scholarly journals Some peculiarities of Italian language instruction at primary school age

2010 ◽  
Vol 42 (1) ◽  
pp. 150-164
Author(s):  
Danijela Djorovic ◽  
Natasa Lalic-Vucetic
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Real Life ◽  
Approaches To Learning ◽  
School Level ◽  
Linguistic Knowledge ◽  
School Students ◽  
Knowledge And Skills ◽  
Italian Language

Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

scholarly journals Teaching English at Primary School

2017 ◽  
Vol 8 (2) ◽  
pp. 129-140
Author(s):  
Diah Ikawati Ayuningtias
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Primary School ◽  
Policy Maker ◽  
Social Life ◽  
School Level ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Primary School Level

There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.

scholarly journals THE SURVEY OF NORTH BALI PRIMARY SCHOOL STUDENTS’ ATTITUDE TOWARD EFL

2020 ◽  
Vol 8 (1) ◽  
pp. 44-52
Author(s):  
Tia Dwi Pradipta
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Primary Students ◽  
Survey Method ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
School Students ◽  
Quantitative Design

This study aimed for investigating the primary students attitude toward EFL . The  study employed a quantitative design in which the data were collected by means of a survey method. The context of the study was in one of primary schools in North Bali. The survey questionnaire was developed based on Wutz and Wedwick (2005) which shows the aspects of attitude. It can was found out that the primary students’ demonstrate moderate attitude toward EFL. They were neither notably motivated nor unmotivated in learning English as a Foreign Language at school. This needs further studies to explore factors that could improve the quality of EFL classes in primary schools

scholarly journals TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)

2020 ◽  
Vol 7 (2) ◽  
pp. 94
Author(s):  
Sri Endang Kusmaryati
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching English ◽  
School Students ◽  
Primary School Teachers ◽  
Young Learners ◽  
Teachers Perspectives

ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately  taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

scholarly journals The system of work with underachievers in english lessons at the primary school level

2021 ◽  
Vol 6 (2) ◽  
pp. 105-126
Author(s):  
Zoya Igorevna Trubina
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Poor Performance ◽  
Educational Process ◽  
School Level ◽  
Practical Significance ◽  
School Students ◽  
The Subject ◽  
Definition Of

The problem stated in the paper concerns one of the main problems of modern schools underachievement in foreign language lessons. The paper presents the main reasons for poor performance, as well as the rules that must be followed by the teacher when working with underachieving children in English lessons. The subject of the study is the system of work aimed at eliminating underachievement of primary school students in English. The aim of the research is to identify the reasons of the problem and to develop a series of classes in English to tackle underachievement in English. The theoretical significance of the study deals with generalizing of the methodological material for determining the causes of underachievement and ways to overcome it. The paper can serve as a basis for further scientific research related to the definition of the ways to improve the quality of education of schoolchildren. The practical significance of the paper lies in the possibility of using the essentials of the study in the organization of the educational process in English. The theoretical and methodological basis includes the works on the causes of underachievement (K.V. Bardin, L.S. Slavina, K.N. Meshalkina, I.V. Dubrovina); research on psychological and pedagogical problems of underachievement (P.P. Blonsky) particularly, in English (N.P. Lokalova, Z.I. Kalmykova, M.A. Kholodnaya); methodological works on the definition of difficulties and causes of underachievement (S.N. Kostromina, A.F. Anufriev, Yu.Z. Gilbukh, A.A. Budarny). The research methods are the analysis of psychological, pedagogical and methodological literature, logical argumentation, proof, generalization, logical justification, synthesis, reflection, description.

Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Tomáš Kos
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
School Level ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
The Right ◽  
Mixed Age

Abstract An increasing number of primary schools, mainly in western European countries, have established mixed-age (M-A) classrooms due to the belief of the teaching community in the pedagogical and social benefits of this approach. In the area of foreign language teaching, the M-A approach has gained popularity, particularly at the primary school level. However, despite the increase in the number of M-A foreign language classrooms, the benefits of this approach remain unclear. This lack of clarity might be caused by the lack of research on M-A teaching practices in foreign language classrooms. In this article, I first describe what M-A classrooms are and address relevant research findings on M-A teaching. At the heart of the article, I address in detail some important pedagogical challenges of M-A teaching. Specifically, I consider in what ways and to what extent differentiated instruction is possible in these classrooms. Later, I discuss the issue of the “right” approach to M-A teaching and provide some pedagogical suggestions.

scholarly journals The Dramatization of Children Literature Books for the Development of the Second/Foreign Language: An Implementation of a Drama-Based Project to Students of Primary School

2014 ◽  
Vol 2 (2) ◽  
pp. 188 ◽  
Author(s):  
Isaak M. Papadopoulos
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Literature ◽  
Fifth Grade ◽  
Primary School Students ◽  
School Students ◽  
Interactive Drama ◽  
Post Test ◽  
Motivation To Participate

<p>This paper presents and outlines the design and implementation of a pilot program based on activities of dramatization of children literary books aiming at developing language skills of primary school students in English as a foreign language, participating in interactive, drama play and creative activities This project was implemented to students of the fifth grade of primary schools of Larissa (Greece) in a sample of 15 students. The collaboration, creativity, and the engagement with English literature were the main features of the program. The learning environment of the program was either the municipal center of creativity “Kalikatzoura Pasalidou” or the municipal gym. When the center of creativity was the place of learning, students analyzed the English children’s literature books, achieving the acquisition of the new vocabulary and participating in creative writing activities. When the municipal gym was the place of instruction, students participated in activities of performing theatrical plays developing spoken language and intonation of the words. The evaluation and feasibility of the program has been realized through a) a pre- and a post - test and b) by keeping a Journal by the teacher. It became so obvious that the particular application had a beneficial effect on the development of speaking and writing skills of learners and enhanced their motivation to participate in drama activities.</p>

scholarly journals Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools

2021 ◽  
Vol 24 (2) ◽  
pp. 156-176
Author(s):  
Celestine Caruso ◽  
Judith Hofmann ◽  
Andreas Rohde
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Digital Media ◽  
Primary Schools ◽  
School Level ◽  
Teaching Techniques ◽  
Complex Tasks ◽  
Efl Learners ◽  
Primary Level ◽  
Primary School Level

We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.

scholarly journals Konsep luas daerah bangun datar sederhana melalui artefak Candi Borobudur untuk matematika sekolah dasar

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Azamul Fadhly Noor Muhammad ◽  
Marsigit Marsigit ◽  
Soeharto Soeharto
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Real Life ◽  
School Level ◽  
Low Grade ◽  
School Students ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Flat Shape

Perubahan penting dalam pengajaran matematika perlu dilakukan untuk mengakomodasi perubahan berkelanjutan dalam demografi siswa di kelas rendah Sekolah Dasar pada kompetensi matematika. Guru harus mengkontekstualisasikan pembelajaran matematika dengan menghubungkan konten matematika dengan budaya dan pengalaman kehidupan nyata siswa kelas rendah pada tingkat Sekolah Dasar. Konsep matematika yang diajarkan di sekolah dasar ada hubungannya dengan pengalaman pribadi siswa dalam kehidupan sehari-hari. Sepanjang sejarah, matematika telah digunakan oleh orang-orang yang berbeda dalam berbagai cara. Aritmatika dan geometri digunakan untuk memenuhi kebutuhan sehari-hari masyarakat baik dalam budaya maupun sosial. Etnomatematika didefinisikan sebagai cara orang-orang dari berbagai budaya menggunakan matematika dalam kehidupan sehari-hari mereka. Konsep-konsep pembelajaran matematika yang dipelajari oleh siswa sekolah dasar adalah baru sebatas bangun datar sederhana. Luas bangun-bangun datar sembarang yang bentuknya tidak teratur atau panjang sisinya tidak sama, sebenarnya dapat ditelusuri melalui pemindahan atau pembentukan bagian-bagian bangun datar tersebut agar menyerupai bangun datar utamanya.The concept of the simple plane area through Borobudur Temple artifacts for elementary school mathematicsAbstractImportant changes in mathematics teaching need to be made to accommodate the continuing changes in the demographics of students in the lower grades of Primary Schools in mathematics competence. Teachers must contextualize mathematics learning by linking mathematics content to the culture and real-life experiences of low-grade students at the Elementary School level. Mathematical concepts taught in elementary schools have to do with students' personal experiences in everyday life. Throughout history, mathematics has been used by different people in a variety of ways. Arithmetic and geometry are used to meet the daily needs of society both culturally and socially. Ethnomathematics is defined as the way people from different cultures use mathematics in their daily lives. Mathematics learning concepts learned by elementary school students are just a simple flat shape. The area of any flat shape whose shape is irregular or the length of the sides is not the same can actually be traced through the removal or formation of the parts of the shape so that it resembles the main shape.

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