English Teaching Strategies and Activities / ID: 528764

Autors: Kate Mikane (4)

Vērtējums:

Publicēts: 26.06.2017.

Valoda: Angļu

Līmenis: Augstskolas

Literatūras saraksts: 22 vienības

Atsauces: Nav

Laikposms: 2011. - 2015. g.

Izvērst priekšskatu

SatursAizvērt

Nr.	Sadaļas nosaukums	Lpp.
	List of abbreviations and acronyms	2
	Introduction	3
1.	Language learning	6
1.1.	The Early Second Language Acquisition	6
1.2.	Early Development of the Second Language	6
1.3.	Second Language Acquisition Strategies	7
1.4.	Language Sound Acquisition Process	9
1.4.1.	Sound production	9
1.4.2.	Sound acquisition towards the language development	10
1.4.3.	Phonemes	11
1.4.4.	Phonetics and Phonology	12
1.5.	The Summary	13
2.	Children Characteristics	14
2.1.	The Three-Year-Old Child	14
2.2.	The Four-Year-Old Child	15
2.3.	The Five-Year-Old Child	16
2.4.	The Six-Year-Old Child	17
2.5.	The Summary	18
3.	Language teaching Theories	19
3.1.	Teaching Support Strategies for Children	19
3.2.	Stages of Second Language Acquisition in Language Teaching	20
3.3.	Second Language Teaching Activities	23
3.4.	The Summary	24
4.	Analysis of English Class for Children	25
4.1.	Research Methodology	25
4.2.	Procedure of data collection	25
4.3.	Selected Material – Video	26
4.4.	Characteristics of the Group	27
4.5.	Results and Discussion of the Analysis of teaching strategies and activities	27
4.6.	Results and Discussions of the Analysis of sound perception and language acquisition	30
4.7.	The summary	33
	Conclusions	34
	Theses	36
	REFERENCES	37
	Appendix	40

Darba fragmentsAizvērt

However, Rowland (2014) has stated ‘the more language children hear, the quicker they will develop their language’ (Rowland 2014: 193), according to the video this part has been fully covered, since the teacher uses the English in her speech, records and readings during the whole class.
To conclude it is possible to admit that children recognize the English sounds, for example, during the lesson the teacher uses the recording of the song and the children need to recognize the words e.g. horse and do the moves as a horse does and the whole group managed that. Nevertheless, the teacher should have paid more attention towards sound teaching activities.

4.7 The summary
In the summary, the findings demonstrate that when the teaching strategies investigated in the theoretical part are applied in the actual English class for preschool children who learn English as their second language, the results are obvious already at the end of the lesson. The findings prove that these teaching strategies work and it is possible to teach English to preschool children with great results.
As to the sound teaching activities and strategies, it is possible to admit that the teacher has not used the strategy of teaching separate sounds and then words, nevertheless, a lot of word repetition and teaching were used, in fact, there exist possibility that the teacher has evaluated that her students are enough skilled and separate sound learning was not necessary.

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