scholarly journals Methods and Techniques of Foreign Language Teachers Working with Young Learners in EFL Classes

2013 ◽  
Vol 3 (1) ◽  
pp. 137-144
Author(s):  
Binnur Genç İlter
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Young Learners ◽  
Methods And Techniques

scholarly journals Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools

2005 ◽  
Vol 2 (1-2) ◽  
pp. 167-184
Author(s):  
Mihaela Brumen ◽  
Branka Čagran ◽  
Shelagh Rixon
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Primary Level ◽  
Learning And Teaching ◽  
Young Learners ◽  
Teachers Experiences ◽  
Teachers Attitudes ◽  
The Right

Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are familiar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers’ experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers’ assessment in practice, and teachers’ attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.

Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

2021 ◽  
pp. 105678792110159
Author(s):  
Gülten Koşar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Young Learners ◽  
Qualitative Survey ◽  
Semistructured Interviews

This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ ( N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.

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