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[{"key": "dc.contributor.advisor", "value": "Kalaja, Paula", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Saarelainen, Aino", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2016-10-30T18:14:14Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2016-10-30T18:14:14Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2016", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1579094", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/51721", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tieto foneemisten aakkosten hallinnan tasosta on olennaista, koska suullinen viestint\u00e4 on t\u00e4rke\u00e4ss\u00e4 osassa opetussuunnitelmissa ja koska foneemisiin aakkosiin perustuvan opetusmetodin on todettu korjaavan v\u00e4\u00e4rink\u00e4sityksi\u00e4 kielen lausumisessa. Aiempi tutkimus on keskittynyt tutkimaan, millaiset \u00e4\u00e4nt\u00e4misongelmat ovat tyypillisi\u00e4 suomalaisille ja kuinka erilaisia lausumismalleja voidaan k\u00e4ytt\u00e4\u00e4 englannin opetuksessa. Aiemmin ei ole kuitenkaan tutkittu sit\u00e4, miten paljon ja mill\u00e4 tavoin lausumista opetetaan ja miten hyvin kirjoissa esiintyvi\u00e4 foneemisia merkkej\u00e4 on hy\u00f6dynnetty lukiotasolla.\r\nTutkimuksessa etsittiin vastausta siihen, pit\u00e4v\u00e4tk\u00f6 opiskelijat puhumista ja \u00e4\u00e4nt\u00e4mist\u00e4 t\u00e4rke\u00e4mp\u00e4n\u00e4 kuin kirjoittamista ja oikeinkirjoitusta. Tutkimuksessa selvitettiin my\u00f6s, kuinka paljon opiskelijoiden oman kokemuksen mukaan heille on opetettu \u00e4\u00e4nt\u00e4mist\u00e4. Kolmantena tutkimuksessa haluttiin selvitt\u00e4\u00e4, kuinka hyvin lukiolaiset tunnistavat foneemisia symboleita ja niill\u00e4 tehty\u00e4 tarkekirjoitusta. Tutkimus suoritettiin kyselylomakkeella. Kysely teetettiin Keski-Suomessa kuudessa koulussa oppitunneilla vuonna 2014. Opiskelijoiden vastauksia tulkittiin hy\u00f6dynt\u00e4m\u00e4ll\u00e4 analyysissa p\u00e4\u00e4osin prosentteja ja keskiarvoja.\r\nTutkimuksessa selvisi, ett\u00e4 opiskelijat pit\u00e4v\u00e4t puhumista ja oikein lausumista t\u00e4rke\u00e4mp\u00e4n\u00e4 kuin kirjoittamista ja oikeinkirjoitusta. Lis\u00e4ksi tutkimustulos kertoo \u00e4\u00e4nt\u00e4misen opetuksen v\u00e4hentyv\u00e4n alakoulusta lukioon vaikka \u00e4\u00e4nt\u00e4mist\u00e4 opetettiinkin eniten yl\u00e4asteella. Tutkimuksessa listattujen \u00e4\u00e4nt\u00e4misen opetustapojen k\u00e4ytt\u00f6 v\u00e4hentyi opetussuunnitelmaa noudattaen alakoulusta lukioon.\r\nOpiskelijat pystyv\u00e4t tunnistamaan foneemisia symboleita ja tarkekirjoitusta jossain m\u00e4\u00e4rin vaikka suomen foneemi-grafeemisuhde tekee siit\u00e4 haastavaa. Selke\u00e4sti parhaiten foneemeista tunnistettiin sek\u00e4 itsen\u00e4isin\u00e4 foneemeina ett\u00e4 tarkekirjoituksen sis\u00e4ll\u00e4 ne foneemit, jotka ulkon\u00e4\u00f6llisesti muistuttivat eniten grafeemeja. Tutkimuksessa selvisi my\u00f6s, ett\u00e4 foneemien tunnistamisessa on lukiolaisten v\u00e4lill\u00e4 suuria eroja.\r\nTulevaisuudessa tulisi tutkia mm. sit\u00e4, mit\u00e4 tarkekirjoitustapaa oppikirjat k\u00e4ytt\u00e4v\u00e4t ja mill\u00e4 eri tavoilla niit\u00e4 opetetaan. Foneemien k\u00e4ytt\u00f6\u00e4 \u00e4\u00e4nt\u00e4misen opetuksessa my\u00f6s oppitunneilla tulisi tutkia viel\u00e4 lis\u00e4\u00e4, jotta saataisiin selville, kuinka paljon symboleita todellisuudessa k\u00e4ytet\u00e4\u00e4n ja kuinka paljon vaihtelua on esimerkiksi eri luokka-asteiden v\u00e4lill\u00e4. Lis\u00e4ksi symbolien k\u00e4yt\u00f6n hy\u00f6tyjen ja haittojen tutkimusta tarvitaan lis\u00e4\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Aino Saarelainen (ailesaar) on 2016-10-30 18:14:13.355479. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2016-10-30T18:14:13Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201610304498.pdf: 2244027 bytes, checksum: 2db9074d67cb6827b9e02b7100e365c6 (MD5)\r\nlicense.html: 4840 bytes, checksum: 703f01c3956667b84ea710a213c9487d (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2016-10-30T18:14:14Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201610304498.pdf: 2244027 bytes, checksum: 2db9074d67cb6827b9e02b7100e365c6 (MD5)\r\nlicense.html: 4840 bytes, checksum: 703f01c3956667b84ea710a213c9487d (MD5)\r\n Previous issue date: 2016", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (105 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "Kielen oppiminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": 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