16. What Primary School Pupils Think About Learning English as a Foreign Language

2009 ◽  
pp. 229-242 ◽  
Author(s):  
Krisztina Nagy
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary School Pupils ◽  
Learning English

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

scholarly journals The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study

2005 ◽  
Vol 27 (2) ◽  
pp. 187
Author(s):  
Marcos Peñate ◽  
Geraldine Boylan
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Primary School ◽  
Target Language ◽  
Primary School Pupils ◽  
Primary And Secondary School ◽  
Secondary School Pupils

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils. 外国語指導の重要な要件の一つとして、当該外国語を指導言語とし、しかもそれを学習者が理解できるレベルで使わなければならないということが挙げられる。そのために教員は学習者とのやり取りの最中、理解の確認、繰り返し、あるいは非言語行動により絶えず調整を行わなければならない。このような調整がどのくらい効果があるのかを、小学校、中学校の授業を観察し分析した。さらに10歳の小学生対象の授業、17歳の中学生対象の授業でどのように違うかをあわせて考察した。

scholarly journals Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School

2020 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Endija Zustrupa ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Inclusive Education ◽  
English Language ◽  
Equal Rights ◽  
Or Groups ◽  
Primary School Pupils ◽  
Collection Methods

In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

Learning English language in primary school

2019 ◽  
Vol 34 (9) ◽  
pp. 1475-1489
Author(s):  
Lyudmila Shilova ◽  
Svetlana Masterskikh ◽  
Elena Mensh ◽  
Maria Zemlyanova
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Motivation To Learn ◽  
Teaching English ◽  
Group Setting ◽  
Home Setting ◽  
Content Type ◽  
School Teaching ◽  
The Subject ◽  
Learning English

Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.

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