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":" ","pages":""},"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":" ","pages":""},"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}
While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development, and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions, with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the specific needs of their young L2/FL students.
{"title":"Teaching vocabulary to young second- or foreign-language learners","authors":"Y. Butler","doi":"10.1075/LTYL.00003.BUT","DOIUrl":"https://doi.org/10.1075/LTYL.00003.BUT","url":null,"abstract":"\u0000 While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language\u0000 (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the\u0000 fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development,\u0000 and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound\u0000 and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major\u0000 recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget\u0000 words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions\u0000 around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions,\u0000 with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the\u0000 specific needs of their young L2/FL students.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45131288","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}
Previous research carried out from a socio-cultural perspective has explored the way adult learners interact when undertaking tasks. Following the type of analysis initiated by Storch (2002) we examined the patterns of interaction of young ESL learners (ages 9–12) of different English proficiency levels, high-intermediate (H) and low-intermediate (L) as they worked with native speakers (NS) (i.e., H/NS and L/NS pairs) to carry out a one-way and a two-way task. Once the patterns of interaction were determined, we then explored the relationship between these patterns, the learners’ proficiency levels and the task type. Our findings reveal that, regardless of proficiency, these child ESL learners engaged with the tasks and with each other, most often collaboratively, but also using other patterns interaction. However, the findings also suggest that task type and learner proficiency influenced the pattern of interactions that occurred.
{"title":"Patterns of interaction and young ESL learners","authors":"R. Oliver, Agurtzane Azkarai","doi":"10.1075/LTYL.00006.OLI","DOIUrl":"https://doi.org/10.1075/LTYL.00006.OLI","url":null,"abstract":"\u0000 Previous research carried out from a socio-cultural perspective has explored the way adult learners interact when\u0000 undertaking tasks. Following the type of analysis initiated by Storch (2002) we\u0000 examined the patterns of interaction of young ESL learners (ages 9–12) of different English proficiency levels, high-intermediate\u0000 (H) and low-intermediate (L) as they worked with native speakers (NS) (i.e., H/NS and L/NS pairs) to carry out a one-way and a\u0000 two-way task. Once the patterns of interaction were determined, we then explored the relationship between these patterns, the\u0000 learners’ proficiency levels and the task type. Our findings reveal that, regardless of proficiency, these child ESL learners\u0000 engaged with the tasks and with each other, most often collaboratively, but also using other patterns interaction. However, the\u0000 findings also suggest that task type and learner proficiency influenced the pattern of interactions that occurred.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43964489","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 article reviews Learning Foreign Languages in Primary School: Research Insights £34.95
这篇文章评论了小学学习外语：研究见解34.95英镑
{"title":"Maria del Pilar García Mayo (editor), Learning Foreign Languages in Primary School: Research\u0000 Insights","authors":"J. Enever","doi":"10.1075/LTYL.00007.ENE","DOIUrl":"https://doi.org/10.1075/LTYL.00007.ENE","url":null,"abstract":"This article reviews Learning Foreign Languages in Primary School: Research Insights £34.95","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47469207","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}
Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class. Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance. The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available through interactive oral tasks.
{"title":"Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school","authors":"J. Newton, B. Nguyen","doi":"10.1075/LTYL.00004.NEW","DOIUrl":"https://doi.org/10.1075/LTYL.00004.NEW","url":null,"abstract":"Abstract\u0000 This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs\u0000 of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was\u0000 transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected\u0000 from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive\u0000 speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class.\u0000 Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were\u0000 resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance.\u0000 The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of\u0000 tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available\u0000 through interactive oral tasks.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659593","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.00002.edi","DOIUrl":"https://doi.org/10.1075/ltyl.00002.edi","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46109588","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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