Teachers\u27 views and opinions on the inclusion of songs in the english lessons in the first triad of primary school

Povezovanje glasbe in tujega jezika se je že v mnogih raziskavah izkazalo za učinkovito in prav zato veliko učiteljev v pouk angleščine vključuje pesmi. Glasba pozitivno vpliva na počutje učencev v razredu, čeprav je lahko učenje drugega jezika za nekatere precej stresno. Glasba ima dober vpliv tudi na učenje tujega jezika – vpliva na boljšo izgovarjavo besed v tujem jeziku, pomnjenje, motivacijo … Če učitelj v pouk vključi kakovostne pesmi, ki jih dopolni še z drugimi učinkovitimi metodami (npr. s popolnim telesnim odzivom oz. TPR), lahko zelo izboljša proces učenja. Prav zaradi tega je pomembno, da kot učitelji poiščemo kakovostne pesmi ter jih premišljeno vključimo v svoje poučevanje. V magistrskem delu smo raziskali, kakšno mnenje imajo učitelji angleščine o vključevanju pesmi v pouk angleščine v 1. vzgojno-izobraževalnem obdobju. Želeli smo ugotoviti, kako pogosto in na kakšen način učitelji vključujejo pesmi v pouk angleščine, katere vrste pesmi najpogosteje vključujejo v pouk, kako vpeljejo pesem v učno uro, kako usposobljene se čutijo za vključevanje pesmi ter s katerimi težavami se srečujejo pri tem procesu. Zanimalo nas je tudi, kako so pesmi vključevali v šolanje na daljavo v času epidemije covid-19. Mnenja in stališča učiteljev smo raziskovali s kvantitativno raziskavo. Ugotovili smo, da imajo učitelji do uporabe pesmi pri pouku angleščine v 1. vzgojno-izobraževalnem obdobju pozitiven odnos. Vsi vprašani pesmi v pouk angleščine vključujejo vsaj enkrat na mesec. V času šolanja na daljavo zaradi epidemije covid-19 pa so v povprečju pesmi manj pogosto vključevali v učne ure. Ugotovili smo, da se učitelji v povprečju počutijo srednje usposobljene za poučevanje pesmi pri pouku angleščine. Z magistrskim delom smo želeli spodbuditi učitelje k vključevanju pesmi v pouk tujega jezika. Rezultati raziskave bodo pripomogli k razvoju didaktike angleščine in prilagoditvi izobraževanj za prihodnje učitelje angleščine na razredni stopnji.Second language can be quite stressful for some, music has a positive effect on students in the classroom. Music also has a positive effect on learning an L2 ¬– it helps with better pronunciation, memorisation, motivation, etc. If a teacher includes quality songs in the classroom, complemented by other effective methods (e.g. Total Physical Response or TPR), it can make a big difference in the learning process. It is therefore important for us as teachers to seek out quality songs and incorporate them thoughtfully into our teaching. In this master thesis, we investigated how ESL teachers feel about the inclusion of songs in their lessons in the first three years of primary education. We wanted to find out how often and in what ways they include songs in their lessons, which types of songs they most often choose, how they introduce them into their lessons, how qualified they feel to include them, and what difficulties they encounter. We were also interested in how they integrated songs into online learning during the Covid-19 epidemic. The teachers\u27 opinions and views were explored through a quantitative survey. We found that they had a positive attitude towards the use of songs in ESL teaching in early primary education. All respondents include songs in their lessons at least once a month. However, during the period of distance learning due to the Covid-19 epidemic, on average, teachers included songs in lessons less frequently. We found that teachers on average feel moderately qualified to teach songs in English lessons. With this master thesis, we wanted to encourage teachers to include songs in foreign language lessons. The results of the research will contribute to the development of English didactics and to the adaptation of training for future teachers of English at primary level