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Vocabulary development in preschool children using integrated approach to English language learning

Jožefa Rogelj (2020) Vocabulary development in preschool children using integrated approach to English language learning. Diploma thesis.

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    Abstract

    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.

    Item Type: Thesis (Diploma thesis)
    Keywords: vocabulary, second language, integrated learning, early learning
    Number of Pages: 53
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Mateja Dagarin FojkarMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/33655299
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 6501
    Date Deposited: 22 Oct 2020 10:07
    Last Modified: 22 Oct 2020 10:07
    URI: http://pefprints.pef.uni-lj.si/id/eprint/6501

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