Razvoj vještine govorenja na stranom jeziku: studija slučaja

The aim of the study presented in this thesis was to find out if young learners of English as the first foreign language at around 10 years of age could successfully participate in speaking tasks at level A1 from Cambridge Assessment English (2018b). Thus, speaking skills of two female high achievers in English were examined. The participants were interviewed and their performance quantitatively and qualitatively analysed. Their speech production was assessed according to Cambridge Assessment English (2018a) scale for A1 Movers Speaking Test. The participants’ speech produced during task performance (i.e., the interview) was audio recorded, transcribed and analysed, which led to a better understanding and interpretation of the participants’ quantitative results. This qualitative analysis included measures of complexity, accuracy and fluency. The results of this mixed-methods study showed that both participants were almost equally successful in completion of the speaking tasks. However, one participant performed slightly better than the other and the sources of this difference were revealed in the subsequent qualitative analyses. Implications of the findings are discussed with reference to expected outcomes of early EFL programmes in formal contexts.Cilj provedenog istraživanja u sklopu ovoga diplomskog rada je saznati mogu li učenici engleskog kao stranog jezika u dobi od 10 godina uspješno rješavati Cambridge Assessment English (2018b) test govorenja na razini A1. Stoga, ispitane su govorne sposobnosti u engleskom jeziku dviju izvrsnih učenica. Njihova je govorna produkcija ocijenjena prema Cambridge Assessment English (2018a) skali za A1 Movers test govorenja. Govor ispitanica, proizveden tijekom testa govorenja (tj. intervjua), snimljen je tonski, transkribiran te analiziran što doprinosi boljem razumijevanju i interpretaciji kvantitativnih rezultata. Kvalitativna analiza provedena je mjerama kompleksnosti, točnosti i tečnosti. Rezultati ove studije slučaja, u kojoj je primjenjena kvalitativno-kvantitativna metodologija, pokazali su gotovo jednaku uspješnost ispitanica na testu govorenja. Ipak, jedna od ispitanica pokazala je nešto bolje govorne sposobnosti pa je na razlike između ispitanica ukazala naknadna kvalitativna analiza. Implikacije dobivenih rezultata raspravljene su s obzirom na očekivane ishode u ranom učenju engleskoga jezika u sklopu formalnog obrazovanja