scholarly journals Formation of foreign language grammar competence in English lessons primary school students with the help of song material

2020 ◽  
pp. 106-118
Author(s):  
Zoriana Batrynchuk ◽  
Lesia Shchesniuk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching Method ◽  
Communicative Competence ◽  
Age Groups ◽  
Foreign Language Learning ◽  
Limited Attention ◽  
Age Group ◽  
School Students ◽  
Young Learners

The article deals with the role songs play in formation of the foreign grammatical communicative competence of young learners during the English lessons. The age groups are identified and peculiarities of English as a foreign language learning for every age group are outlined with special stress on young learners as the target age group. Young learners (students at the age of 6-10) have limited attention spam, that is why tasks have to be short, various and meaningful, grammar explanation should be avoided while grammatical patterns should be presented indirectly through interactive contexts. On the basis of identified needs and preferences in learning basic principles of presentation and practicing of grammatical patterns among young learners are revealed in the article. It is focused on teaching methods and techniques suitable for the target age group, among which total physical response teaching method and storytelling are chosen as the most productive ones. The article also reveals benefits of a foreign language acquisition rather than learning and overviews principles to be followed in order to create the process of acquisition in and beyond the classroom. Songs and short rhymes are chosen as an easy to remember way to present grammatical patterns. While singing songs young learners unconsciously remember not separate words but complete grammatically correct phrases or sentences and will be able to use them in other language context. Such way of presentation enables learners of primary school to develop grammatical communicative competence without direct learning. The article gives the procedure how to implement songs to develop grammatical competence of young learners.

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.

Managing the Process of Developing Intellectual Skills of Primary School Students When Teaching a Foreign Language

10.12737/7839 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 36-41
Author(s):  
Ромашина ◽  
Svetlana Romashina ◽  
Горнаева ◽  
M. Gornaeva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students ◽  
Primary Schoolchildren ◽  
Intellectual Skills

The paper considers the effects of foreign language learning on the ability of primary schoolchildren to develop intellectual skills. Theoretical grounds of the research are featured, the potential of learning assignments in English for developing intellectual skills is revealed.

scholarly journals Frequencies of parasite infections among students of primary school in Al Kalakla Locality, Khartoum State, Sudan: a cross-sectional study

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 1719
Author(s):  
Hala Abdalazim Hassan ◽  
Ahmed Bakheet Abd Alla ◽  
Tayseer Elamin Mohamed Elfaki ◽  
Mohammed Baha Eldin Ahmed Saad
Keyword(s):  
Primary School ◽  
Intestinal Parasite ◽  
Intestinal Parasites ◽  
Age Groups ◽  
Cross Sectional Study ◽  
Preparation Technique ◽  
Age Group ◽  
School Students ◽  
Cross Sectional ◽  
Concentration Method

Background: Intestinal parasite spread in tropical countries is especially common among primary school students. This study aimed to determine the frequencies of the intestinal parasite in Alkalakla locality, Khartoum state. Methods: This study was conducted in school students in Al-kalakla locality in Khartoum state from period between 20th December 2016 to 5th May 2017. Stool samples were collected from 134 randomly selected students, of whom 67 were males and 67 were females.  All samples were examined using the wet preparation technique, formal ether concentration technique and saturated sugar floatation technique. Results: The frequency of intestinal parasites was 35.5% overall in the students examined; females were more affected than males (38.8% and 32.8%, respectively). The more affected age groups were 12-14 years followed by 9-11 and 6-8 years old (53.8%, 36.3% and 26.4% respectively). The least frequent intestinal parasite was Taenia spp. (1.5%) followed by Giardia lamblia (3.7%), Schistosoma mansoni and Ascaris lumbricoides (5.2% each), Entamoeba coli (7.5%), Hymenolepis nana (10.4%), and Entamoeba histolytica (16.4%). In total, 20.9% were infected with single parasite while 14.9% were infected with more than one parasite. The frequency of parasite by formal ether concentration method was 35.8 %, by wet preparation method was 17.9 % and by the saturated sugar flotation method was 16.4%. Conclusion: Our data showed that intestinal parasites were common in school students; however, females were more affected than males and the 12-14-years age group was the most affected age group.  The formal ether concentration method was the best method for detecting of intestinal parasite.

scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A PREREQUISITE OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
pp. 73-78
Author(s):  
Nataliia Vyspinska
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Children With Autism ◽  
Educational Needs ◽  
Scientific Data ◽  
Special Educational Needs

Ukraine is undergoing a number of transformations, implementing reforms in various spheres, including education. According to the Concept of the New Ukrainian School, foreign language lessons should be focused on the formation of foreign language communicative competence in students, which in the future would enable everyone, including students with special educational needs, to interact effectively in today's global multinational space. Since foreign language learning starts in primary school, it is an essential stage for the sufficient and further development of communicative skills. Therefore, it is important that during this period the psycholinguistic foundations of foreign language communicative competence formation are laid. An important means of effective formation of foreign language communication is the development of emotional intelligence, which helps to respond appropriately to different situations, make new acquaintances, build friendships, and more. The aim of the article is to reveal the features of the development of emotional intelligence as a prerequisite for the formation of foreign language communicative competence in inclusive primary school classes for children with autism, as their number in Ukraine grows by 30 percent every year. The research is based on the methods of theoretical analysis and generalization of scientific data to identify the theoretical foundations of the problem. The psychological characteristics of children with autism have been analysed; the essence of the concept of «emotional intelligence» has been revealed, as well as the peculiarities of its development and its impact on the formation of English language communicative competence; examples of exercises that promote the development of emotional intelligence and the formation of communication skills in English lessons have been given.

DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE ON THE BASIS OF AUTHENTIC ANIMATED FILMS IN THE PRIMARY SCHOOL

2020 ◽  
Author(s):  
Фирдаус Шамильевна Алиева ◽  
Анжелика Шамиловна Бахмудова
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Primary School Students ◽  
School Students ◽  
Animated Films

В настоящее время в процессе обучения иностранным языкам в младших классах общеобразовательной школы на первый план выходит формирование у детей коммуникативной компетенции. Данная статья посвящена выявлению эффективности использования аутентичных мультипликационных фильмов в формировании коммуникативной компетенции у учащихся младших классов. Nowadays, the formation of communicative competence takes the first place in the process of teaching foreign languages in the primary school. This article is devoted to identifying the effectiveness of using authentic animated films in the formation of communicative competence of students in the primary school students.

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 INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

2017 ◽  
Vol 7 (1) ◽  
pp. 215
Author(s):  
Puji Astuti ◽  
Jayne C. Lammers
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching Method ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Target Language ◽  
Efl Learners ◽  
Spoken English ◽  
Individual Accountability

The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.     

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