scholarly journals An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy

2015 ◽  
pp. 382-398 ◽  
Author(s):  
Feng Teng ◽  
Fang He
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Classroom Practice ◽  
Sense Of Control ◽  
Primary School Students ◽  
School Students ◽  
Young Learners

This article reports preliminary indications that flashcards are helpful for promoting a sense of control over learning. Participants were 25 fifth-year primary school students, who were required to create flashcards to use outside of their classroom after receiving instructions on relevant techniques. At the end of the semester, flashcards were collected in order to explore notes taken by the students. Ten of the students also participated in a follow-up interview. Results indicated that the open-ended nature of the flashcards, combined with scaffolding provided by the teacher, facilitate students’ autonomous engagement, although some techniques were rarely used and some were not maintained consistently throughout the experiment. Pedagogical implications for promoting self-access language learning are discussed.

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.

Misconceptions or Preconceptions in Making Sense of Decimals

2019 ◽  
pp. 90-95
Author(s):  
Kin Eng Chin ◽  
Fui Fong Jiew
Keyword(s):  
Primary School ◽  
Learning Experiences ◽  
Work Experiences ◽  
Primary School Students ◽  
School Students ◽  
Making Sense ◽  
Future Learning ◽  
Voluntary Basis

This paper aims to explore the root causes of students’ misconceptions in decimals. A set of decimal tasks and follow-up interviews were used to gather the relevant data. Eight Year Six primary school students participated in this study on a voluntary basis. In this paper, data collected from two students were reported because they showed qualitatively distinct responses and could cover the spectrum of responses of this group of participants. Findings revealed that students’ misconceptions maybe regarded as preconceptions that were developed from work experiences in other contexts such as integers. This shows that the learning experiences from other contexts may impede future learning of students in new contexts.

Inter- and intralingual transfer in primary school students’ written production in their L3

2020 ◽  
Vol 39 ◽  
pp. 57-74
Author(s):  
Zofia Chłopek
Keyword(s):  
Primary School ◽  
Language Learner ◽  
Primary School Students ◽  
School Students ◽  
Third Language ◽  
Young Learners ◽  
Written Production ◽  
Transfer Processes ◽  
Primary School Pupils ◽  
Language Areas

The paper presents the results of a preliminary research study of inter- and intralingual transfer in young learners’ written production in their L3. The research was conducted with Polish-speaking primary school pupils with two foreign languages, L2 English and L3 German. The analysis of the participants’ errors indicates that all languages of a third language learner may participate in transfer processes. The language areas most affected by transfer are orthography, morphology and lexis. The observed errors point to the gradually developing meta- and cross-linguistic awareness of young learners, as well as their perception of the typological distance between their languages.

Mold-Specific Immunoglobulin E Antibodies in Primary School Students: A 3-Year Follow-Up Study

2000 ◽  
Vol 14 (2) ◽  
pp. 101-108 ◽  
Author(s):  
JOHANNA IMMONEN ◽  
SIRPA LAITINEN ◽  
TAINA TASKINEN ◽  
AINO NEVALAINEN ◽  
MATTI KORPPI
Keyword(s):  
Primary School ◽  
Immunoglobulin E ◽  
Primary School Students ◽  
School Students ◽  
Follow Up Study ◽  
Specific Immunoglobulin E ◽  
Specific Immunoglobulin

scholarly journals Effects of Psychosocial Adversity on School Maladjustment: A Follow-up of Primary School Students

2019 ◽  
Vol 25 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Belén Vargas ◽  
Loreto Leiva ◽  
Rodrigo Rojas-Andrade ◽  
Ana María Scquicciarini
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Psychosocial Adversity ◽  
School Maladjustment

Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language

2018 ◽  
pp. 203-217
Author(s):  
Lütfi Üredi ◽  
Ömer Gökhan Ulum
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Language Skills ◽  
Primary School Students ◽  
School Students ◽  
Descriptive Research ◽  
Syntactic Features ◽  
Turkish Language ◽  
Developmental Features

Choosing and structuring a word, making a statement, and comprehending the formulated statement require complex principles and processes. Within this context, complicated procedures and processes might be faced in the second language learning as well. Learning a second language means grasping the syntactic principles of a language and transforming these principles into language skills. In our very specific study, ten Syrian primary school students coming from diverse psychological and sociological backgrounds, and being at varying ages were investigated. The participants were asked to narrate the pictured book Frog, Where Are You? by Mercer Mayer in Turkish language and the narrations were audio-taped by the researchers. Based on a descriptive research design, the data were collected and analysed qualitatively. As a result of this study which investigated the morpho-syntactic developmental features of Syrian primary school students, diverse and common morpho-syntactic features were detected among students coming from different backgrounds.

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