scholarly journals Learning Vocabularies Using Short Stories at Primary School: Students� Perception

2019 ◽  
Vol 5 (3) ◽  
pp. 157
Author(s):  
Pitriani Nazara
Keyword(s):  
Short Stories ◽  
Primary School ◽  
Short Story ◽  
Personal Growth ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Primary School Students ◽  
School Students ◽  
Literary Genres ◽  
Language Classroom

Various studies have shown that using short stories in language teaching is very advantageous because it provides authentic material, cultural enrichment, language advancement, and personal growth. Among the various literary genres, a short story is one of the most appropriate to use in a language classroom. This study was conducted to investigate the perception of primary school students to develop vocabulary. Employed a mixed methods research design, quantitative and qualitative data were collected from 30 sixth graders at Global Sevilla Primary School Jakarta. The quantitative data was collected using a questionnaire, and the qualitative data was gathered through interviews. The data obtained were descriptively analyzed employing SPSS and Excel. The results showed that the students' perception towards the use of short story was positive. For them, short stories were interesting materials to use to develop vocabulary. Based on findings, short stories are recommended to use to develop students' vocabulary.

scholarly journals Books as a means for stimulating language development of junior primary-school students

2007 ◽  
Vol 39 (1) ◽  
pp. 134-147 ◽  
Author(s):  
Vera Kovacevic-Gavrilovic ◽  
Nikoleta Stevovic
Keyword(s):  
Short Stories ◽  
Primary School ◽  
Fairy Tales ◽  
Free Choice ◽  
Primary School Students ◽  
School Students ◽  
New Words ◽  
Fourth Grade Students ◽  
Junior Students ◽  
Linguistic Material

The importance of the use of diversified literature for enhancing speech culture in school is recognized and highlighted in Serbian language teaching. In order to find out what selections of literature junior students make and whether free choice of literature results in acquisition of verbal contents and development of verbal expressiveness, we examined the retelling of a previously read text, since this form of verbal behavior is predominantly used for developing students? verbal expressiveness in primary school. The study was conducted on a sample comprising the first, second, third, and fourth grade students of an urban primary school (30 respondents in each group, total = 120). The aim was to register, during the students? retelling, the number and the production of newly acquired words and the correctness of the sentences used. The linguistic material used in the research contained fairy tales, fables, short stories and books that children had spontaneously selected. The analysis showed that books are a useful tool for enhancing both vocabulary expansion and elaboration of sentence structures. When analyzing the results of this type the distinction must be made between the attainment of students who only reproduce expressions and structures and those who productively use new words and structures. .

scholarly journals Features of Communication Skills Development in a Group of Primary School Students (First Graders)

2019 ◽  
Author(s):  
Mariia Alekseevna Fufareva
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Personal Growth ◽  
First Graders ◽  
Skills Development ◽  
Topical Issue ◽  
Primary School Students ◽  
School Students ◽  
Entire Process ◽  
Students First

This article deals with the topical issue of development of communication skills in primary school students, which affects not only the further effectiveness of their education, but also the entire process of their personal growth and socialization as a whole.

scholarly journals PRIMARY SCHOOL STUDENTS' ABSTRACTION LEVELS OF WHOLE-HALF-QUARTER CONCEPTS ACCORDING TO RBC THEORY

2019 ◽  
Vol 10 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Ozlem Ozcakir Sumen
Keyword(s):  
Primary School ◽  
Qualitative Data ◽  
Second Grade ◽  
Primary School Students ◽  
Structured Interviews ◽  
School Students ◽  
Mathematical Concepts ◽  
One Dimensional ◽  
Abstraction Levels

Whole-half-quarter are important mathematical concepts that form the basis of fractions and should be well understood for advancing mathematical topics. The aim of this study is to determine the primary school students' abstraction levels of whole-half-quarter concepts according to RBC theory. The participants of the study are six students (8 age group) from the second grade of primary school. The data of the research which is a case study were collected through worksheets and semi-structured interviews. The data obtained from interviews were analyzed by qualitative data analysis steps. The abstraction levels of students were evaluated according to RBC theory. As a result of the study, it was seen that many of the students could not abstract the whole, half and quarter concepts. It was determined that difficulties of students to abstract the whole-half-quarter concepts resulted from reasons such as not understanding the half and quarter concepts, not being able to divide the whole into two equal parts, not being able to divide one dimensional shapes into half and quarter, generalizing dividing into quarter as putting a "+", not being able to divide into four equal parts for quarter.

scholarly journals Foreign language anxiety and achievement: A study of primary school students learning English in China

2021 ◽  
pp. 136216882110323
Author(s):  
Xiaoyi Hu ◽  
Xian Zhang ◽  
Sarah McGeown
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Negative Attitude ◽  
Negative Evaluation ◽  
Foreign Language Anxiety ◽  
Primary School Students ◽  
School Students ◽  
High Stakes ◽  
Instructional Level ◽  
Language Classroom

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students and the relationship between FL anxiety and FL achievement. Changes in FL anxiety across groups of three primary school years were also examined. A total of 631 (324 male, 307 female) primary school students aged 9–11 years completed the Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ FL anxiety. Our participants’ FL achievements as measured by low-stakes regular assessments and high-stakes formal examinations were also collected. On average, primary school students reported levels of FL anxiety comparable to those of adults observed in previous studies. Factor analysis on FLCAS generated four components of FL anxiety: communication apprehension, fear of negative evaluation, test anxiety and negative attitude towards classroom. Correlation analyses showed that students’ FL anxiety was inversely correlated with their FL achievements. The correlation was stronger for formal examinations with higher stakes as compared to regular assessments with lower stakes. Finally, the correlation strengthened as a function of higher instructional level. Results are discussed in relation to previous research. Implications to FL education are also considered.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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