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[{"key": "dc.contributor.advisor", "value": "Kyt\u00f6l\u00e4, Samu", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "M\u00e5rd-Miettinen, Karita", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Smedberg, Johanna", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-06-21T09:40:02Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-06-21T09:40:02Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/87993", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suomen hallitus linjasi vuonna 2018, ett\u00e4 ensimm\u00e4isen vieraan kielen tai toisen kotimaisen kielen opiskelu aloitetaan kaikissa Suomen peruskouluissa jo ensimm\u00e4isell\u00e4 luokalla vuoden 2020 alusta l\u00e4htien. Ennen vuotta 2020 ensimm\u00e4ist\u00e4 vierasta tai toista kotimaista kielt\u00e4 alettiin tavallisesti opiskella kolmannella luokalla. Muutoksen taustalla olivat aiemmat tutkimustulokset, joiden perusteella varhennetulla kielenopetuksella voidaan edist\u00e4\u00e4 oppilaiden motivaatiota ja positiivisia asenteita kielten opiskelua kohtaan.\n\nT\u00e4ss\u00e4 tutkimuksessa tarkastellaan ensimm\u00e4isell\u00e4 luokalla englannin kielen opiskelun aloittaneiden, toista luokkaa k\u00e4yvien oppilaiden k\u00e4sityksi\u00e4 englannin kielest\u00e4 ja englannin oppimisesta. Tutkimuksen teoreettisena l\u00e4ht\u00f6kohtana toimivat dialogiset ja sosiokulttuuriset n\u00e4k\u00f6kulmat kieli- ja oppimisk\u00e4sityksiin (learner beliefs). Tutkimuksen aineisto on ker\u00e4tty osana Opetushallituksen rahoittamaa, Jyv\u00e4skyl\u00e4n yliopiston ja \u00c5bo Akademin yhteisty\u00f6ss\u00e4 toteuttamaa Varhennetun kielenopetuksen seurantatutkimusta syksyll\u00e4 2020 ja kev\u00e4\u00e4ll\u00e4 2021. Aineisto sis\u00e4lt\u00e4\u00e4 106 haastattelua, jotka analysoitiin temaattisen sis\u00e4ll\u00f6nanalyysin keinoin. Lis\u00e4ksi oppilaiden erilaisten taustatekij\u00f6iden, kuten heid\u00e4n vapaa-ajan englannin k\u00e4ytt\u00f6ns\u00e4 mahdollisia yhteyksi\u00e4 kielik\u00e4sityksiin tarkasteltiin m\u00e4\u00e4r\u00e4llisesti.\n\nTutkimuksen mukaan oppilaat k\u00e4sittiv\u00e4t englannin kielen suullisen kommunikaation v\u00e4lineen\u00e4, jota tarvitaan erityisesti kaukaisissa konteksteissa, kuten ulkomaille matkustaessa tai joskus tulevaisuudessa, ei niink\u00e4\u00e4n viel\u00e4 nykyhetkess\u00e4. Englantiin ja sen oppimiseen suhtauduttiin p\u00e4\u00e4asiassa positiivisesti. Suomen ja englannin kielet k\u00e4sitettiin monin tavoin toisistaan eroavina, mutta niiss\u00e4 n\u00e4htiin my\u00f6s joitakin yht\u00e4l\u00e4isyyksi\u00e4. Sek\u00e4 eroissa ett\u00e4 yht\u00e4l\u00e4isyyksiss\u00e4 korostui sanaston rooli. Oppilaiden sukupuolella, heid\u00e4n englannin osaamisellaan ennen kouluik\u00e4\u00e4 tai heid\u00e4n englannin kielen k\u00e4yt\u00f6ll\u00e4\u00e4n vapaa-ajalla ei havaittu olevan tilastollisesti merkitsev\u00e4\u00e4 yhteytt\u00e4 heid\u00e4n kielik\u00e4sityksiins\u00e4, joskin joitakin pieni\u00e4 eroja ryhmien v\u00e4lill\u00e4 oli havaittavissa. Vanhempien tarjoamalla tuella englannin k\u00e4ytt\u00f6\u00f6n ja oppimiseen puolestaan havaittiin olevan tilastollisesti merkitsev\u00e4 yhteys englannin kieleen ja sen oppimiseen liittyviin positiivisiin tunteisiin. Ne, jotka saivat enemm\u00e4n tukea vanhemmiltaan, kokivat enemm\u00e4n positiivisia tunteita englantia ja sen oppimista kohtaan. Jatkotutkimuksissa voitaisiin selvitt\u00e4\u00e4 muiden taustatekij\u00f6iden mahdollisia yhteyksi\u00e4 kielik\u00e4sityksiin, kielik\u00e4sitysten pysyvyytt\u00e4 ajan my\u00f6t\u00e4 sek\u00e4 kielik\u00e4sitysten ja oppimistulosten suhdetta.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Due to a proposal made by the Finnish Government in 2018, all Finnish elementary schoolers have begun learning their first foreign language or the second national language in the first grade from the beginning of the year 2020 onwards. Before the year 2020, pupils usually started studying their first foreign language or the second national language in the third grade. The reasons behind the change include efforts to increase pupils\u2019 motivation and positive attitudes towards learning foreign languages, which are based on prior research into Early Language Teaching.\n\nThe present study examines the beliefs that Finnish second grade pupils hold about the English language and learning English. The study participants started learning English as a foreign language at school in the first grade. The theoretical background of the study is based on dialogical and sociocultural approaches to learner beliefs. The data used in the present study was originally collected for the Varhennetun kielenopetuksen seurantatutkimus (A follow-up study on early language teaching) project during the autumn of 2020 and the spring of 2021. The data consists of 106 interviews that were analysed using thematic content analysis. In addition, possible connections between the pupils\u2019 background factors and their English-related beliefs were analysed quantitatively.\n\nAccording to the findings, second graders view English as a tool for spoken communication which is needed particularly in remote contexts, such as travelling abroad or in working life as an adult. The English language and learning English were mainly viewed positively. The Finnish and English languages were seen as different in many ways, but some similarities between them were also found. The role of vocabulary was emphasised in both the differences and similarities. No statistically significant connections were found between the participants\u2019 English related beliefs and their gender, their self-reported level of English skills before school age or their English use in free time. However, the support offered by parents regarding English learning was found to be a statistically significant factor in terms of positive emotions towards English: those with more support from parents seem to experience more positive emotions towards learning English. In future studies, the possible connections between learners\u2019 other out-of-school background factors and their English related beliefs could be explored. Moreover, the stability of learner beliefs over time as well as the relationship between beliefs and learning achievements could be studied.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-06-21T09:40:02Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-06-21T09:40:02Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "69", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "early language learning", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "early language teaching", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "English as a foreign language", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "learner beliefs", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "factors affecting beliefs", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kielik\u00e4sitykset", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "varhainen kieltenopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Finnish 2nd graders' beliefs about the English language and learning English", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202306214043", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Humanistis-yhteiskuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Humanities and Social Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Kieli- ja viestint\u00e4tieteiden laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Language and Communication Studies", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Englannin kieli", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "English", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "301", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "uskomukset", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "k\u00e4sitykset", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "englannin kieli", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kielen oppiminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "alakoulu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "beliefs", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "conceptions", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "English language", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "language learning", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lower comprehensive school", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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