (Foreign Language Reading Anxiety Scale Saito, Gorza in Horwitz, 1999). Anksioznost pri branju v angleščini se dejansko v našem vzorcu razlikuje od anksioznosti pri pouku angleščine, kar dokazuje tudi različna porazdelitev učencev po stopnjah anksioznosti pri branju v angleščini in porazdelitev učencev po stopnji anksioznosti pri pouku angleščine. Učenci so poročali o višji stopnji anksioznosti pri branju v primerjavi z anksioznostjo pri pouku angleščine. Ugotavljali smo povezanost obeh preučevanih vrst anksioznosti s spolom anketirancev in oceno pri angleščini v preteklem šolskem letu. Raziskava je pokazala, da polovica učencev doživlja srednje močno ali zelo močno anksioznost tako pri pouku angleščine kot tudi pri branju v angleščini. Dečki sicer doživljajo višjo stopnjo obeh vrst anksioznosti kot dekleta, vendar razlika statistično ni značilna. Stopnjo anksioznosti tako pri pouku angleščine kot pri branju v angleščini pri anketiranih učencih s končno oceno 5 iz angleščine v preteklem šolskem letu lahko opišemo kot zmerno, medtem ko je pri učencih z nižjimi ocenami nizka. Ker lahko različne okoliščine in situacije pri učencu sprožijo anksioznost, je pomembno, da se znajo učenci z njo učinkovito spoprijemati. Zato smo v magistrskem delu na kratko predstavili strategije za spoprijemanje z anksioznostjo pri pouku tujega jezika za učence ter smernice za učitelje za razvijanje teh strategij pri učencih. In the master's thesis, we have studied the correlation between foreign language classroom anxiety and foreign language reading anxiety in connection with gender and learning achievement. We have provided guidelines for teachers and pupils tackling anxiety in the classroom. Foreign language classroom anxiety often has a negative impact on foreign language learning. Today, the ability to read in a foreign language has become one of the elementary conditions for communication and development at all levels of education, as well as for the employment opportunities of all people. From students' achievements in the National assessment of English knowledge of 6th grades (2017) we can notice that reading of longer texts can cause problems for students, especially when they need to conclude from the context, read in detail and look for details. Anxiety is one of the key factors which can hinder the reading process, especially when students have to read in a foreign language. In the theoretical part of the master's thesis, we have presented foreign language classroom anxiety with a special emphasis on the foreign language reading anxiety. There are some known studies about linking these types of anxiety in foreign literature, but we did not find such research in Slovenia. In the empirical part of the master's thesis, we have presented the results of the research carried out in April and May 2018 at three selected elementary schools from the Gorenjska region. The study included 209 6th grade male and female students. In order to study the degree of anxiety in English lessons, we used the FLCAS questionnaire (Foreign Language Classroom Anxiety Scale Horwitz, Horwitz in Cope, 1986), and in order to study the degree of foreign language reading anxiety in English, we used FLRAS questionnaire (Foreign Language Reading Anxiety Scale Saito, Gorza and Horwitz, 1999). Foreign language reading anxiety in English language among our students is actually different from foreign language classroom anxiety, which is demonstrated by the different distribution of students by the degree of foreign language reading anxiety in English and the distribution of students by the degree of foreign language classroom anxiety in English. Students have reported on a higher degree of foreign language reading anxiety compared to the degree of foreign language classroom anxiety. We have found correlation between the two types of anxiety in connection with gender of the respondents and their grade in English language from the previous school year. The research has showed that half of the students experienced moderate or very strong anxiety both in English lessons and in reading in English. Boys experience a higher degree of both types of anxiety than girls, but the difference is not statistically significant. The degree of anxiety, both in English lessons and in reading in English, in students with a final grade of 5 from the previous school year, can be described as moderate, while in students with lower grades it can be described as low. Since various circumstances and situations can cause anxiety in a student, it is important that students are able to cope with anxiety effectively. For this reason, we have briefly presented the strategies for tackling foreign language anxiety for students, as well as guidelines for teachers to develop these strategies in students.

Učenje angleščine na formalni ravni večinoma spremlja učence od prvega razreda osnovne šole dalje. S pričetkom zgodnjega poučevanja jezika je bilo potrebno razmisliti o didaktičnih pristopih k poučevanju mlajših otrok, ki se razlikujejo od poučevanja starejših učencev. Otroci so lahko neformalnega učenja jezika deležni že v vrtcu, kjer jezikovne šole ponujajo organizirano poučevanje tistim otrokom, ki se za to odločijo. Neformalno se lahko ljudje izobražujemo vse življenje, od vrtca do starosti. Med neformalne oblike izobraževanja mladine sodijo tudi poletni jezikovni tabori, kjer organizatorji pogosto združijo učenje jezika z drugimi aktivnostmi. Za učenje jezika je v takem okolju mogoče najti mnogo prednosti, saj okolje poletnega tabora omogoča sproščeno klimo in deluje precej bolj ne-šolsko, prav zato pa ustvarja dobre pogoje za uporabo bolj inovativnih učnih pristopov. Jezikovni tabor oziroma tečaj mora kljub svoji sproščenosti slediti in upoštevati nekatere smernice učenja tujega jezika, hkrati pa lahko v veliki meri vključuje lokalno okolje in poskrbi tudi za tovrstno izobraževanje. V magistrskem delu smo raziskovali, kako didaktično oblikovati program tedenskega učenja angleškega jezika v lokalnem okolju in kako v program vključiti danosti lokalnega okolja. Raziskava je bila študija primera na primeru enotedenskega tečaja angleščine v manjšem slovenskem kraju. Na primeru projekta smo si pogledali in s teorijo primerjali komponente didaktičnega oblikovanja pouka angleščine, dejavnike inovativnega učenja, značilnosti dobrih jezikovnih tečajev in taborov ter vključevanje in povezovanje z lokalnim okoljem. Z sedmimi udeleženci in tremi izvajalkami smo opravili intervju in izvedeli, kaj menijo o programu in kje vidijo možnosti za izboljšave. Rezultati so v veliki meri pokazali, da se tečaj drži predpisanih smernic za poučevanje tujega jezika in sledi učnemu načrtu. Med svojim delom organizatorke uporabljajo inovativne učne pristope in v življenje tečaja vključujejo lokalno okolje na različne načine, od sodelovanja z zanimivimi sokrajani in vaškimi kmeti, do obiska naravnih znamenitosti. Intervjuji z udeleženci so pokazali, da otrokom tak način poletnega učenja zelo ustreza in so tečaj radi obiskovali, saj jim je bilo dogajanje zanimivo. Izvajalke pa so poudarile, da v takem načinu dela vidijo mnogi prednosti, od avtonomnosti učitelja do lažje diferenciacije dela zaradi manjših skupin. Children start their formal English education in the first grade of primary school. Starting to teach a foreign language at such an early stage, the didactical approaches to teaching English have to be taken into consideration, since they differ from teaching older students. Children can take part in informal English learning while in kindergarten, where different language schools offer their English classes. Informal education can be spread through-out someone’s life. Summer language camps are also a way of informal language learning where language learning is often combined with other activities. There are many pros in learning English in such environment, since it is more relaxed, which is also one of the reasons why it’s easier to use innovative teaching approaches. Despite its relaxed environment, a language camp must still follow some guidelines on how to teach a foreign language, but at the same time has the ability to involve local environment in learning. In this master’s thesis, we wanted to see how to create a one-week English language programme in a local environment with regards to appropriate didactical approaches and including local environment as much as possible. We conducted a case study on an example of a one-week English language programme in a small Slovenian town. We compared the didactic approaches the innovative methods the characteristic of good summer camps and the involvement of the local environment in theory and in practice, as seen on a project. We carried out interviews with seven participants and three teachers to find out, what they think about the programme and what they think could be improved. The results mostly showed that the programme is following the guidelines for teaching a foreign language and the National syllabus for English. The teachers were using innovative teaching approaches and including local environment in different ways – from discussions with local people and local farmers to visiting natural local sights. The interviews with the participants showed that children like this kind of summer learning and thought the activities were interesting. The teachers emphasised the advantages of this way of working, including autonomy of the teacher and easier differentiation of work because of smaller groups of children.

Danes se vse bolj govori o globalizaciji in učenje tujega jezika v zgodnjem obdobju ima vedno večjo veljavo. Otroci se prvega jezika učijo predvsem prek slušnih informacij, zato se je smiselno učenja drugega/tujega jezika lotiti na podoben način. Poleg jezika predvsem prek sluha zaznavamo tudi glasbo, zato sta si ti dve področji v marsičem podobni. V diplomskem delu ju združujem in obravnavam tematiko poučevanja angleškega jezika s pomočjo glasbenih dejavnosti v predšolskem obdobju. V teoretičnem delu sem opredelila usvajanje prvega in drugega/tujega jezika ter njune razlike in podobnosti. Izpostavila sem prednosti zgodnjega učenja tujega jezika in navedla nekaj sodobnih metod in pristopov za poučevanje tujega jezika. Poudarila sem metodo popolnega telesnega odziva (PTO) in jo izpostavila kot najbolj ustrezno za uporabo pri poučevanju tujega jezika na predšolski stopnji. Odločila sem se, da metodo PTO povežem z glasbo in t. i. gibalne pesmi uporabim pri izvajanju dejavnosti v raziskavi. V empiričnem delu sem s pomočjo izvajanja dejavnosti v vrtcu, opazovanja stanja in mnenja vzgojiteljic raziskala učinkovitost uporabe glasbenih dejavnosti v povezavi z metodo PTO pri poučevanju angleščine na predšolski stopnji in njihov vpliv na motivacijo otrok pri učenju tujega jezika. V zaključku raziskave sem ugotovila, da so glasbene dejavnosti v povezavi z metodo PTO v predšolskem obdobju zelo učinkovite pri učenju tujega jezika. Otroci so usvojili veliko angleških besed, ki so bile del gibalnih pesmi. Tudi njihova motivacija je bilo vselej visoka, večina otrok je pri dejavnostih sodelovala in se pri tem tudi zabavala. Iz interpretiranih rezultatov lahko sklepam, da je bila izbrana metoda ustrezna in zelo primerna za uporabo v predšolskem obdobju. Nowadays, people are increasingly aware of globalisation, which is why the process of learning a foreign language in early years is becoming more and more important. As children learn their first language mainly through listening, it would be reasonable to have them start learning the second/foreign language in the same way. Hearing allows us to perceive both language and music and so the two areas are very similar. The thesis therefore combines them and discusses the teaching of English in the preschool period through music activities. The theoretical part examines the acquisition of the first and second/foreign language and discusses their differences and similarities. It highlights the advantages of early foreign language learning and indicates several modern methods and approaches to foreign language teaching. The Total Physical Response (TPR) method was considered as the most suitable method of teaching a foreign language in preschool. I combined the TPR method with music and carried out the research activities with action songs. In the empirical part I explored the effectiveness of musical activities in combination with the TPR method in teaching English in preschool. I also looked into their impact on the motivation of children for learning a foreign language, taking into account the activities undertaken in the kindergarten, observations and opinions of preschool teachers. The research findings suggest that musical activities combined with the TPR method in preschool are very effective in foreign language learning because children memorised many English words from the action songs. In addition, their motivation was always high and the majority of children participated in the activities and had fun. Based on the interpreted results we can conclude that the chosen method was suitable for the preschool period.

Raziskovalci jezika so skozi zgodovino razvili različne teorije o poučevanju jezika. S spremembami metod poučevanja tujega jezika sta se spreminjala tudi poučevanje in usvajanje slovnice. Iz začetnega eksplicitnega poučevanja slovnice, ki je bil del slovnično-prevajalske metode, se je z razvojem naravnih in komunikacijskih metod in pristopov k poučevanju jezika razvilo tudi mišljenje, da lahko učenci slovnico usvajajo implicitno, posredno. V magistrskem delu sem predstavila značilnosti usvajanja jezika in slovnice, različne metode poučevanja tujih jezikov in njihove pristope k poučevanju slovnice. Z raziskavo, ki je zajemala 98 učiteljev angleškega jezika v 4. in 5. razredih slovenskih osnovnih šol, sem ugotavljala, kako učitelji poučujejo angleško slovnico in kakšno je pravzaprav njihovo mnenje o poučevanju slovnice. Analiza rezultatov raziskave je pokazala, da učitelji za poučevanje angleščine najpogosteje uporabljajo direktno metodo in komunikacijski pristop, najmanj pa slovnično-prevajalsko metodo. Slovnico najpogosteje poučujejo celostno, to je skupaj z drugimi deli jezika, pri tem pa večinoma uporabljajo induktivni in implicitni pristop. Čeprav slovnica ni ena izmed tistih sestavin jezika, ki bi ji učitelji namenili največ časa v razredu, še več, raziskava je pokazala, da učitelji 4. razreda slovnici namenijo najmanj časa, pa vseeno nimajo odklonilnega mnenja o eksplicitnem poučevanju. Še ena izmed ugotovitev je način razlage slovničnih pravil, namreč večina učiteljev pri razlagi vsaj delno uporablja slovenščino, nekateri pa celo izključno slovenščino. Manj je bilo tistih, ki bi pri razlagi uporabljali zgolj angleški jezik. Raziskava je prav tako ugotovila, da učitelji pogosto popravijo vse učenčeve slovnične napake – tako pisne kot tudi ustne, pri popravljanju ustnih napak pa najpogosteje počakajo, da učenec zaključi z govorom in nato sam popravi napako ali pa mu pri tem pomagajo. Throughout history, language researchers have developed various theories about language teaching. Changing language teaching methods has caused the changing of grammar teaching and learning. From the initial explicit grammar teaching which was part of the Grammar-Translation Method, the development of Natural and Communicative Language Teaching approach changed the view on grammar learning to more implicit, indirect ways. My master's thesis presents features of language and grammar acquisition, different methods of teaching foreign languages and approaches to teaching grammar. The research which included 98 EFL teachers of 4th and 5th grades of Slovene elementary schools, was hoping to find out how teachers teach English grammar and what their opinion about teaching grammar is. The research showed that teachers most frequently use The Direct Method and Communicative Language Teaching Approach and they use Grammar-Translation Method the least frequently. Grammar is most frequently taught holistically that is with other parts of language, using inductive and implicit approach. Even though grammar is not one of the language areas that would be mainly focused on in a classroom, moreover, the research showed that teachers of the 4th grade devote least time to grammar teaching, teachers still do not have negative opinion about explicit grammar teaching. Another finding is linked to grammar explanation, most of the teachers use at least some Slovene language when explaining grammar rules and some of them are only using the Slovene language. Fewer teachers use strictly English in explaining grammar. The research also showed that teachers frequently correct written and oral grammar mistakes that they make, and most frequently they wait for students to finish talking and then encourage them to correct their own mistake or they help them with the correction.

V magistrskem delu je obravnavan pristop poučevanja angleščine z dodanimi glasbenimi dejavnostmi v 1. razredu osnovne šole. Predstavljen je pomen glasbe pri pouku in njen vpliv na učenje tujega jezika in bolj specifično besedišča. Prav tako je predstavljena povezava med glasbo in jezikom na ravni biološkega in antropološkega razvoja. V nadaljevanju sledijo tudi najpogostejši modeli in pristopi k poučevanju angleškega jezika v zgodnjem obdobju, možnosti za medpredmetno povezovanje tujega jezika in glasbe ter opis uvajanja poučevanja tujih jezikov na sistemski in državni ravni preko pregleda učnih načrtov in ostalih dokumentov. Vpeljava glasbenih dejavnosti (pesmi in ritmične izreke) v poučevanje angleščine v 1. razredu osnovne šole je potekala v aprilu in maju 2018. V raziskavi so sodelovali 104 učenci, od tega 52 v kontrolni, kjer je pouk potekal klasično in 52 v eksperimentalni skupini, kjer so bile dodane še glasbene dejavnosti. Namen eksperimenta je bil ugotoviti ali imajo učenci, ki so vključeni v prvo leto učenja angleščine v šoli, že predznanje tujega jezika (bolj podrobno besedišča) in kakšen napredek naredijo v 4 tednih poučevanja. Poleg tega nas je zanimalo, kako glasba vpliva na takojšnji priklic besedišča takoj po vpeljavi le-tega in kako glasba vpliva na zapozneli priklic besedišča, tj. po nekaj urah učenja ciljnega besedišča. Ob tem smo preverili še kako se spremeni zmožnost priklica ob 1 tedenskem premoru (za to smo izkoristili majske počitnice). Prav tako nas je zanimalo ali uporaba glasbe pri pouku vpliva na sposobnost uporabe besed ob koncu obravnave teme. Na koncu smo preverili še, kako všečen je pouk angleščine brez in z glasbo. Rezultati so pokazali, da večina učencev nima veliko predznanja, saj so v povprečju dosegali 33 % točk na testu predznanja. Preizkus takojšnjega priklica besed je pokazal, da glasba ne igra odločilne vloge pri sposobnosti priklica besed, takoj po vpeljavi novega besedišča. Namreč tako v kontrolni kot eksperimentalni skupini so učenci napredovali v podobnem tempu. V kasnejših testih pa so se začele kazati statistično pomembne razlike, saj so tako oba testa zapoznelega priklica in uporabe besedišča pokazala občutnejšo razliko med napredki obeh skupin v prid eksperimentalne. S tem smo dokazali, da ima glasba pozitivne učinke na pomnenje in pasivno ter aktivno znanje jezika. Glasba prav tako vpliva na učence, ki imajo težave s sodelovanjem in izpostavljenostjo pred množicami, saj lahko glasbene dejavnosti oblikujemo tako, da učenci delujejo v skupinah in se tako čutijo manj izpostavljene in bolj varne. Boljšo motiviranost in boljše počutje ob vpeljavi glasbe v učni proces so potrdili tudi učenci sami, saj so v 90 % odgovorili pritrdilno na vprašanje ali jim je bolj všeč pouk z glasbenimi dejavnostmi kot tisti brez njih. Our thesis discusses the approach of teaching English through music in the first grade of primary school. We present the role of music in learning and its effect on foreign language learning, more specifically vocabulary learning. Furthermore, we establish the anthropological and biological link between music and language development. In the following chapters, we also present the established models and approaches to teaching English as a foreign language, the possible cross-curricular integration of Music and English, and introduction of foreign language teaching in early childhood on the systemic level in Slovenia. The introduction of musical activities into teaching in the first grade of primary school was conducted in April and May 2018. The study involved 104 pupils, of whom 52 were assigned to experimental group (where we introduced musical activities) and 52 assigned to the control group. The purpose of the experiment was to determine whether all the participant pupils, who had no prior school learning experience, had any prior relevant knowledge of foreign language vocabulary (measured through testing of recall and active use). Another question of the study was whether there is any difference in progress in vocabulary learning between pupils, who were subjected to English learning through musical activities and those that were not. The progress in vocabulary recall and active use was measured through 4 stages (the prior knowledge, knowledge after 1 lesson – immediate recall, knowledge after 1 week and knowledge after 4 weeks – delayed recalls). We also checked how the ability to recall and actively use the vocabulary changes after one week of break from structured learning (May holidays). At the end of the experiment, we also checked how popular the lessons with music are, and whether or not pupils like them better than the lessons without music. The results showed that the majority of the pupils does not have prior relevant knowledge of foreign language, as they achieved 33 % of all points in the prior knowledge test. The immediate recall test showed no statistically relevant differences, so we can conclude that music is not the only positive factor in achieving immediate recall of foreign language vocabulary. The later tests all showed statistically relevant differences in the delayed vocabulary recall and active use. Those results show that use of music has positive influence on long-term vocabulary recall and passive and active use. Music also positively affects pupils, who struggle with standing out and public presenting, as it affects the body in ways that are calming and provide feelings of security and group belonging, since we can form music activities in ways that pupils work in groups. Our results also show it lifts levels of engagement and motivation in pupils as 90 % of them claimed that they rather learn English through and accompanied by musical activities.

V magistrskem delu so obravnavane podobnosti in razlike med slovenskim in angleškim pisnim sistemom, več načinov branja ter pristopi k poučevanju branja in pisanja v angleščini kot tujem jeziku. Predstavljeni so razlogi za težave pri usvajanju zmožnosti branja in pisanja v angleščini ter sistematični glasovni pristop k opismenjevanju kot mogoča rešitev teh težav. Prilagamo tudi primere obravnave posameznih glasov ter primere dejavnosti za vajo in utrjevanje naučenega. Vpeljava sistematičnega glasovnega pristopa k poučevanju branja in pisanja v angleščini za učence petega razreda osnovne šole, ki imajo težave z usvajanjem zmožnosti branja in pisanja v angleščini kot tujem jeziku, je potekala z evalvacijskim raziskovanjem spomladi 2016. V raziskavi so sodelovali učiteljica angleščine, ki uči ta predmet v petem razredu na naključno izbrani slovenski osnovni šoli, in devet učencev petega razreda osnovne šole, ki jih je učiteljica angleščine identificirala kot učence s težavami z usvajanjem zmožnosti branja in pisanja v angleščini kot tujem jeziku. Namen raziskave je bil ugotoviti, ali je sistematični glasovni pristop k poučevanju opismenjevanja v angleščini učinkovit za učence petega razreda, ki imajo težave z usvajanjem zmožnosti branja in pisanja v angleščini kot tujem jeziku, ter ali sistematični glasovni pristop k poučevanju opismenjevanja v angleščini tem učencem olajša usvajanje zmožnosti branja in pisanja v angleščini. Poleg tega nas je zanimalo, ali sistematični glasovni pristop k poučevanju opismenjevanja v angleščini prispeva k višji motivaciji učencev za učenje branja in pisanja v angleščini kot tujem jeziku. Rezultati so pokazali, da je bil sistematični glasovni pristop k poučevanju opismenjevanja v angleščini kot tujem jeziku za učence, vključene v raziskavo, učinkovit. Ugotovili smo tudi, da je bil omenjeni pristop k poučevanju opismenjevanja v angleščini kot tujem jeziku bolj učinkovit za učence s slabšo začetno zmožnostjo branja in pisanja v angleščini. Poleg tega je sistematični glasovni pristop k poučevanju opismenjevanja v angleščini učencem, vključenim v raziskavo, olajšal pridobivanje zmožnosti branja in pisanja v angleščini ter pozitivno vplival na njihovo motiviranost za učenje branja in pisanja v tem jeziku. S tem smo dokazali, da je vpeljava sistematičnega glasovnega pristopa k poučevanju branja in pisanja v angleščini kot tujem jeziku smiselna, kadar opazimo, da imajo učenci težave z usvajanjem teh dveh zmožnosti. Lahko pa ga vpeljemo tudi v redni pouk angleščine ter skušamo s tem preprečiti, da bi do težav sploh prišlo. In this master’s thesis, the similarities and differences between Slovenian and English writing system are discussed, as well as different ways of reading and different approaches to teaching reading and writing in English as a foreign language. The causes for the problems regarding the acquisition of skills of reading and writing in English are presented, together with phonics approach to literacy as a possible solution to these problems. We also enclose examples of individual sounds that were discussed and examples of activities for practice and consolidation of knowledge. The introduction of the phonics approach with regards to teaching English reading and writing to 5th grade pupils in an elementary school, that have difficulties with acquisition of reading and writing skills in English as a foreign language, was made with evaluation processing in the spring of 2016. In the research, an English teacher was involved that was teaching English in the 5th grade in a randomly selected Slovenian elementary school, and besides her nine 5th grade pupils of that elementary school, that the teacher identified as pupils with difficulties acquiring reading and writing skills in English as a foreign language. The aim of the research was to find out whether the phonics approach to teaching literacy in English has an effect on 5th grade pupils that have difficulties acquiring reading and writing skills in English as a foreign language and if this phonics approach to teaching literacy in English facilitates acquisitioning reading and writing skills in English for these pupils. Furthermore, we were interested to see whether the phonics approach to teaching literacy in English leads to pupils being more motivated to learn reading and writing in English as a foreign language. The results showed that the phonics approach to teaching literacy in English as a foreign language was effective for the pupils involved in the research. Furthermore, we discovered that the phonics approach to teaching literacy in English as a foreign language was more effective for pupils that had a lower level of reading and writing skills to begin with. Apart from that, the phonics approach to teaching literacy in English as a foreign language made acquiring skills of reading and writing in English easier and thus positively affected their motivation for learning reading and writing in English. So we proved that the introduction of the phonics approach to teaching literacy in English as a foreign language is useful if we notice that the pupils have difficulties with the acquisition of these skills. We can also make it a part of regular English lesson, by which we can make sure that the issue never occurs.