Language Teaching for Young Learners最新文献_第2页

A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany 德国 EFL 中学课堂上基于任务的同伴互动的教师-研究者快照

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-11-17 DOI: 10.1075/ltyl.00039.kos

Tomas Kos

引用次数: 0

Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9 较早开始英语作为外语学习对九年级学生阅读和听力理解的影响

4区教育学

Language Teaching for Young Learners Pub Date : 2023-11-02 DOI: 10.1075/ltyl.22017.por

Raphaela Porsch, Stefan Schipolowski, Camilla Rjosk, Karoline A. Sachse

引用次数: 0

Introducing plurilingualism in the English as an Additional Language classroom through plurilingual approaches 通过多语教学法在英语附加语言课堂中引入多语制

4区教育学

Language Teaching for Young Learners Pub Date : 2023-11-02 DOI: 10.1075/ltyl.00037.ste

Kevin Randall Steil, Encarnación Carrasco Perea

引用次数: 0

Does repeated pre-task planning have an impact on form-focused LREs? 重复的任务前计划对以表单为中心的LREs有影响吗?

4区教育学

Language Teaching for Young Learners Pub Date : 2023-10-19 DOI: 10.1075/ltyl.00038.may

María del Pilar García Mayo, María Luquin

{"title":"Does repeated pre-task planning have an impact on form-focused LREs?","authors":"María del Pilar García Mayo, María Luquin","doi":"10.1075/ltyl.00038.may","DOIUrl":"https://doi.org/10.1075/ltyl.00038.may","url":null,"abstract":"Abstract Pre-task planning has been shown to improve fluency and complexity in adult learners’ speech in monologic tasks. Previous work considered pre-task planning in interactive tasks with young children in an ESL setting and reported that, in general, it had an impact on the amount of talk. However, no study so far has considered the impact of planning on the production of language-related episodes (LREs) by young children. This study examined the relationship between planning time and the accurate production of three target form-focused LREs (FFLREs) by thirty-three dyads of 11–12-year-old EFL learners who took part in a longitudinal experiment in which they narrated picture-prompted stories four times under one of three conditions: unguided planning (12 dyads), guided planning (12 dyads), or no-planning (9 dyads). Results showed that no significant improvement in target feature production was observed across weeks or conditions. Regarding accuracy, a notable difference emerged between the pre-test and delayed post-test in the unguided planning condition. Regarding between-group comparisons, although the guided planning group initially demonstrated higher accuracy than their counterparts, this distinction was not maintained. Thus, planning had limited benefits when considering FFLREs. Methodological and pedagogical implications will be discussed.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Review of Winston (2022): Performative Language Teaching in Early Education: Language Learning through Drama and the Arts for Children 3–7 温斯顿评论(2022):早期教育中的表演语言教学:3-7岁儿童通过戏剧和艺术学习语言

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-07-17 DOI: 10.1075/ltyl.00036.fai

Faidra Faitaki

引用次数: 1

Visual images and image-text relations in ELT textbooks for young learners 少儿英语教材中的视觉形象与图像-文本关系

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-07-06 DOI: 10.1075/ltyl.00035.zhu

Yan Zhu, Nan Yang

{"title":"Visual images and image-text relations in ELT textbooks for young learners","authors":"Yan Zhu, Nan Yang","doi":"10.1075/ltyl.00035.zhu","DOIUrl":"https://doi.org/10.1075/ltyl.00035.zhu","url":null,"abstract":"\u0000 A noteworthy change in China’s newly released national English language curriculum standards is the inclusion of\u0000 ‘viewing’ ability, i.e., the skill of acquiring information conveyed in multimodal discourses like graphics, photos and animation\u0000 (MOE, 2022a). To investigate how ELT textbooks are compiled to foster learners’\u0000 viewing ability, we conducted a descriptive content analysis of two ELT textbook series (N1 = 12,\u0000 N2 = 6) for young learners. Informed by Fingeret’s classification of graphics (2012) and Martinec and\u0000 Salway’s framework of image-text relations (2005), we coded a total of 7182 visual\u0000 images to examine how different types of visual images and image-text relations were utilised in terms of frequency and\u0000 distribution in the two textbook series. Results show that both textbook series feature the use of diverse visual images and the\u0000 Chinese ELT textbook series exclusively use cartoons, whereas the global ELT textbooks use photos in addition to cartoons.\u0000 Regarding image-text status relations, equal relations constitute a larger percentage than unequal relations, and the expansion\u0000 logico-sematic relations appear much more frequently than the projection relations. Implications for dealing with visual images\u0000 and image-text relations in ELT textbooks for young learners are suggested in the conclusion section.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Review of Hayes (2022): Early Language Learning in Context: A Critical Socioeducational Perspective 海斯评论（2022）：语境中的早期语言学习：批判性社会教育视角

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-05-12 DOI: 10.1075/ltyl.00034.rix

S. Rixon

引用次数: 0

Editorial 社论

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-04-11 DOI: 10.1075/ltyl.00033.edi

J. Enever

引用次数: 0

The affordances of an intercultural e-portfolio 跨文化电子公文包的启示

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-03-07 DOI: 10.1075/ltyl.00030.han

Anastasia Hanukaev

引用次数: 2

Extramural English for early language learning 早期语言学习的课外英语

IF 1.3 4区教育学

Language Teaching for Young Learners Pub Date : 2023-02-27 DOI: 10.1075/ltyl.22011.han

Signe Hannibal Jensen, J. Lauridsen

{"title":"Extramural English for early language learning","authors":"Signe Hannibal Jensen, J. Lauridsen","doi":"10.1075/ltyl.22011.han","DOIUrl":"https://doi.org/10.1075/ltyl.22011.han","url":null,"abstract":"\u0000Due 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.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47132068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0