Stručni rad
https://doi.org/10.15516/cje.v19i0.2439
French Children's Literature and Introduction to Reading Skills
Iva Šarić
; National Institute for Oriental Languages and Civilisations, Europe Department
Renata Nell Vidatić
; Kindergarten Siget
Sažetak
It is well known that literary texts used in teaching (both of mother tongue and foreign languages) allow the learners to develop all four language skills. Regarding the foreign languages, CEFR anticipates reading of original literary texts only at C1 and C2 levels. This paper will present the research carried out in a small and heterogeneous group (by age and by prior leaning) of preschool- and school-aged children, who were introduced to reading skills in the French language classes, for which a special teaching method was devised. The starting point of classes was based on the original children’s literature texts and informal learning stemming from everyday activities connected to family or leisure, with special accent on play, particularly because of its positive effects on children’s motivation for reading. From the teacher’s perspective, special attention was paid to the selection of children’s literature texts (with the objective not only to introduce the dominant literary, linguistic and cultural codes to the learners but also to develop a sense of relevance and joy while reading), and establishing learning objectives and outcomes. The issued evaluations showed that the classes which closely connect the decoding of text on grapho-phonemic level to literary texts and its understanding while relying on ludic activities allow the learners to acquire expected competences at a high level.
Ključne riječi
French language; informal learning; ludic activities
Hrčak ID:
184044
URI
Datum izdavanja:
27.4.2017.
Posjeta: 2.118 *