{"title":"Editorial","authors":"Rod Ellis","doi":"10.1075/ltyl.00012.edi","DOIUrl":"https://doi.org/10.1075/ltyl.00012.edi","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42747182","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}
Most experts in teaching children state that teaching grammar in the traditional way is inappropriate for children under the age of ten. However, very little research has been done on the effectiveness of consciousness-raising (C-R) with young learners. An action research (AR) project was conducted in a private language school for children, to investigate if a consciousness-raising project would be an effective way to help children notice and correct the ten most commonly made errors they made in their writing of weekly book reports. It was concluded that this consciousness-raising project was effective and a positive experience for children over the age of ten, but sometimes frustrating and less effective for younger learners. The conclusions reached through this action research project led to changes in school policy on error correction, as well as greater efforts to educate the parents of the students.
{"title":"Consciousness-raising and written error correction for young learners","authors":"Lesley Ito","doi":"10.1075/ltyl.19010.ito","DOIUrl":"https://doi.org/10.1075/ltyl.19010.ito","url":null,"abstract":"\u0000 Most experts in teaching children state that teaching grammar in the traditional way is inappropriate for children\u0000 under the age of ten. However, very little research has been done on the effectiveness of consciousness-raising (C-R) with young\u0000 learners. An action research (AR) project was conducted in a private language school for children, to investigate if a\u0000 consciousness-raising project would be an effective way to help children notice and correct the ten most commonly made errors they\u0000 made in their writing of weekly book reports. It was concluded that this consciousness-raising project was effective and a\u0000 positive experience for children over the age of ten, but sometimes frustrating and less effective for younger learners. The\u0000 conclusions reached through this action research project led to changes in school policy on error correction, as well as greater\u0000 efforts to educate the parents of the students.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650596","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}
{"title":"Andy Pozzoni, Laura Kateri Leung, Jennifer Hardingham Cole, Sarah Jarboe (Eds.). (2017).\u0000 Ready","authors":"Jingjie Hao","doi":"10.1075/ltyl.19001.hao","DOIUrl":"https://doi.org/10.1075/ltyl.19001.hao","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44213138","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}
{"title":"Editorial","authors":"Rod Ellis","doi":"10.1075/ltyl.00008.edi","DOIUrl":"https://doi.org/10.1075/ltyl.00008.edi","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45921725","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}
This study investigates the relative effects of enhanced and unenhanced recasts on young learners’ question development in L2 English, examining whether enhanced recasts can contribute to disambiguation. Forty-six Secondary One students in Hong Kong were evenly divided into an enhanced recast group and an unenhanced recast group. Each participant participated in a pretest, followed by three treatment sessions in three consecutive weeks. Participants in the enhanced recast group received enhanced recasts with prosodic (tonal stress) and extra-linguistic (gestures and facial expressions) cues from the teacher, whereas those in the unenhanced recast group received normal recasts when they made mistakes when asking questions. After that, an immediate post-test and a two-week delayed post-test were carried out to examine participants’ progress in L2 question formation. The results of the immediate post-test showed that both types of recasts contributed to L2 advancement, but the effects of enhanced recasts were relatively strong as compared with unenhanced recasts. Both groups performed significantly better in the delayed post-test than in the pretest, indicating the robust effects of recasts (enhanced or unenhanced) on learning L2 question formation. However, the differences between the two groups were significantly reduced in the delayed post-test. In addition, the enhanced group scored significantly lower in the delayed post-test than in the immediate post-test, suggesting a greater degenerating effect of enhanced recasts than unenhanced recasts.
{"title":"Disambiguating recasts with prosodic and extra-linguistic cues in task-based interactions among young\u0000 learners","authors":"A. Kong, G. Bui","doi":"10.1075/ltyl.18008.kon","DOIUrl":"https://doi.org/10.1075/ltyl.18008.kon","url":null,"abstract":"\u0000 This study investigates the relative effects of enhanced and unenhanced recasts on young learners’ question\u0000 development in L2 English, examining whether enhanced recasts can contribute to disambiguation. Forty-six Secondary One students\u0000 in Hong Kong were evenly divided into an enhanced recast group and an unenhanced recast group. Each participant participated in a\u0000 pretest, followed by three treatment sessions in three consecutive weeks. Participants in the enhanced recast group received\u0000 enhanced recasts with prosodic (tonal stress) and extra-linguistic (gestures and facial expressions) cues from the teacher,\u0000 whereas those in the unenhanced recast group received normal recasts when they made mistakes when asking questions. After that, an\u0000 immediate post-test and a two-week delayed post-test were carried out to examine participants’ progress in L2 question formation.\u0000 The results of the immediate post-test showed that both types of recasts contributed to L2 advancement, but the effects of\u0000 enhanced recasts were relatively strong as compared with unenhanced recasts. Both groups performed significantly better in the delayed post-test than in the\u0000 pretest, indicating the robust effects of recasts (enhanced or unenhanced) on learning L2 question formation. However, the\u0000 differences between the two groups were significantly reduced in the delayed post-test. In addition, the enhanced group scored\u0000 significantly lower in the delayed post-test than in the immediate post-test, suggesting a greater degenerating effect of enhanced\u0000 recasts than unenhanced recasts.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41485912","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}
Research over more than forty years has shown consistently that earlier L2 starters do not in the long term maintain the linguistic advantage of an early start over older starters. What, then, in the light of the widespread setting aside of the evidence regarding the apparent uselessness of an early start, is one to advise in respect of early L2 instruction? In this paper we discuss four factors which emerge as perhaps having relevance in this regard: the role of (bi)literacy skills, the role of language learning motivation, the role of factors relating to the transition from primary to secondary school, and the role of intensity of L2 instruction. We suggest that there are a number of broader macro-institutional factors, such as the impact of classroom experiences, that may impede the goal sought by the offering of numerous years of continued FL instruction.
{"title":"Making the most of an early start to L2 instruction","authors":"S. Pfenninger, D. Singleton","doi":"10.1075/ltyl.00009.pfe","DOIUrl":"https://doi.org/10.1075/ltyl.00009.pfe","url":null,"abstract":"\u0000 Research over more than forty years has shown consistently that earlier L2 starters do not in the long term\u0000 maintain the linguistic advantage of an early start over older starters. What, then, in the light of the widespread setting aside\u0000 of the evidence regarding the apparent uselessness of an early start, is one to advise in respect of early L2 instruction? In this\u0000 paper we discuss four factors which emerge as perhaps having relevance in this regard: the role of (bi)literacy skills, the role\u0000 of language learning motivation, the role of factors relating to the transition from primary to secondary school, and the role of\u0000 intensity of L2 instruction. We suggest that there are a number of broader macro-institutional factors, such as the impact of\u0000 classroom experiences, that may impede the goal sought by the offering of numerous years of continued FL instruction.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208500","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}
{"title":"Janet Enever. (2018). Policy and Politics in Global Primary English","authors":"Ying Yue, Xiaotang Cheng","doi":"10.1075/ltyl.00011.yue","DOIUrl":"https://doi.org/10.1075/ltyl.00011.yue","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44350683","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}
This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.
{"title":"Agency and technology-mediated task repetition with young learners","authors":"A. Pinter","doi":"10.1075/LTYL.00010.PIN","DOIUrl":"https://doi.org/10.1075/LTYL.00010.PIN","url":null,"abstract":"\u0000 This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where\u0000 future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for\u0000 children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective\u0000 domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for\u0000 learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of\u0000 creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching\u0000 towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children\u0000 enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This\u0000 paper suggests steps that can be taken in this direction both in research and classroom practice.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247974","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}
Assessment is a central challenge within classroom-based early language learning, where there is a need to employ assessment methods which, as well as being valid and reliable for a range of learners, protect rather than diminish motivation. The motivational properties of digital or serious games within language learning are increasingly recognised in the literature, yet the value of digital game-based assessment (DGBA) remains underexplored. This study used a questionnaire to examine how 3437 young language learners of English, Spanish, German, Italian and French perceived a DGBA tool and the extent to which their perceptions were modulated by age, gender and performance levels on the game. Learners perceived the DGBA tool as fun to play, worth playing again, helpful for telling them about their progress and of moderate difficulty level. Girls were more positive than boys about the game but for all learners levels of positivity were not related to age. There was a significant but weak relationship between positivity and game scores, suggesting that learners liked the game regardless of their attainment levels. The study’s findings are discussed in relation to theories of motivation associated with digital game-based tools and their practical implications for the teaching of early language learners.
{"title":"‘It’s like having a test but in a fun way’","authors":"L. Courtney, S. Graham","doi":"10.1075/LTYL.18009.COU","DOIUrl":"https://doi.org/10.1075/LTYL.18009.COU","url":null,"abstract":"\u0000 Assessment is a central challenge within classroom-based early language learning, where there is a need to employ\u0000 assessment methods which, as well as being valid and reliable for a range of learners, protect rather than diminish motivation.\u0000 The motivational properties of digital or serious games within language learning are increasingly recognised in the literature,\u0000 yet the value of digital game-based assessment (DGBA) remains underexplored. This study used a questionnaire to examine how 3437\u0000 young language learners of English, Spanish, German, Italian and French perceived a DGBA tool and the extent to which their\u0000 perceptions were modulated by age, gender and performance levels on the game.\u0000 Learners perceived the DGBA tool as fun to play, worth playing again, helpful for telling them about their\u0000 progress and of moderate difficulty level. Girls were more positive than boys about the game but for all learners levels of\u0000 positivity were not related to age. There was a significant but weak relationship between positivity and game scores, suggesting\u0000 that learners liked the game regardless of their attainment levels. The study’s findings are discussed in relation to theories of\u0000 motivation associated with digital game-based tools and their practical implications for the teaching of early language\u0000 learners.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45283854","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}
There has been little research investigating the effects of form-focused instruction (FFI) on the second language acquisition of children. This article reports a quasi-experimental study of integrated form-focused instruction for 33 children aged 9–12 years. They completed four dictogloss tasks designed to elicit the use of the Present Perfect Tense and received instruction consisting of either explicit metalinguistic explanation (group 1), direct written correction (group 2) or no form-focused instruction (the comparison group) between performing the tasks. Accuracy in the production of the target structure across the four tasks was variable and showed no improvement from the first to the last. Nor were there any statistically significant differences in accuracy among the three groups. The results support some earlier studies of young children (e.g. Fazio, 2001) that have failed to show that FFI benefits young children. This may be because children fail to make use of their metalinguistic knowledge of grammatical features when undertaking meaning-focused writing tasks.
{"title":"The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical\u0000 accuracy in new writing","authors":"M. Gorman, R. Ellis","doi":"10.1075/LTYL.00005.GOR","DOIUrl":"https://doi.org/10.1075/LTYL.00005.GOR","url":null,"abstract":"\u0000 There has been little research investigating the effects of form-focused instruction (FFI) on the second language\u0000 acquisition of children. This article reports a quasi-experimental study of integrated form-focused instruction for 33 children\u0000 aged 9–12 years. They completed four dictogloss tasks designed to elicit the use of the Present Perfect Tense and received\u0000 instruction consisting of either explicit metalinguistic explanation (group 1), direct written correction (group 2) or no\u0000 form-focused instruction (the comparison group) between performing the tasks. Accuracy in the production of the target structure\u0000 across the four tasks was variable and showed no improvement from the first to the last. Nor were there any statistically\u0000 significant differences in accuracy among the three groups. The results support some earlier studies of young children (e.g. Fazio, 2001) that have failed to show that FFI benefits young children. This may be\u0000 because children fail to make use of their metalinguistic knowledge of grammatical features when undertaking meaning-focused\u0000 writing tasks.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044983","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}
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