Armbruster, B. B., Lehr, F. in Osborn, J. (2001). Put Reading First: The research Building Blocks for Teaching Children to Read.
Washington, DC: National Institute for Literacy. Pridobljeno 2. 7.
2016 s
http://staff.gvsu.edu/FISHERJ/3.Put%20Reading%20First%20Ha ndout.pdf
Bodlaj, T. (2013). Bralna pismenost v angleškem jeziku učencev 5. razreda osnovne šole (Diplomsko delo). Pedagoška fakulteta, Ljubljana.
Bucik, N., Doupona Horvat, M., Gradišar, A., Grilc, U., Grosman, M., Ivšek., M., ... Zrimšek, N. (2005). Nacionalna strategija za razvoj pismenosti. Ljubljana: Ministrstvo za šolstvo in šport. Pridobljeno
22. 7. 2016 s
http://pismenost.acs.si/datoteke/komisija/strategija.pdf
Čok, L. (1999). Materni in tuji jezik v otrokovem življenjskem okolju. V L. Čok (ur.), Učenje in poučevanje tujega jezika. Smernice za učitelje v drugem triletju osnovne šole (str. 53–54). Koper: Znanstveno-raziskovalno središče Republike Slovenije.
Dagarin Fojkar, M. (2015). Razvijanje opismenjevanja v učbenikih za učenje angleščine v drugem triletju slovenske osnovne šole, Linguistica, 54(1), 153–166. doi: 10.4312/linguistica.54.1.153-166.
Pridobljeno 10. 7. 2016 s
Priročnik k delovnemu zvezku za razvijanje opismenjevanja v angleščini kot tujem jeziku. Ljubljana: Založba Tangram, d. o. o.
Dagarin Fojkar, M., Sešek, U. in Skela, J. (2011b). Sounds and Letters.
Delovni zvezek za razvijanje opismenjevanja v angleščini kot tujem jeziku. Ljubljana: Založba Tangram, d. o. o.
de Graaff, S., Bosman, A., Hasselman, F. in Verhoeven, L. (2009). Benefits of Systematic Phonics Instruction. Scientific Studies of Reading, 13(4), 318–333. doi: 10.1080/10888430903001308. Pridobljeno 18. 12. 2015, s http://dx.doi.org/10.1080/10888430903001308 Ediger, A. (2001). Teaching Children Literacy Skills in a Second Language.
Language skills/Reading, 153–169. Pridobljeno 30. 6. 2016 s https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web
52
Hancock, M. (1995). Pronunciation games. Cambridge: Cambridge University Press.
Jamaludin, K. A., Alias, N., Mohd Khir, R. J., DeWitt, D. in Banu Kenayathula, H. (2015). The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers. School Effectiveness and School Improvement. An International Journal of Research, Policy and Practice. doi:
10.1080/09243453.2015.1069749. Pridobljeno 18. 12. 2015:
http://www.tandfonline.com/doi/full/10.1080/09243453.2015.1069
orthographies: The Orthographic Depth Hypothesis. Haskins Laboratories Status Report on Speech Research, 111(112), 147–
160. Pridobljeno 20. 6. 2016 s
http://www.haskins.yale.edu/sr/SR111/SR111_11.pdf
Križaj Ortar, M., Bešter Turk, M., Končina, M., Bavdek, M., Poznanovič, M., Ambrož, D. in Židan, S. (1999). Na pragu besedila 1. Učbenik za slovenski jezik v 1. letniku gimnazij in srednjih strokovnih šol.
Ljubljana: Rokus Klett.
Lesaux, N. K. in Siegel, L. S. (2003). The Development of Reading in Children Who Speak English as a Second Language.
Developmental Psychology, 39(6), 1005–1019. doi:
53
10.1037/0012-1649.39.6.1005. Pridobljeno 7. 7. 2016 s http://eyebooks.demicon.ru/files/1319284646.pdf
Martinez Martinez, A. M. (2011). Explicit and Differentaited Phonics Instruction as a Tool to improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal, 5, 25–49. Pridobljeno 18. 12. 2015 s http://files.eric.ed.gov/fulltext/EJ1062615.pdf
Murphy, V. A. (2014). Second Language Learning in the Early School Years:
Trends and Contexts. Oxford: Oxford University Press.
Nijakowska, J. (2010). Dyslexia in the Foreign Language Classroom. Bristol:
Multilingual matters.
Nixon, C. in Tomlinson, M. (2005). Primary Pronunciation Box: Pronunciation games and activities for younger learners. Cambridge:
Cambridge University Press.
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle &
Heinle Publishers.
Phajane, M. H. (2014). Introducing Beginning Reading Using Phonics Approach. Mediterranean Journal of Social Sciences, 5(10),
477–483. Pridobljeno 18. 12. 2015 s manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31–44. Pridobljeno 20. 6. 2016 s http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.131.33 63&rep=rep1&type=pdf
Rigg, P. (1991). Whole Language in TESOL. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 25(3), 521–542.
Pridobljeno 5. 7. 2016 s
https://www.whsd.org/uploaded/faculty/jmd/monthly_newsletters/
VOL_25_3.pdf#page=151
54
Rupley, W. H. (2009). Introduction to Direct/Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Reading and Writing Quarterly, 25(2–3), 119–124. doi: 10.1080/10573560802690189.
Pridobljeno 18. 12. 2015 s
http://dx.doi.org/10.1080/10573560802690189
Skela, J., Sešek, U. in Dagarin Fojkar, M. (2009). Opismenjevanje v tujem/drugem jeziku na zgodnji stopnji. V K. Pižorn (ur.), Učenje in poučevanje dodatnih jezikov v otroštvu (str. 220–245).
Ljubljana: Zavod Republike Slovenije za šolstvo.
Slovar slovenskega knjižnega jezika. (2000). Ljubljana: Založba ZRC.
Pridobljeno 22. 7. 2016 s
http://bos.zrc-sazu.si/cgi/a03.exe?name=sskj_testa&expression=pismenost&h s=1
Stahl, S. A. (2006). Teaching Children with Reading Problems to Decode:
Phonics and »not-phonics« instruction. Reading and Writing Quarterly, 14(2), 165–188. doi: 10.1080/1057356980140203.
Pridobljeno 18. 12. 2015 s
http://dx.doi.org/10.1080/1057356980140203
Stuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling inner-city second language learners. British Journal of Educational Psychology, 69,
587–605. Pridobljeno 18. 12. 2015 s
http://www.welovebrillkids.com/webshaper/pcm/files/Getting%20 Ready%20for%20Reading.pdf
Stuart, M. (2004). Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage I. British Journal of Educational Psycholog, 74, 15–36. Pridobljeno 18. 12.
2015 s
http://onlinelibrary.wiley.com/doi/10.1348/000709904322848806/
abstract
Tušar, U. (2014). Opismenjevanje v angleščini kot tujem jeziku (Diplomsko delo). Pedagoška fakulteta, Koper.
Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45(9), 696–703. Pridobljeno 21. 6. 2016 s http://cell.msmc.edu/wp-content/uploads/2013/02/Developing-phonemic-awareness-in-young-children1.pdf
Zorman, A. (2007). Prepoznavanje glasov in spoznavanje njihovih pisnih ustreznic v maternem in drugem oziroma tujem jeziku (Doktorska disertacija). Pedagoška fakulteta, Ljubljana.
Zorman, A. (2013). Razvoj osnovne pismenosti enojezičnih in večjezičnih otrok. Koper: Univerzitetna založba Annales.
55
10 PRILOGE
PRILOGA 1
Priloga 1 vsebuje preglednico ujemanja samoglasniških, dvoglasniških in soglasniških glasov z njihovimi pisnimi ustreznicami.
56
57
58
59
60
61
62
63
Preglednica 3: Ujemanje samoglasniških, dvoglasniških in soglasniških glasov z njihovimi pisnimi ustreznicami (Dagarin Fojkar idr., 2011a: 55–63).
64
PRILOGA 2
Priloga 2 vsebuje besedilo, ki smo ga oblikovali in uporabili za pred- in potest. Učenci so na pred- in potestu prve tri odstavke besedila napisali po nareku, nato pa prebrali celotno besedilo.
Friday morning
Peter’s alarm clock rings early in the morning. He pulls his blanket over his head and sleeps further. A few minutes later his mum enters his room. She uncovers the curtains. Peter tries to peek from under his blanket but his room is too bright. He is sweating in his cushion but he is lazy like a sloth. He doesn’t want to move out of his bed. He gets a great idea: he pretends he has a fever.
But his mum knows why Peter is so tired. He was watching television for far too long last night.
She reminds him it’s Friday already. There will be his friend’s birthday party in the afternoon. She makes clear that he will have to stay at home and eat vegetable soup if he doesn’t go to school.
Peter goes to the bathroom. He washes his face and brushes his teeth. He takes off his pyjamas. He puts on yellow socks, blue trousers, green T-shirt and grey pullover. In the kitchen he eats a large piece of bread with butter and honey. He drinks some tea with sugar. Then he puts his red shoes on, he takes his purple schoolbag and runs down to the garage to get his bike.
On his way to school he almost bumps into his schoolmate Charlotte who lives nearby.
“Oh, Peter, it’s you!” exclaims Charlotte with her cheerful voice.
“Why are you so excited?” asks Peter.
“We are going to go hiking this weekend!
We are going to a cottage next to the lake somewhere in the mountains. We will spend most of the time out door. My younger brother Timmy will probably go fishing with my daddy George. My older sister Pam will most likely enjoy sunbathing with my aunt Sue. I will have plenty of time to explore the neighborhood.”
“Wow, sounds like a plan!”
“Yeah, my mum prepared a treasure hunt for me. She drew two pictures of wildflowers. Then she took scissors and cut each of them into four smaller pieces. She will hide them in the woods. I will have to follow the hints and find them. Then I will have to put them together properly. Only if I do so, I will get
65
a clue where I can search for a collection of special coins. It’s going to be awesome!”
“Hush!” says Peter. “There’s a hedgehog under a pear tree!”
They approach slowly and quietly because they do not want to frighten it away. There are bees buzzing around it. They observe it for a little while. It’s so cute that they wish they could touch it but they don’t dare. Besides they have to go to their Geography lesson.
66
PRILOGA 3
Priloga 3 je sestavljena iz treh delov. V prvem predstavimo tiste angleške glasove in tiste njihove pisne ustreznice, za katere menimo, da jih je smiselno obravnavati na začetni stopnji opismenjevanja v angleščini kot tujem jeziku. Nabor angleških glasov in njihovih pisnih ustreznic smo pridobili v delovnem zvezku za razvijanje opismenjevanja v angleščini kot tujem jeziku Sounds and Letters (2011b) ter ga nekoliko priredili. Te glasove predstavimo v vrstnem redu, za katerega menimo, da ga je pri njihovi obravnavi smiselno upoštevati.
V drugem delu priloge predstavimo primere besedil in dejavnosti za obravnavo posameznih angleških glasov in njihovih pisnih ustreznic.
Obravnavo vseh predstavljenih besedil in izvedbo vseh dejavnosti v zvezi z besedili smo preizkusili ter prepoznali kot učinkovite. Večino besedil in idej za njihovo obravnavo smo pridobili v delovnem zvezku in priročniku k delovnemu zvezku za razvijanje opismenjevanja v angleščini kot tujem jeziku Sounds and Letters (2011a in 2011b), del smo jih pridobili na spletu, nekaj pa smo si jih izmislili. Nekatera besedila in dejavnosti smo iz navedenih virov povzeli dobesedno, druga smo priredili.
V tretjem delu priloge predstavimo ideje za igre, ki so se v praksi izkazale kot odličen način za vajo in utrjevanje znanja povezav med angleškimi glasovi in njihovimi pisnimi ustreznicami, ki smo jih predhodno obravnavali. Zamisli za igre smo pridobili v delovnem zvezku in priročniku k delovnemu zvezku za razvijanje opismenjevanja v angleščini kot tujem jeziku Sounds and Letters (2011a in 2011b), v knjigah Pronunciation games (1995) in Primary Pronunciation Box (2005), na pedagoških vajah dr. Mateje Dagarin Fojkar ter z lastno domišljijo. Vse igre smo priredili tako, da so ustrezale stopnji znanja učencev.
67
1) ANGLEŠKI GLASOVI IN NJIHOVE PISNE USTREZNICE
Angleški
glasovi Zapišemo jih lahko različno.
Znak za
/š/ fish, parachute, stamp collection ʃ
/č/ cheese, witch, picture ʧ
68
/ei/ snake, train, play, eight, grey, break ei
/au/ mouse, cow aƱ
kratki /i/ ship, baby, eleven i
dolgi /i/ bee, eat, thief, Peter i:
kratki /e/ pen, head e
poseben
glas cat æ
poseben
glas thin, bath θ
poseben
glas this, that ð
poseben
glas girl, church, Germany, worm З:
kratki /u/ cookie, sugar Ʊ
dolgi /u/ moon, blue, June, you u:
/dž/ jeans, pigeon, bridge dʒ
/ž/ television, garage, treasure ʒ
kratki /a/ money, butter, touch Ʌ
dolgi /a/ car, aunt a:
/w/ whale, world w
Preglednica 4: Angleški glasovi in njihove pisne ustreznice (Dagarin Fojkar,