scholarly journals Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

2019 ◽  
Vol 31 (1) ◽  
pp. 14
Author(s):  
Petra Kristi Mulyani
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
Oral Language ◽  
Educational Program ◽  
Learning Approaches ◽  
School Students ◽  
Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students. 

scholarly journals Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

2019 ◽  
Vol 31 (1) ◽  
pp. 14
Author(s):  
Petra Kristi Mulyani
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
Oral Language ◽  
Educational Program ◽  
Learning Approaches ◽  
School Students ◽  
Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students. 

scholarly journals ANALYSIS OF INTERLINGUAL ERRORS IN ENGLISH IN ELEMENTARY SCHOOL STUDENTS

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 231-238
Author(s):  
Kadek Adyatna Wedananta
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Elementary School Students ◽  
School Students ◽  
School Grades ◽  
English Students

ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc. Keywords: Second Language Acquisition, Interlingual Errors, Drill Method

Universal Grammar in the classroom: the effects of formal instruction on second language acquisition

1991 ◽  
Vol 7 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Sascha W. Felix ◽  
Wilfried Weigl
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Learning Situation ◽  
School Students ◽  
Formal Instruction ◽  
L2 Learners

One of the dominating issues in recent second language acquisition research has been the question of whether or not L2 learners have access to principles of Universal Grammar. It seems that currently there is fairly strong evidence both for and against UG-access by L2 learners. Consequently, the question arises what kinds of factors may potentially further or block UG-access and whether such factors can be related to certain properties of the learning environment. In this paper we wish to approach this question by looking at a somewhat extreme learning situation, namely the acquisition (or maybe non-acquisition) of English as a second language by 77 German high school students who learned and were exposed to English exclusively during classroom hours. These students were tested for their ability to correctly judge grammaticality contrasts in English that are standardly attributed to UG principles. The results suggest that - even under a most liberal interpretation - these students did not show any evidence of having UG-access. Rather, they utilized a number of strategies that (a) tied them very tightly to properties of German and (b) prevented them from making any generalizations that went beyond what had been explicitly taught in the classroom.

scholarly journals Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E)

2020 ◽  
Vol 26 (4) ◽  
pp. 422-433
Author(s):  
So Ra Kang ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
Elementary School Students ◽  
School Children ◽  
Educational Program ◽  
Elementary School Children ◽  
Physical Violence ◽  
Age Groups ◽  
School Students ◽  
Fifth Grade Students

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

scholarly journals Application examples and student views on active learning approach integrated with branches of art

2018 ◽  
Vol 13 (1) ◽  
pp. 53-65
Author(s):  
Seval Orak ◽  
Cavide Demirci
Keyword(s):  
Elementary School ◽  
Active Learning ◽  
Elementary School Students ◽  
Descriptive Analysis ◽  
Learning Approach ◽  
Learning Approaches ◽  
School Students ◽  
Student Views ◽  
Learning Techniques ◽  
Core Courses

This study aims to analyse the views of elementary school students on active learning integrated with art branches in core courses (Turkish, mathematics, science and social studies). The research was conducted in the province of Bursa during the academic year 2015–2016, and the study sample comprised of 22 students, including 15 male and 7 female students. The core courses of elementary school were taught using active learning techniques, and the subjects taught during the lessons were evaluated through art branches. The research data obtained through observation and by means of an interview form were analysed and interpreted by descriptive analysis method. The frequencies and percentages of the data obtained using qualitative analysis were calculated. Through active learning approaches, the students learnt better and in a more enjoyable way, their self-esteem also increased. Thus, the elementary school students had positive views on active learning integrated with art branches in core courses. Keywords: Active learning approach, arts branches, student views, interdisciplinary teaching

Development and Application of Art Based STEAM Education Program Using Educational Robot

2020 ◽  
pp. 1675-1687
Author(s):  
Jin-Ok Kim ◽  
Jinsoo Kim
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Education Program ◽  
Educational Program ◽  
School Students ◽  
Level Of Satisfaction ◽  
Steam Education ◽  
Educational Robot ◽  
Comprehensive Manner ◽  
And Mathematics

This article aims at developing an art-based STEAM educational program that would help elementary school students to develop their abilities to solve scientific problems and artistic sensibilities by using an educational robot. In addition, this article investigates whether the program could be applied in the field. In order to achieve the purpose of this article, ‘mobile' and ‘abstraction' were selected as the subjects of the activities and the STEAM educational program which allowed students to learn knowledge regarding science, technology and mathematics in a comprehensive manner through the course in order to experience and create works of art. Also, the level of satisfaction and effectiveness were confirmed by applying the program to the class targeting students in the 4th and 6th grades.

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