[feed] pefprints@pef.uni-lj.si | [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0 |
slovenščina
Logo            
  Logo Login | Create Account
 
 

Pre-service primary school teachers' beliefs about learning and teaching english in the first cycle of primary school

Manja Pratnemer (2017) Pre-service primary school teachers' beliefs about learning and teaching english in the first cycle of primary school. MSc thesis.

[img]
Preview
PDF
Download (1413Kb)

    Abstract

    When speaking about the appropriate age for the beginning of L2 learning, experts' opinions slightly differ, but mostly they specify the time to start learning L2 from the age of 4 to the age of 8 (Marjanovič Umek, 2009). In the literature we can find many reasons for starting to learn a foreign language at an early age, but most popular is the critical period hypothesis that claims that there is an ideal time window to acquire language in a linguistically rich environment, after which further language acquisition becomes much more difficult and demanding, due to the brain development and maturation. The teaching of a foreign language should be based on children’s developmental features and their predispositions for language learning. An early start at second language learning requires appropriate methods, which are different than later on, at older age and need to be carefully selected. The teacher that teaches languages in primary school is required to have additional skills and knowledge not only in the language area but also in the field of development psychology and didactics. In Slovenia, required skills and knowledge can be obtained during studying to become a primary school teacher at the Faculty of Education in Ljubljana and Koper or with taking additional course after you have already become a primary school teacher and you want to specialize in teaching English from year one to year six. In Slovenia, with the beginning of school year 2016/2017 English has become obligatory since second grade. There are numerous factors that affect language acquisition, especially at an early age, such as motivation for learning and memory skills. One of the most important factors is the teacher with his competencies and beliefs about language learning and teaching. He is also an example for his students with his attitude towards language and plays a very important role in their success in learning English later on. In our research we are focusing on pre-service primary school teachers' beliefs about learning and teaching English in the first cycle of primary school. We gathered our data with surveys which were given to students of two Faculties of Education. Participants were either year 1 students at the undergraduate level, studying to become primary teachers or year 1 students at the postgraduate level studying to become primary teachers with English specialization. Our findings show mostly positive attitudes of students towards learning and teaching English in the first cycle of primary school. We were also interested in participants' own experience with learning English in primary school and correlation of those experience with beliefs about learning and teaching English and use of English in everyday life. In our last research question, we researched if there are any statistically significant differences between the beliefs of year 1 students at the undergraduate level and the year 1 students at the postgraduate level. The results show some differences, mostly in the field of beliefs about the benefit of and early start in learning English and the teachers pedagogical work in the classroom (additional didactics skills, methods, the use of mother tongue).

    Item Type: Thesis (MSc thesis)
    Keywords: beliefs, learning and teaching, English, pre-service primary school teachers, first cycle of primary school
    Number of Pages: 48
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Mateja Dagarin FojkarMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11756105)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4811
    Date Deposited: 05 Oct 2017 12:52
    Last Modified: 05 Oct 2017 12:52
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4811

    Actions (login required)

    View Item