Year 5 primary school students\u27 attitudes towards English reading badge

Branje ima velik pomen v vsakdanjem življenju in tudi pri učenju. Pogost problem pri učenju branja tako v maternem, kot tudi v tujem jeziku je, da učenci ne berejo radi. Kot rešitev sem predlagala ekstenzivni bralni pristop k poučevanju in učenju branja v tujem jeziku. Utemeljila sem ga z ugotovitvami številnih raziskav, ki so pokazale, da so učenci, ki so bili udeleženi v programih ekstenzivnega branja, napredovali na več področjih tujejezikovnega znanja in bralnih spretnosti. V Sloveniji ta pristop ni uveljavljen. Najbolj množično poteka v obliki bralne značke. Zato sem raziskala, na kakšen način poteka sodelovanje učencev petega razreda v programu angleške bralne značke in kakšen je njihov odnos do le-tega. V raziskavo je bilo vključenih 209 učencev in učenk 5. razreda, ki so v šolskem letu 2015/16 sodelovali na tekmovanju za EPI angleško bralno značko. Ugotovila sem, da je njihov odnos do branja v angleškem jeziku in do angleške bralne značke pozitiven. Učence za sodelovanje na tekmovanju najpogosteje motivira to, da radi berejo v angleškem jeziku. Knjige za angleško bralno značko berejo v skladu z načeli ekstenzivnega branja: najpogosteje berejo doma, samostojnopomen neznanih besed najpogosteje skušajo ugotoviti iz konteksta ter najraje berejo leposlovje. Rezultati so med učenci 5. razreda glede na spol pokazali statistično pomembne razlike v tem, kateri žanr knjig za angleško bralno značko jim je bil najbolj všeč. Ugotovila sem tudi, da so učenke 5. razreda uspešnejše od učencev 5. razreda na preizkusu iz angleške bralne značke, in da so učenci 5. razreda, ki so imeli boljšo zaključno oceno pri angleščini, dosegali boljše rezultate na preizkusu iz angleške bralne značke.Reading is very important in everyday life and in learning. A common problem in learning to read in mother tongue and in a foreign language as well is that students do not like to read. As a solution to this problem, I have suggested an extensive reading approach for learning a foreign language. I have supported the proposal with the findings of many researches, which have shown that learners who have been involved in extensive reading programes have shown progress in multiple areas of foreign language proficiency and reading skills. The extensive reading approach is not widespread in Slovenia. Extensive reading in our country is most common in the form of the English reading badge competition. That is why the aim of my research was to find out how year 5 students cooperate in the English reading badge competition and what their attitudes towards the program are. The survey encompasses 209 year 5 students who have been included in the EPI reading badge competition in school year 2015/16. The results have shown learners\u27 positive attitudes towards reading in English and towards the competition. The most commonly listed reason for enrolling in the program was that the students like to read books in English. They read them in a manner that extensive reading should be done: individually, at home, they try to guess the meaning of unknown words from the context and they prefer to read fiction. Results have shown statistically significant differences between girls and boys in in the genre of the books they liked the most. The results also conveyed that girls are more successful at the reading badge test than boys. The learners who had better grades in English have achieved more points on the test as well