SLIKANICE IN ILUSTRIRANE KNJIGE PRI POUČEVANJU TUJEGA JEZIKA V DRUGEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU OSNOVNE ŠOLE

• Main Author: Krčovnik, Lidija
• Other Authors: Brumen, Mihaela
• Format: Bachelor Thesis
• Language: Slovenian
• Published: [L. Krčovnik] 2016
• Subjects: slikanice; ilustrirane knjige; tuji jezik; ilustracije; 2. vzgojno-izobraževalno obdobje; children’s picture books; illustrated books; foreign language; illustrations; the second cycle of the primary school; info:eu-repo/classification/udc/37.091.3:81 (043.2); Malo; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=60836; https://dk.um.si/Dokument.php?id=96225&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22510600&fmt=11

Diplomsko delo predstavlja slikanice in ilustrirane knjige kot pomemben pripomoček pri učenju in poučevanju tujega jezika (v otroštvu). V teoretičnem delu so opisane značilnosti in posebnosti slikanic in ilustriranih knjig ter kako te vključimo v pouk tujega jezika (na nižji stopnji OŠ), zato so podana priporočila in usmeritve za uporabo teh knjig. Predstavljene tuje raziskave in mnenja strokovnjakov pričajo o učinkoviti uporabi slikanic in ilustriranih knjig za učenje tujega jezika, tako v šoli kot doma. V empiričnem delu smo s pomočjo anketnega vprašalnika, izvedenega na mestni in primestni šoli, v drugem vzgojno-izobraževalnem obdobju, ugotavljali vpliv in uporabnost tujejezičnih slikanic in ilustriranih knjig doma in pri pouku tujega jezika. Rezultati raziskave kažejo, da učenci kažejo veliko zanimanja za uporabo slikanic in ilustriranih knjig pri učenju tujega jezika (v otroštvu) prav zaradi barvnih in zanimivih ilustracij v knjigah, ki jim pomagajo pri razumevanju in pomnjenju tujejezičnega besedišča. Ugotovljeno je bilo, da zelo malo učencev sodeluje pri angleški bralni znački, vendar nekateri učenci sami berejo tujejezične slikanice in ilustrirane knjige, ter da jih učitelji uporabljajo pri pouku tujega jezika, a dvomljivi odgovori nas pustijo skeptične. The diploma thesis presents children’s picture books and illustrated books as important tools for learning and teaching foreign language (in childhood). In the theoretical part, the characteristics and features of children’s picture books and illustrated books are described, and also the way how they are integrated into foreign language lessons (at the early stage of primary school), therefore, the recommendations and guidelines for their use are also given. Presented foreign studies and experts’ opinions are proof of effective use of children’s picture books and illustrated books for foreign language learning, both in school and at home. In the empirical part, we analysed the influence and usefulness of foreign language picture books and illustrated books at home and in foreign language lessons, using the results of a survey we carried out at an urban and a suburban school. The results of the research have shown that pupils perceive a strong interest for using picture books and illustrated books for learning a foreign language (in childhood) precisely because of the colourful and interesting illustrations in the books which help them understand and retain foreign vocabulary. We established that very few pupils participate in the English Reading Badge competition, however, some pupils read foreign illustrated books on their own, and also teachers use these books in foreign language lessons, but nevertheless, we remain sceptical due to some doubtful answers.