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Storytelling and reading stories aloud (cf. Ellis & Mourão, 2021) are among the most appropriate approaches in early language teaching. Listening to stories is natural, motivating, enjoyable, it promotes creative thinking and provides a meaningful context for language learning (Ellis & Brewster, 2002). Ghosn (2013) highlights the role of storytelling in developing children’s emotional intelligence and empathy. In addition, storytelling creates positive attitudes toward literature, foreign languages, and other cultures (Ellis & Brewster, 2002). The aim of the present comparative study was to investigate the frequency and ways of using stories in the English classroom in the first three years of primary education in Slovenia (ages 6-8) and Croatia (ages 7-10). A questionnaire was used to gather data, with responses provided by 199 teachers of English from Slovenia and Croatia. The research results revealed a considerable difference between participants from Slovenia and Croatia as regards textbook use, namely, teachers from Croatia largely rely on texts offered in textbooks, whereas teachers in Slovenia mostly use authentic picturebooks instead of textbooks in their lessons. We also observed that stories are rarely employed to promote students’ intercultural competencies and that the main challenge for teachers is to find suitable materials. In light of these findings, we recommend that teacher education programmes provide more support for (prospective) teachers to develop learners’ communicative, social, and cultural skills using stories, and that schools are better equipped with reading materials. Based on teachers’ needs, recommendations for selection of appropriate stories have been put together, considering students’ age, prior knowledge, and interests.

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.

The presentation gives an account of the evaluation of early language teacher training programmes at the Faculty of Education in Ljubljana and the Faculty of Teacher Education in Zagreb. The results of a survey among students and teachers (former students at the respective faculties)regarding the quality of study were presented and commented.

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.

Glede na rastoče število priložnosti in virov, ki so danes na voljo za podporo učenju zunaj šole, smo v pričujoči raziskavi poskušali ugotoviti, v kolikšni meri učenci s pomočjo zunajšolskih dejavnosti za poslušanje izboljšujejo svoje slušno razumevanje in obseg besedišča. Omenjene dejavnosti lahko vključujejo gledanje filmov v angleškem jeziku, poslušanje glasbe, igranje spletnih iger v angleščini in podobno. Raziskovalci so poskušali osvetliti pomen poslušanja kot ene od najpomembnejših spretnosti, ki jih je treba obvladati za učenje tujega jezika, a kljub temu je to pogosto najbolj zanemarjena jezikovna spretnost v razredu. Izkazalo se je, da izpostavljenost angleščini kot tujemu jeziku zunaj šole na razvoj jezikovnih spretnosti vpliva bolje ali enako dobro kot formalni pouk. S poslušanjem lahko učenci širijo besedišče, razvijajo jezikovno znanje in izboljšujejo rabo jezika. Poleg tega zagotavlja slušni vnos, ki je potreben za usvajanje jezika, in učencem omogoča interakcijo v verbalni komunikaciji. To raziskavo smo izvedli na Kosovu s 514 osnovnošolci v devetem razredu, starimi 14 in 15 let. S kvantitativnimi in kvalitativnimi metodami smo raziskovali odnos učencev do zunajšolskih slušnih in učnih orodij ter njihov vpliv na slušno razumevanje angleškega jezika in usvajanje besedišča. Za ugotavljanje povezave med izpostavljenostjo poslušanju zunaj šole ter slušnim razumevanjem in usvajanja besedišča učencev smo uporabili številne instrumente. Med njimi so bili standardizirani testi slušnega razumevanja in besedišča vprašalniki za učence in polstrukturirani intervjuji s ciljno skupino učencev ter polstrukturirani intervjuji z učitelji, s katerimi smo temo želeli raziskati z drugega zornega kota in poglobiti kvantitativne rezultate. Za analizo kvantitativnih podatkov smo uporabili neparametrične postopke, kot so Spearmanova korelacija, hi-kvadrat, Mann-Whitneyjev U-test, Wilcoxonov test predznačenih rangov, Kruskal-Wallisov test in Friedmanov test. Drugi postopki, kot so običajni nabor opisnih parametrov, vključno s frekvencami, aritmetičnimi sredinami, standardnimi odkloni itd., so bili uporabljeni kot podporni kazalniki med analizo podatkov. Obdelavo podatkov smo opravili s statističnim paketom IBM SPSS 25. Intervjuje so prepisali, kodirali in klasificirali. S preučitvijo klasifikacije smo ugotavljali odnose med splošnimi pojmi, prav tako smo raziskali vzorce, podobnosti in razlike, da bi osmislili podatke, in na koncu izdelali, zgradili in preizkusili teorijo. Vsi ti instrumenti so omogočili triangulacijo raziskave. Podatki raziskave kažejo, da obstaja pomembna pozitivna povezava med količino izpostavljenosti angleščini zunaj šole ter spretnostmi poslušanja in usvajanjem besednega zaklada. Oblike izpostavljenosti, ki so se izkazale kot pomembno povezane s povečanjem zanimanja učencev za učenje angleščine, so avdiovizualne vsebine v angleščini brez podnapisov, poslušanje glasbe v angleščini, komunikacija v angleščini zunaj šole in igranje spletnih iger, medtem ko se je izkazalo, da avdiovizualne vsebine v angleščini z albanskimi podnapisi, poslušanje radijskih oddaj v angleščini in igranje domačih videoiger (v nasprotju s spletnimi videoigrami) nimajo pomembne povezave s stopnjo zanimanja za učenje angleščine. Pozitiven odnos do vsebin zasebnih jezikovnih šol kot glavnega vplivnega dejavnika pri učenju angleščine se je izkazal za razlikovalnega glede na stopnjo slušnega razumevanja in besedišča učencev. Poslušanje glasbe, aktivno govorjenje v angleščini in igranje videoiger so se izkazali za najbolj priljubljene zunajšolske aktivnosti udeležencev raziskave. Rezultati kažejo, da učenci uporabljajo različne strategije poslušanja glede na svoje preference in navade, pri čemer so se tisti, ki uporabljajo procesiranje od zgoraj navzdol, izkazali za najuspešnejše pri testih slušnega razumevanja. Poleg tega rezultati intervjujev kažejo, da učitelji in učenci podobno pozitivno dojemajo povezanost med zunajšolsko izpostavljenostjo ter slušnimi spretnostmi in usvajanjem besedišča, pa tudi povezanost med motivacijo učencev in izboljšanjem slušnih spretnosti in besedišča. Razumevanje odnosa med izpostavljenostjo zunaj šole ter slušnimi spretnostmi in usvajanjem besedišča učencev omogoča uporabo orodij za poslušanje zunaj šole v učilnicah. Znanstveni prispevek te raziskave je dvojen: prvič, teoretično prispeva k literaturi, ki preučuje razvoj slušnih spretnosti in usvajanje besedišča v drugem jeziku ter povezavo med zunajšolsko izpostavljenostjo ter slušnimi spretnostmi in usvajanjem besedišča učencev, s čimer ustvarja inovativno sintezo na tem področju. Drugič, prispeva k področju vrednotenja izobraževalne politike, saj ponuja vpogled v to, kako se je mogoče odzvati na razvoj izobraževalne politike, da bi bile priložnosti za poučevanje in učenje kar najbolj izkoriščene. Na podlagi ključnih ugotovitev so ponujena priporočila za zmanjšanje razlik v stopnjah slušnih spretnosti med tremi skupinami učencev (manj napredni, povprečni, bolj napredni). Rezultati ponujajo tudi priložnost za razpravo o vključevanju tehnologije v pouk in s tem možnost za izboljšanje slušnih spretnosti in usvajanje besedišča v angleščini pri učencih. In view of the growing variety of opportunities and resources that nowadays are available to support out-of-school learning, the present study attempted to identify the extent to which students enhance their listening comprehension and vocabulary range through out-of-class listening activities. The aforementioned activities may consist of watching films in the English language, listening to music, playing online games in English and similar practices. Researchers have tried to shed light on the importance of listening as being one of the most important skills to be mastered in order to learn a foreign language, and yet it is often the most neglected skill in the classroom. The effects of out-of-school exposure to English as a foreign language on the development of the language skills have proven to be superior to or just as good as those of formal instruction. Listening can help students build vocabulary, develop language proficiency, and improve language usage. Furthermore, it provides the auditory input which is needed for language acquisition and enables learners to interact in verbal communication. This study was carried out in Kosovo with 514 elementary school students in the ninth grade (14-15 years old). Through the use of quantitative and qualitative methods, this study explored students’ attitudes towards out-of-school listening and learning tools as well as their effects on students’ English language listening proficiency and vocabulary acquisition. A number of instruments were used for measuring the correlation between out-of-school listening exposure and students’ listening proficiency and vocabulary acquisition. These included standardized listening comprehension and vocabulary tests questionnaires for students and semi-structured interviews with a focus group of students and semi-structured teacher interviews in order to investigate the topic from a different point of view and add depth to the quantitative results. The non-parametric procedures such as the Spearman rank-order correlation, Chi square, Mann-Whitney U, Wilcoxon Signed Rank, Kruskal-Wallis, and Friedman tests were the statistical tools used to analyse the quantitative data. Other procedures such as the usual set of descriptive parameters, including frequencies, arithmetic means, standard deviations, etc., were used as supporting indicators throughout the data analysis. Data processing was carried out using the statistical package IBM SPSS 25. Interviews were transcribed, coded and classified. We examined the classification in order to identify relationships between general terms, and investigated the patterns, commonalities and differences in order to make sense of the data and finally elaborate, build, and test the theory. All these instruments enabled the triangulation of the study. Our data show that there is a significant positive correlation between the amount of out-of-school exposure to English language and listening skills and vocabulary acquisition. The explored forms of exposure that have shown to have a significant correlation in increasing students’ interest to learn English are audio-visual contents in English without subtitles, listening to music in English, out-of-school communication in English, and playing online games, whereas audio-visual English contents with Albanian subtitles, listening to radio programmes in English and playing home video games (as opposed to online video games) proved to have no significant relation to the level of interest in learning English. The favourable attitude towards the private language school contents as a major influential factor in learning English appeared distinguishable in terms of students’ level of listening and vocabulary proficiency. Listening to music, active speaking in English, and gaming proved to be the most enjoyable out-of-school exposure activities for the participants in our study. The results show that students use different listening strategies based on their preferences and habits, and the ones that use the top-down processing proved to be the best performers in the listening tests. Moreover, the results from the interviews show that there are similar positive perceptions amongst teachers and students regarding the relationship between out-of-school exposure and listening skills and vocabulary acquisition, and also between students’ motivation and the improvement of listening skills and vocabulary. Understanding the relationship between out-of-school exposure and students’ listening skills and vocabulary acquisition enables the use of out-of-school listening tools in language classrooms. The scientific contribution of this study is twofold: first, it contributes theoretically to the body of literature that examines the development of listening skills and vocabulary acquisition in a second language, and the connection between out-of-school exposure and students’ listening skills and vocabulary acquisition, creating an innovative synthesis in the field. Secondly, it contributes to the educational policy evaluation field in terms of shedding light on how educational policy development can be responsive so that teaching and learning opportunities are maximized. Based on the key findings, recommendations for reducing the differences in the listening skill levels among the three groups of learners (weak, average, strong) are offered. The results also offer an opportunity to open the discussion about involving technology in classrooms and hence provide a possibility to improve students’ English listening skills and vocabulary acquisition.

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.