Extramural English for early language learning

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Signe Hannibal Jensen, J. Lauridsen
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引用次数: 0

Abstract

Due to the online global presence of English, many EFL learners encounter English outside the classroom from an early age. This study examined teachers’ perceptions of the language learning affordances, challenges, and benefits in the early English classroom (ages 7–11) of English learnt outside school (extramural English (EE), Sundqvist & Sylvén, 2016). A mixed-methods approach, including a survey, interviews, and data from Facebook interest groups on teaching English, was used to gauge teacher perceptions. Results showed that generally teachers had positive attitudes towards the learning potentials of EE (especially related to fostering vocabulary learning) and for creating motivation for learning English. Teachers found less benefits of playing digital games than from watching YouTube videos. Teachers also reported demotivation in students stemming from being bored in class or from feeling behind compared to others, i.e., personal expectations of English skills were high. The study points to a need for focus in teacher education on the benefits of extramural activities for their students’ learning (especially gaming). This means fostering awareness in prospective teachers of the importance of incidental learning processes as these are key in the global English context. Moreover, sharing ideas for integrating EE into teaching practices is needed.
早期语言学习的课外英语
由于英语在全球范围内的在线存在,许多英语学习者从小就在课堂外接触英语。本研究考察了教师对早期英语课堂(7-11岁)中校外英语学习的语言学习可供性、挑战和益处的看法(校外英语(EE),Sundqvist和Sylvén,2016)。采用混合方法,包括调查、访谈和Facebook兴趣小组关于英语教学的数据,来衡量教师的看法。结果表明,教师普遍对EE的学习潜力(尤其是与促进词汇学习有关)和创造学习英语的动机持积极态度。老师们发现玩数字游戏的好处不如看YouTube视频。教师们还报告说,学生们因在课堂上感到无聊或与其他人相比感觉落后而情绪低落,即个人对英语技能的期望很高。该研究指出,教师教育需要关注校外活动对学生学习(尤其是游戏)的好处。这意味着培养未来教师对附带学习过程重要性的认识,因为这些过程是全球英语环境中的关键。此外,还需要分享将EE融入教学实践的想法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
0
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