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Tytuł:
Transitional woes: On the impact of L2 input continuity from primary to secondary school
Autorzy:
Pfenninger, Simone E.
Lendl, Johanna
Powiązania:
https://bibliotekanauki.pl/articles/780575.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL
primary school
age factor
young learners
Opis:
In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few-but crucial-aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 3; 443-469
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The ability of young learners to construct word meaning in context
Autorzy:
Butler, Yuko Goto
Powiązania:
https://bibliotekanauki.pl/articles/780673.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young learners
vocabulary
strategies
meaning construction
context
Opis:
This study examines young English readers’ ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37 English-as-a-second-language (L2) students; each group was also divided into strong and emergent readers in English. Participants were asked to read aloud paragraphs containing words unfamiliar to them in two different contextual conditions (i.e., explicit and implicit conditions), to guess the unfamiliar word meanings, and to tell a teacher how they arrived at the inferred meanings. Quantitative analyses found significant differences between strong and emergent readers in their oral fluency as well as in their ability to infer word meanings and articulate their use of metacognitive knowledge. Although significant differences were found in the ability to infer word meanings and the use of metacognitive reasoning between ME and L2 students, such differences disappeared after controlling for the size of students’ receptive vocabulary. Qualitative analyses also revealed differences in the kinds of knowledge and strategies that strong and emergent readers relied on when constructing the meaning of unknown words in both explicit and implicit contexts.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 547-578
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Very Young Learners in a Gallery of Modern Art – Opportunities Arising from the Implementation of Modern Art in Foreign Language Teaching
Autorzy:
Kamiński, Krystian
Powiązania:
https://bibliotekanauki.pl/articles/1912248.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
modern visual arts
very young learners
teaching very young learners
teaching vocabulary
intercultural competence
visuals in language teaching
Opis:
 Inviting very young learners to a gallery of modern art does not seem as an obvious didactic solution. Some may argue that children are not able to interpret modern art, and, therefore, it is not possible to use such a medium as a teaching tool. However, it all depends on the pedagogical approach and the way art is implemented during classes.            This article starts with an overview of definitions of very young learners, defining this group not only in terms of their age, but also characteristic traits. It is also to justify the use of modern art-cued visual materials as a component of language teaching and to ponder upon using elements of artistic creation to foreign language classrooms. The practical implementation of a presented solution is also discussed in the article. The ideas were used as workshops aimed at introducing very young learners to modern art as well as at acquiring new English vocabulary. Classes were carried out in one of the modern art galleries in Lublin. An example of chosen artwork and pieces created by a very young learner are shown in this article. Finally, the opportunities arising from implementing the new methodology are analysed. They are connected with linguistic development, improvement of young learners’ skills, as well as developing intercultural competence.
Źródło:
New Horizons in English Studies; 2020, 5; 63-73
2543-8980
Pojawia się w:
New Horizons in English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari?
Italian pronunciation for young Slovenian learners: What do dictionaries say about it?
Autorzy:
Grošelj, Robert
Powiązania:
https://bibliotekanauki.pl/articles/1048133.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
dictionaries for young learners
pronunciation
phonetics
phonology
Italian
Slovenian learners
Opis:
The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also featureaudio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.
Źródło:
Studia Romanica Posnaniensia; 2020, 47, 2; 47-66
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school
Autorzy:
Steinlen, Anja K.
Powiązania:
https://bibliotekanauki.pl/articles/780579.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
immersion
primary school
young learners
grammar
minority language
Opis:
Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 3; 419-442
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DIGITAL LITERACY AMONG YOUNG LEARNERS: HOW DO EFL TEACHERS AND LEARNERS VIEW ITS BENEFITS AND BARRIERS?
Autorzy:
Mudra, Heri
Powiązania:
https://bibliotekanauki.pl/articles/955382.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
digital literacy
young learners
benefits
barriers
EFL teachers
Opis:
The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of digital literacy for young learners in learning English. The benefits of digital literacy include improving young learners’ writing, reading, listening, and speaking skills, getting used to authentic materials, increasing frequency of digital technology use, enhancing online collaboration between teacher-learners and learners-learners. However, this study reports that digital literacy also has some negative impact for young learners. Problems with weak signals which affect difficult internet access still remain a problem. Contents of online digital materials are not easy for young learners to interpret and convert into simple, self-regulated information. Moreover, digital literacy tools are considered to be expensive. These barriers might be influenced by other problems such as complexity of digital literacy tools, different comprehension levels among young learners, young learners and EFL teachers’ lack of digital literacy experiences. In conclusion, the results give valuable insights in how to go about integration of digital literacy tools for young learners.
Źródło:
Teaching English with Technology; 2020, 20, 3; 3-24
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola rodzica w nauczaniu języków obcych na poziomie przedszkolnym
The role of parents in foreign language learning at pre-primary level
Autorzy:
Kowalczyk-Jaworska, Marlena
Powiązania:
https://bibliotekanauki.pl/articles/2206759.pdf
Data publikacji:
2017-04-13
Wydawca:
Akademia Humanistyczno-Ekonomiczna w Łodzi
Tematy:
very young learners
preschool
parents
foreign language learning
Opis:
Wiek rozpoczęcia obowiązkowej nauki języka obcego stopniowo się obniża zarówno w Polsce, jak i w całej Unii Europejskiej. W kilku państwach członkowskich, włączając Polskę, obowiązek ten dotyczy już dzieci uczęszczających do przedszkoli. W zaistniałej sytuacji istotne staje się badanie różnych aspektów nauczania języka obcego na tym poziomie. Celem artykułu jest skupienie się na rodzicach dzieci w wieku 3-5 lat i ich roli w tym procesie. W życiu kilkuletniego dziecka rodzic jest wzorcem różnych zachowań, stąd jego wpływ na edukację wydaje się znaczący. W tekście przedstawione zostaną wyniki ankiet przeprowadzonych wśród rodziców dzieci w wieku 3-5 lat. Omówione zostanie m.in. to, co rodzice właściwie wiedzą i myślą o procesie uczenia się języka w tak wczesnym wieku.
The age at which European children start obligatory foreign language education becomes lower and lower. In several member countries of the EU, including Poland, students begin their foreign language classes as early as preschool. Hence, it becomes crucial to research various aspects of foreign language learning at pre-primary level. Parents, who constitute one of the factors influencing the process, seem to play an important role in this age group, as they are undoubtedly role models for such young children. The aim of the article is to examine what parents of very young learners actually know and think about their children’s foreign language learning. The text will include an analysis and discussion of data obtained from questionnaires conducted among parents of children aged 3 to 5.
Źródło:
Językoznawstwo; 2017, 11; 145-153
1897-0389
2391-5137
Pojawia się w:
Językoznawstwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Game on! Young learners’ incidental language learning of English prior to instruction
Autorzy:
De Wilde, Vanessa
Eyckmans, June
Powiązania:
https://bibliotekanauki.pl/articles/780463.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
incidental language acquisition
young learners
media exposure
computer games
Opis:
In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children’s English proficiency and the learner characteristics that can be associated with it. In order to measure the children’s English proficiency, a receptive vocabulary test and a proficiency test (which measured listening skills, speaking skills, reading skills and writing skills) were used. Information about learner characteristics was gathered through two questionnaires (for children and parents). The results show that a significant proportion of the 11-year-olds can already perform tasks at the A2 level (The Common European Framework of Reference for Languages) without having had any formal instruction. The study confirms that children learn English from the input they receive through different media (especially gaming and computer use). Furthermore, the data reveal a strikingly positive attitude towards English and demonstrate that in some situations Flemish children prefer using English over their L1 with their peers.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 4; 673-694
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Task repetition and collaborative writing by EFL children: Beyond CAF measures
Autorzy:
Hidalgo, María Ángeles
Lázaro-Ibarrola, Amparo
Powiązania:
https://bibliotekanauki.pl/articles/780667.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young learners
task repetition
collaborative writing
holistic measures
CAF
Opis:
Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 501-522
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Not so individual after all: An ecological approach to age as an individual difference variable in a classroom
Autorzy:
Pfenninger, Simone E.
Powiązania:
https://bibliotekanauki.pl/articles/780659.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
age factor
context
environmental variables
young learners
individual difference
Opis:
The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset (AO). The results of several long-term classroom studies on age effects will be presented, in which I have empirically analyzed whether AO works similarly across settings and learners or whether it is influenced by characteristics of the setting and the learner—and if so, whether there are contextual variables that can help us understand why thoseoutcomes are different. Results of multilevel analyses indicate that macro-contextual factors (i.e., the wider school context) turn out to have a mediating effect on the relation between AO and L2 proficiency increase, exerting both positive and negative influences and thus suggesting that AO effects are malleable, which is what one would expect if we are dealing with an ID variable. In contrast, no such phenomenon can be observed in relation to lower contextual levels; learners within classes do not vary with regard to how sensitive they are to AO. Since the broader social environment in which learning takes place seems to be more influential than the cognitive state assumed to be a characteristic of the individual, I suggest that an ID model that assumes that age is a “fixed factor” (Ellis, 1994, p. 35) is not entirely satisfactory.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 19-46
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of teacher imagination in conceptualising the child as a second language learner
Autorzy:
Guz, Ewa
Tetiurka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/780709.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young learners
cognitive development
teacher beliefs
teacher cognition
imagination
Opis:
In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 419-439
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language Teachers’ Feedback Practices: a Comparative Study
Autorzy:
Brumen, Mihaela
Alonso-Belmonte, Isabel
Fernández Agüero, María
Zupančič, Tomaž
Powiązania:
https://bibliotekanauki.pl/articles/1969309.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
assessment
feedback comments
foreign language
teacher education
young learners
Opis:
The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication.
Źródło:
The New Educational Review; 2018, 53; 216-226
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodality of cultural content in ELT materials for young learners.
Autorzy:
Stec, Maria Dorota
Powiązania:
https://bibliotekanauki.pl/articles/783087.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
multimodality
ELT materials
cultural content
visual literacy
young learners.
Opis:
Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.   
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Parents and Educational Change – the Need for Reculturing Parents In Lowering the Starting Age of Foreign Language Learning
Autorzy:
Pižorn, Karmen
Fojkar, Mateja Dagarin
Powiązania:
https://bibliotekanauki.pl/articles/16530327.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
young learners
foreign language learning
parent and teacher attitudes
Opis:
Many countries across the world have been lowering the starting age of foreign language learning (FLL) to an earlier age. While the roles of learners and teachers have mostly been studied from a variety of perspectives, learners’ parents have often been examined for their opinions of FLL, but not as real partners who need the same amount of ‘reculturing’ as other involved stakeholders. In the presented case study, parents were involved in the planning and implementing of lowering the FLL starting age from age 9 to age 6. The results of the questionnaire and the teachers’ interviews show that ‘recultured’ parents’ attitudes to lowering the starting age can differ greatly from those of ‘non-recultured’ parents if the most important variables for the successful implementation of an educational change have been fulfilled. The ‘recultured’ parents’ model can be of great help to decision makers and other stakeholders involved in teaching foreign languages.
Źródło:
The New Educational Review; 2013, 34; 63-73
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Importance and Chosen Techniques of Teaching Very Young Learners to Write in English
Autorzy:
BABIARZ, MIROSŁAW
ZAPAŁA-KRAJ, MARTA
Powiązania:
https://bibliotekanauki.pl/articles/456939.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski
Tematy:
Very young learners
teaching, writing
techniques
atmosphere
mind-maps
tracing
Opis:
The aim of the following paper is to introduce the aspect of teaching writing to very young pupils. The paper briefly presents the characteristics of young learners, together with their needs and requirements – mostly referring to the teachers of English. The paper was based on author’s own experiences as the former teacher of very young and young students and so, it points out some useful techniques as well as personal observations rooted in the theory of methodology, which were successful in teaching English to that particular age group.
Źródło:
Edukacja-Technika-Informatyka; 2019, 10, 1; 48-55
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
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