By Marianne Nikolov
Smooth languages are taught to younger novices at an more and more early age, but few guides specialise in what's on hand to youngsters in several contexts and school rooms. This e-book represents the cutting-edge in examine on younger language beginners. masking more than a few languages, contexts and examine tools, it offers insights into how younger beginners development.
Read or Download Early Learning of Modern Foreign Languages: Processes and Outcomes (Second Language Acquisition) PDF
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Extra resources for Early Learning of Modern Foreign Languages: Processes and Outcomes (Second Language Acquisition)
Whilst any interpretation of such contradictory evidence must, of necessity, be cautious, the positive classroom response of boys indicated their genuine engagement and enjoyment, yet their later somewhat less positive responses might suggest a reluctance to acknowledge this enjoyment or possible perceptions of the lack of ‘cool’ associated with such enjoyment by their wider peer group. At this halfway point in the study a questionnaire to parents was distributed with a view to gaining a wider picture of how the outside-school impact of classroom FL learning might have manifested itself.
Nonetheless, given the young age of these children and their inexperience at responding to questionnaires, findings should not be regarded as convincingly robust. In reviewing these findings and the degree of corroborative evidence from classroom observations, it is not easy to match the two with Jones and Coffey’s (2006: 3) claim that ‘young learners bring motivational capital to language learning’. They further propose that ‘this has to be maintained throughout the entire primary phase and into the secondary phase’ (Jones & Coffey, 2006: 3).
Munoz suggests that the tendency has been for such evidence to be over-generalised to the very different context of the classroom, where children experience a substantially more limited exposure. Similarly, Singleton and Ryan’s (2004: 116) extensive review of research in this area finds the evidence so far to be inconclusive and somewhat contradictory. At the anecdotal level of personal classroom observations conducted throughout Europe over a period of some 10 years, my impressionistic view is that much of value is achieved in some classrooms through an early start.