Naslov
The role of creative didactic games in the process of language and culture learning

Autori
Aladrović Slovaček, Katarina ; Igić, Ivan ; Trninić, Ana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Jezik in kultura / Mikolič, Vesna ; Cavaion, Irina M. - Koper, 2017, 90-91

Skup
Jezik in kultura

Mjesto i datum
Koper, Slovenija, 28.10.2017. - 29.10.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Croatian language, didactic games, language games

Sažetak
In the process of early language learning the emphasis is placed on the development of communicative competence, i.e. learning a language using concrete examples from student's everyday life. In the Croatian education system the process of early language learning includes two stages: first educational stage includes students from the first to the second grade (lower primary school), while the second educational stage includes students in the fifth and sixth grade of primary school (higher primary school). Since children in this stage (to the age of 12) are in a concrete operational stage (Piaget, 1977) it is necessary for them to be taught a language on the basis of concrete examples and one of good strategies for that is definitely introducing creative didactic games. Games are immanent or innate to children, and children learn faster and easier through play and in games, they remember more information, time passes faster and they feel comfortable. Every game can become a creative and didactic activity if we adjust its content and objectives. Also, if the content or media is language, it becomes a language game. Since the game is also determined by culture, through play children learn something about their own culture or different cultures which depends on the language they are taught. That is the reason why research in six different primary schools in The Republic of Croatia was conducted, and it researched the role of language games in Croatian language teaching and their influence on the success in mastering grammar and orthography. Also, we measured the attitudes of students (N = 300) and teachers (N = 100) about games as a teaching strategy, its use in Croatian language teaching (mother tongue), and the need for its implementation in teaching. As a result, students who learned through games had more success, and that students like learn through play, but teachers mostly don’t use language games in Croatian language teaching. It is such results that show that implementation of didactic creative language games in Croatian language teaching will increase student’s success and motivation.

Izvorni jezik
Engleski

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