scholarly journals Do The Children Need To Learn English at Elementary Level ?

2020 ◽  
Vol 4 (3) ◽  
pp. 551-557
Author(s):  
Vitri Angraini Hardi ◽  
Lusi Marleni
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Foreign Language Learning ◽  
School Level ◽  
Early Age ◽  
Maturity Level ◽  
High School Level ◽  
Essential Point

This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the government’s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs. 

scholarly journals A View on Bley-Vroman’s Fundamental Characters of Foreign Language Learning in Indonesian High Schools

2017 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Sa'wanatul Abidah
Keyword(s):  
High School ◽  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Level ◽  
High School Level ◽  
Teachers And Students ◽  
Fierce Competition ◽  
Compulsory Subject

English as a subject has  been a part of curriculum in Indonesian schools from primary to university study for several decades now. The decision of education authorities to include it as a compulsory subject in high school is based on the fact that English has played an important  role as academic language that is universally used, as well as the belief that having good English proficiency will enable Indonesian young people to face the fierce competition in global world. However, this policy does not run without challenge. Problems  in mastering the language are encountered by both teachers and students, and results of the learning are not always as expected. This is a signature of foreign language learning as elaborated by Vroman in his book (The Logical Problem of Foreign Language  Learning). This paper reviews on how the characters of language learning proposed by Vroman are seen in Indonesian classrooms at high school level where English is learned as a foreign language.Keywords: English, foreign language, Indonesian high schools.

scholarly journals Development of Problem Based Learning Book for Indonesian Language and Literature Subject at Junior High School"

2020 ◽  
Vol 8 (2) ◽  
pp. 91
Author(s):  
Uun Undarti Septiani ◽  
I Nyoman Sudana Degeng ◽  
Nurmida Catherine Sitompul
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Active Role ◽  
School Level ◽  
High School Level ◽  
Language And Literature ◽  
Junior High School Level

Problem-based learning connects new problems that exist in daily life. It optimizes the ability to think through the process of group work and experimental activities. The students have difficulties in solving problems. They have little experience and are not highly motivated. It makes them unable to explore what students have. The conventional methods lack of training in critical thinking for students. This causes students to lack confidence to play an active role in the learning process. Based on these problems, the present study therefore developed the Indonesian language learning materials for Grade 7 at the junior high school level using the Problem Based Learning model.

Přehledová kapitola výzkumů jazykových učebních stylů

2019 ◽  
pp. 75-92
Author(s):  
Petra Langerová
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Elementary School Students ◽  
International Research ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
School Students ◽  
Research Studies

The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.

scholarly journals Organizational Principles and Content of Early Foreign Language Learning in the USA

2015 ◽  
Vol 5 (1) ◽  
pp. 33-38
Author(s):  
Iryna Biletska
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
The United States ◽  
World Politics ◽  
Teaching Staff ◽  
Us Government ◽  
The Usa

Abstract According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of “extremely necessary”, such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.

scholarly journals TEFL Teachers’ Conceptions of Writing: A Case of China

2018 ◽  
Vol 8 (3) ◽  
pp. 285
Author(s):  
Yunjun Kong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Writing Instruction ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teaching Writing ◽  
School Level ◽  
Linguistic Features ◽  
Good Writing

In teaching writing in English as a foreign language (EFL) context, a little information is known about teachers’ knowledge base of writing. The current study, therefore, used the case of Chinese context to explore how TEFL (teaching English as a foreign language) teachers understand writing and what impacts their conceptions. A questionnaire containing the natures, functions, and development of writing, and text features of good writing were developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Respondents generally identify linguistic, cultural and cognitive natures of writing, but many question its social nature, and a few are in trouble with recognizing the multifaceted concepts of writing. Participants highlight writing functions related to the self and self-expression but fail to note those targeting the addressees. The majority accede to the facilitation of other language skills and writing instruction to the development of writing, but lay the greatest stress on the transfer effects of reading. When evaluating texts, they do not seem to focus on linguistic features more relevant to foreign language learning (e.g. vocabulary, grammar). Demographic components (gender, teaching experience, school level, class size, and frequency of writing instruction) do not influence their conceptions systematically. These findings may be of interest for in-service teacher trainers.

scholarly journals The SHAIEX Project: Principles and Practice for Multimedia Foreign Language Learning in Pre-school

2008 ◽  
Vol 13 ◽  
pp. 15
Author(s):  
Patricia Edwards ◽  
Mercedes Rico ◽  
Alejandro Curado ◽  
Juan Enrique Agudo ◽  
María Antonia Pain ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adaptive Design ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Careful Consideration ◽  
School Level ◽  
Individual Member ◽  
Multimedia Tools ◽  
Tier System

<p>Foreign language learning at the pre-school level is a pressing reality in Europe's crosscultural curricula. Along with competency demands, developed by European Union commissions and the various Boards of Education of individual member-states, revolutionary multimedia tools are being implemented in early age bands such as for 3-5 year olds. However, little research has been done thus far for this very young age group of language learners. Without a doubt, careful consideration is to be taken regarding both the psychological and physical capacities in this tender age bracket, far different from those of adolescents and adults. For this reason, the SHAIEX project developed by the GexCALL research group at the University of Extremadura in Spain, attempts to properly address this particular target group by providing innovative<br />adaptation to adequately suit their needs in the foreign language learning and acquisition environment of new technologies. Pedagogical principles are respected in customizing a highly visual and simplistic adaptive design, placing an emphasis on oral/aural language learning skills, highlighting creative cognition for motivational purposes, and, supplying ample psycho-motor interaction for physical control in mastering dexterity with multimedia tools. Plenty of practice is provided in linguistic content as determined by legislative guidelines by means of a three tier system with presentation, interaction, evaluation and reinforcement functional activity blocks. It seems safe to claim that the proper design of multimedia tasks for pre-school children adapted to the youngster's level of knowledge, interests and interaction skills is a<br />potential guarantee that success can be obtained.</p>

scholarly journals QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Educational Institutions ◽  
Early Age ◽  
Arabic And English ◽  
Children Education ◽  
Bilingual Learning

This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

scholarly journals The Relationship between Linguistic Intelligence and Visual, Auditory, and Kinesthetic Preferences of Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1075
Author(s):  
Rashideh Zoghi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
School Level ◽  
Personality Factors ◽  
Cluster Sampling ◽  
High School Level ◽  
Efl Learners ◽  
The Relationship

Many factors including the learners’ individual personality factors and their sociocultural backgrounds, attitudes to learning the new language, intelligence quotient, and personal learning styles and preferences are involved in the process of second/foreign language learning. The present study attempted to examine the relationship between learners’ linguistic intelligence and their visual, audio, and kinaesthetic (VAK) preferences by formulating three null hypotheses. In order to test the hypotheses, a total number of 100 Iranian female high school-level EFL learners in Tabriz were selected through cluster sampling. The participants took a linguistic intelligence test and responded to a VAK preference questionnaire to obtain data about their linguistic intelligence and VAK preferences. The statistical analysis of the obtained data led to the rejection of all three null hypotheses indicating a significant relationship between the learners’ linguistic intelligence and their VAK preferences. The relationship between linguistic intelligence and auditory preferences turned out to be negative and reverse. These results indicated that in order to increase teaching efficiency, the language educators should try to prepare and use instructional materials suiting the learners’ visual, auditory, and kinaesthetic preferences, indicating the need for individualized language instruction. The findings have implications for curriculum developers and syllabus designers as well as educational policy makers.

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