Vocabulary Development in Early Language Education

2020 ◽  
pp. 1-26
Author(s):  
He Sun ◽  
Bin Yin
Keyword(s):  
Vocabulary Development ◽  
Language Education ◽  
Early Language

scholarly journals Personal experiencing of spoken English by Poles

2017 ◽  
Vol 36 (1) ◽  
pp. 33-41
Author(s):  
Michał Daszkiewicz
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Language Learning ◽  
Early Education ◽  
Teaching Method ◽  
Language Education ◽  
Positive Outcome ◽  
Early Language ◽  
Spoken English ◽  
Teaching Procedure

The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum.

English as a Foreign Language in Early Language Education

2021 ◽  
pp. 1-26
Author(s):  
Danijela Prošić-Santovac ◽  
Vera Savić
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Early Language

scholarly journals CLIL and Productive Vocabulary Acquisition in the Czech Context

2019 ◽  
Vol 10 (4) ◽  
pp. 153
Author(s):  
Barbora Reynaert
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Language Education ◽  
Time Frame ◽  
Control Group ◽  
The Czech Republic ◽  
Education Improvement ◽  
One Year ◽  
Experimental Group

This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning). Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year of CLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to one another as well as to a control group with no CLIL instruction. Data collection instruments were created on the basis of standardized Laufer & Nation’s vocabulary levels tests (Laufer & Nation, 1999). As it turned out, previous experience with CLIL as well as the role of the teacher were significant factors. The study points out differences in productive vocabulary development in CLIL in terms of a one-to-two-year time frame. The role of the teacher appeared to have an undeniable importance as well. These factors are discussed in terms of language education improvement.

Emergent Literacy Development in Early Language Education

2021 ◽  
pp. 1-27
Author(s):  
Miriam Minkov ◽  
Liubov Baladzhaeva
Keyword(s):  
Emergent Literacy ◽  
Literacy Development ◽  
Language Education ◽  
Early Language
Sign in / Sign up

Export Citation Format

Share Document