Izvorni znanstveni članak
https://doi.org/10.15516/cje.v19i0.2434
Influence of Language Games on Functional Literacy of Younger School-Age Children
Katarina Aladrović Slovaček
; Faculty of Teacher Education University of Zagreb
Anita Skrbin
; Faculty of Teacher Education University of Zagreb
Lucija Stepanić
; Faculty of Teacher Education University of Zagreb
Ljiljana Varjačić
; Faculty of Teacher Education University of Zagreb
Sažetak
The fundamental goal of Croatian language teaching in primary school is to develop the language and communicative competence, i.e. to develop functional literacy (National Curriculum, 2006). Precisely for this reason, Croatian language teaching should encourage the development of literacy in an interesting and creative manner. Creativity is a fundamental human potential that can be enhanced by stimulating creative thinking systematically throughout the educational process and at all ages. If it is to be achieved in a language class, creativity has to be encouraged through a teaching accompanied not only by interesting manners and sources but also by an unconventional and original approach that will require the pupil to be open, curious and critical. This is why the aim of this study is to investigate the influence of language games, as a creative form of teaching, on the development of literacy in Croatian language class. Participants in the research were third and fourth grade pupils (N = 140), divided into two groups, the control and the experimental group. The experimental group was presented with a class consisting of three language games, the aim of which was to stimulate literacy. The results of both groups were compared, as well as the pupils’ attitude towards Croatian language and school in general. The results showed that the participants like Croatian language, but they dislike school in general and that in Croatian language class games are played only sometimes though everybody likes playing because it makes learning more interesting. Girls had a more positive attitude towards Croatian language content than boys, while third grade pupils had a more positive attitude than fourth grade pupils. Pupils in the experimental group showed a better attitude towards Croatian language as a school subject as well as better results in the tests of knowledge. The results of the experimental group prove that it is important to use more language games, as a creative tool of teaching literacy, as often as possible in Croatian language class.
Ključne riječi
creative thinking; early learning of Croatian language; functional literacy; language games
Hrčak ID:
184039
URI
Datum izdavanja:
27.4.2017.
Posjeta: 2.137 *