Nikolov The Age Factor and Early Language Learning

1. Auflage 2009
ISBN: 978-3-11-021828-2
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 40, 430 Seiten, Gewicht: 10 g

Reihe: Studies on Language Acquisition [SOLA]ISSN

This edited volume documents the state of the art in research into how the age factor interacts with other factors in a variety of educational contexts. The book comprises 17 chapters examining early language learning and teaching in a range of countries in Europe, Asia and North America. Authors discuss main themes in research methodology, curricular and assessment issues, short- and long-term outcomes, the role of individual differences, innovation in teacher education, classroom processes, as well as the impact of the target language. The first two chapters (Nikolov; Edelenbos and Kubanek) overview the main trends in research. Four papers (Curtain;Ofra Inbar-Lourie and Elana Shohamy; Jalkannen; Haenni Hoti, Heinzmann, and Müller) focus on the assessment of young learners; two authors examine how age impacts on language learning over time (Muñoz; Kasai). Individual differences (motivation, anxiety, aptitude, and socio-economic status) are explored byMihaljevi? Djigunovi?, Mattheoudakis and Alexiou, and Kiss. Innovation is the common theme in chapters written by Wang, Moon, and Peng and Zhang. The last three papers analyze the status of languages (Harris, Enever, Carmel).The book is a must have for teacher educators of pre- and in-service teachers of modern languages to young learners, MA and PhD students in TEFL/TESOL and other languages, researchers and policy makers.

Zielgruppe

Teacher Educators of Pre- and In-Service, Teachers of Modern Lang

Autoren/Hrsg.

Nikolov, Marianne

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

1;Frontmatter;1
2;Contents;5
3;1. The age factor in context;7
4;2. Early foreign language learning: Published research, good practice and main principles;45
5;3. Assessment of early learning of foreign languages in the USA;65
6;4. Assessing young language learners: What is the construct?;89
7;5. Language proficiency and age-appropriate methodology at the English Kindergarten of Kuopio;103
8;6. ‘‘I can you help?’’ Assessing speaking skills and interaction strategies of young learners;125
9;7. Input and long-term effects of early learning in a formal setting;147
10;8. English /l/ and /r/ acquisition by Japanese children and adults;167
11;9. Individual differences in early language programmes;205
12;10. Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development;233
13;11. The role of aptitude in young learners’ foreign language learning;259
14;12. Primary English in China: Policy, curriculum and implementation;283
15;13. The teacher factor in early foreign language learning programmes: The case of Vietnam;317
16;14. Chinese primary school students’ use of communication strategies in EFL classrooms;343
17;15. Expanding the comparative context for early language learning: From foreign to heritage and minority language programmes;357
18;16. The status of the target language: Contemporary criteria influencing language choices for early learners in England;383
19;17. English for Young Learners (EYL) in grades 1 and 2 in Israel: A critical discourse analysis;409
20;Backmatter;429

Über Autor(innen)

Marianne Nikolov, University of Pécs, Hungary.