The survey sample included students of primary education and preschool education, who were given the poem Učenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character’s personality and appearance, the literary space, and other factors. In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. For further studies, reading exercises and phonemic awareness in reading activities should be paid intention with giving students with various reading texts to train them comprehend EFL texts. The low achievement is affected by some reading difficulties such as low reading exercises, unwilling to read out loud, low reading skills, low vocabulary, low phonemic awareness, low reading strategies, and low grammatical competence. Based on the result of analysis, this study showed that students have low reading achievement at secondary level. The data collected then are analyzed in stages, namely data condensation, data display, and data conclusion. This study is categorized as qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and group discussions. This study aims to explore students’ abilities and difficulties in comprehending English reading texts as secondary level. Unfortunately, most language learners in all level have low skills and high difficulties to acquire reading skills. The timely acquisition of this competence has a crucial effect for language learners. Reading comprehension in the EFL context requires abilities not only linguistic competences but also reading strategies. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation. The case study was completed in five weeks. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. In visual art classes, the pupils learned about the visual features of the picture book. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. The visual aspect, which equally carries a message, is often neglected. A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual).
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