"Yesterday I met the biggest ice cream and drinked the biggest coke of my life" are there differences in the competence of English grammar between CLIL students and non-CLIL students?

CLIL (Content and Language Integrated Learning) opetusmenetelmässä oppilaiden vieraan kielen kehityksen on huomattu olevan nopeampaa kuin ei-CLIL oppilaiden. Vieraan kielen käyttö opetuksessa tarkoittaa, että vieras kieli ei ole oppimisen kohde vaan oppimisen väline. Oppilaat oppivat kieltä käyttämä...

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Main Author: Mäkinen, Mirva
Other Authors: Humanistinen tiedekunta, Kasvatustieteiden tiedekunta, Faculty of Humanities, Faculty of Education, Kielten laitos, Opettajankoulutuslaitos, Department of Languages, Department of Teacher Education, University of Jyväskylä, Jyväskylän yliopisto
Format: Master's thesis
Language:eng
Published: 2010
Subjects:
Online Access: https://jyx.jyu.fi/handle/123456789/23041
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author Mäkinen, Mirva
author2 Humanistinen tiedekunta Kasvatustieteiden tiedekunta Faculty of Humanities Faculty of Education Kielten laitos Opettajankoulutuslaitos Department of Languages Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto
author_facet Mäkinen, Mirva Humanistinen tiedekunta Kasvatustieteiden tiedekunta Faculty of Humanities Faculty of Education Kielten laitos Opettajankoulutuslaitos Department of Languages Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto Mäkinen, Mirva Humanistinen tiedekunta Kasvatustieteiden tiedekunta Faculty of Humanities Faculty of Education Kielten laitos Opettajankoulutuslaitos Department of Languages Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto
author_sort Mäkinen, Mirva
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description CLIL (Content and Language Integrated Learning) opetusmenetelmässä oppilaiden vieraan kielen kehityksen on huomattu olevan nopeampaa kuin ei-CLIL oppilaiden. Vieraan kielen käyttö opetuksessa tarkoittaa, että vieras kieli ei ole oppimisen kohde vaan oppimisen väline. Oppilaat oppivat kieltä käyttämällä tätä kouluaineen opiskelussa. CLIL menetelmän positiivisia puolia ovat, että oppilaan vieraan kielen kommunikatiiviset taidot kehittyvät ja sanavarasto kasvaa. Kieliopin kehityksestä CLIL opetuksessa ei ole vielä laajoja tutkimuksia. Kieliopin kehittymistä CLIL opetuksessa on kritisoitu, koska opetuksen pääpaino ei ole kielen oppimisessa. Tutkielman tarkoituksena on selvittää eroavatko kuudesluokkalaisten CLIL oppilaiden englannin kielioppitaidot normaalissa englanninopetuksessa olevien oppilaiden kielioppitaidoista. Tutkimus toteutettiin kielioppitestin avulla, jonka teki yhteensä 122 oppilasta. Tutkimuksen tarkastelun kohteena on englannin apuverbien do, does käyttö, kolmannen persoonan s-päätteen käyttö, epämääräisen ja määräisen artikkelin käyttö, imperfektin tunnistus ja sen käyttö, futuurin ja konditionaalin tunnistus ja persoonapronomien käyttö. Tutkimuksessa tarkastellaan onko CLIL ja ei-CLIL oppilaiden välillä eroja englannin kielen kielioppitaidoissa ja jos eroja ilmenee, minkälaisia eroja tutkimuksen mukaan oppilaiden välillä on ja missä kieliopin eri alueilla. Tämän tutkimuksen mukaan CLIL oppilaiden englannin kielioppitaidot ovat ei-CLIL oppilaisiin verrattuina paremmat. Tutkimuksen mukaan CLIL oppilaat päihittävät ei-CLIL oppilaat kielioppitestin kaikilla osa-alueilla, joten voidaan sanoa, että CLIL opetusmenetelmä vaikuttaa positiivisesti kieliopin kehittymiseen. CLIL menetelmän käyttöä tulisi tutkia lisää. Tarvittaisiin lisätietoa vieraan kielen kehityksestä sekä tämän vaikutuksista äidinkielen kehittymiseen.
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Vieraan kielen k\u00e4ytt\u00f6 opetuksessa tarkoittaa, ett\u00e4 vieras kieli ei ole oppimisen kohde vaan oppimisen v\u00e4line. Oppilaat oppivat kielt\u00e4 k\u00e4ytt\u00e4m\u00e4ll\u00e4 t\u00e4t\u00e4 kouluaineen opiskelussa. CLIL menetelm\u00e4n positiivisia puolia ovat, ett\u00e4 oppilaan vieraan kielen kommunikatiiviset taidot kehittyv\u00e4t ja sanavarasto kasvaa. Kieliopin kehityksest\u00e4 CLIL opetuksessa ei ole viel\u00e4 laajoja tutkimuksia. Kieliopin kehittymist\u00e4 CLIL opetuksessa on kritisoitu, koska opetuksen p\u00e4\u00e4paino ei ole kielen oppimisessa. \r\nTutkielman tarkoituksena on selvitt\u00e4\u00e4 eroavatko kuudesluokkalaisten CLIL oppilaiden englannin kielioppitaidot normaalissa englanninopetuksessa olevien oppilaiden kielioppitaidoista. Tutkimus toteutettiin kielioppitestin avulla, jonka teki yhteens\u00e4 122 oppilasta. Tutkimuksen tarkastelun kohteena on englannin apuverbien do, does k\u00e4ytt\u00f6, kolmannen persoonan s-p\u00e4\u00e4tteen k\u00e4ytt\u00f6, ep\u00e4m\u00e4\u00e4r\u00e4isen ja m\u00e4\u00e4r\u00e4isen artikkelin k\u00e4ytt\u00f6, imperfektin tunnistus ja sen k\u00e4ytt\u00f6, futuurin ja konditionaalin tunnistus ja persoonapronomien k\u00e4ytt\u00f6. Tutkimuksessa tarkastellaan onko CLIL ja ei-CLIL oppilaiden v\u00e4lill\u00e4 eroja englannin kielen kielioppitaidoissa ja jos eroja ilmenee, mink\u00e4laisia eroja tutkimuksen mukaan oppilaiden v\u00e4lill\u00e4 on ja miss\u00e4 kieliopin eri alueilla. \r\nT\u00e4m\u00e4n tutkimuksen mukaan CLIL oppilaiden englannin kielioppitaidot ovat ei-CLIL oppilaisiin verrattuina paremmat. Tutkimuksen mukaan CLIL oppilaat p\u00e4ihitt\u00e4v\u00e4t ei-CLIL oppilaat kielioppitestin kaikilla osa-alueilla, joten voidaan sanoa, ett\u00e4 CLIL opetusmenetelm\u00e4 vaikuttaa positiivisesti kieliopin kehittymiseen. 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spellingShingle Mäkinen, Mirva "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students? CLIL content based learning bilingualism vieraskielinen opetus Englannin kieli Luokanopettajakoulutus English Teacher Education 301 103 kaksikielisyys
title "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students?
title_full "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students?
title_fullStr "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students? "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students?
title_full_unstemmed "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students? "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students?
title_short "Yesterday I met the biggest ice cream and drinked the biggest coke of my life"
title_sort yesterday i met the biggest ice cream and drinked the biggest coke of my life are there differences in the competence of english grammar between clil students and non clil students
title_sub are there differences in the competence of English grammar between CLIL students and non-CLIL students?
title_txtP "Yesterday I met the biggest ice cream and drinked the biggest coke of my life" : are there differences in the competence of English grammar between CLIL students and non-CLIL students?
topic CLIL content based learning bilingualism vieraskielinen opetus Englannin kieli Luokanopettajakoulutus English Teacher Education 301 103 kaksikielisyys
topic_facet 103 301 CLIL Englannin kieli English Luokanopettajakoulutus Teacher Education bilingualism content based learning kaksikielisyys vieraskielinen opetus
url https://jyx.jyu.fi/handle/123456789/23041 http://www.urn.fi/URN:NBN:fi:jyu-20103181330
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