INNE EBOOKI AUTORA
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Autor:
Wydawca:
Format:
Publikacja dotyczy procesów uczenia się drugiego języka (obcego) przez dzieci w niższych klasach szkoły podstawowej. Autorka skupiła się w szczególności na przyswajaniu słownictwa oraz umiejętności odtwarzania słów z pamięci. Z powodu rosnącego zainteresowania edukacją językową dzieci młodszych, praca ma duże walory praktyczne i może być przydatna dla nauczycieli języka angielskiego w szkołach podstawowych. Publikacja w języku angielskim.
This book explores the issues of the acquisition of English as a foreign language with the focus on vocabulary learning. The author presents the topic from the psychological, educational and linguistic perspective and reviews theories of language acquistion. This is followed by the description of her own research study which employed a number of research methods with an interesting analysis of several case studies of young learners of English. This book can be a valuable source for linguists, psychologists, teachers and students - future language teachers.
Rok wydania | 2007 |
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Liczba stron | 240 |
Kategoria | Edukacja przedszkolna i wczesnoszkolna |
Wydawca | Uniwersytet Warszawski |
ISBN-13 | 978-83-235-1604-0 |
Numer wydania | 1 |
Język publikacji | angielski |
Informacja o sprzedawcy | ePWN sp. z o.o. |
INNE EBOOKI AUTORA
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Spis treści
List of Tables | 9 |
List of Figures | 11 |
Acknowledgements | 13 |
Introduction | 14 |
PART ONE: COGNITIVE, EMOTIONAL, SOCIAL AND LINGUISTIC DEVELOPMENT | 17 |
Chapter 1: Human learning | 19 |
1 Approaches to learning | 19 |
2 The role of intelligence in learning processes | 21 |
2.1 Defining intelligence | 21 |
2.2 Intelligence testing | 22 |
2.3 Wechsler Intelligence Scale for Children | 23 |
3 The role of memory in learning processes | 26 |
3.1 Sensory, short-term and long-term memory | 27 |
3.2 Memory strategies | 28 |
3.3 Study strategies | 29 |
3.4 Metamemory | 30 |
3.5 Recall and recognition | 30 |
3.6 Pictorial and verbal encoding: single versus dual memory models | 31 |
4 Cognitive styles and learning styles | 32 |
5 The role of perception in learning processes | 38 |
Chapter 2: Child development and learning processes in children | 41 |
1 Historical foundations | 42 |
2 Theories of child development | 46 |
2.1 Piaget’s cognitive-developmental psychology | 46 |
2.2 Vygotsky’s sociocultural theory | 48 |
2.3 Information processing | 49 |
2.4 Bruner’s theory | 50 |
2.5 Feuerstein’s theory | 51 |
2.6 Ecological systems theory | 52 |
3 Child development and the educational system | 53 |
3.1 Early school years | 53 |
3.2 Gesell’s age group characteristics | 54 |
3.3 Cognitive development – the period of concrete operations | 56 |
3.4 Play as development | 56 |
Chapter 3: First language acquisition | 59 |
1 The history of child language studies | 59 |
2 First language learning theories | 62 |
3 Acquisition of phonology | 65 |
4 The mental lexicon | 66 |
5 Acquisition of the lexicon | 68 |
6 Acquisition of syntax | 72 |
Chapter 4: Second and foreign language acquisition | 74 |
1 Theories of second language acquisition | 74 |
1.1 Krashen’s Monitor Model | 76 |
1.2 Interlanguage theory | 79 |
1.3 Linguistic universals | 80 |
1.4 Cognitive theory | 82 |
2 Factors influencing second language acquisition | 83 |
2.1 Motivation | 83 |
2.2 Aptitude and intelligence | 85 |
2.3 The age factor | 87 |
3 The comparison of first and second language learning | 92 |
Chapter 5: Vocabulary in second and foreign language acquisition | 96 |
1 Vocabulary processing – the bilingual lexicon | 98 |
2 Aspects of knowing a word | 98 |
3 Word difficulty | 101 |
4 The role of memory in vocabulary acquisition | 102 |
5 Vocabulary learning strategies | 103 |
6 Teaching second language vocabulary | 106 |
6.1 Enhancing comprehension | 107 |
6.2 Enhancing production | 108 |
7 Assessing vocabulary knowledge | 110 |
8 Children’s vocabulary learning and teaching | 112 |
PART TWO: RESEARCH ON VOCABULARY RECOGNITION AND RECALL IN CHILDREN AGED 7–8 | 117 |
Chapter 6: Methodology of research on language learning and teaching | 119 |
1 An overview | 119 |
1.1 Defining research | 119 |
1.2 Research traditions | 120 |
2 Research methods | 125 |
2.1 Case studies | 126 |
2.2 Triangulation | 127 |
2.3 Quasi-experimental methods | 128 |
3 Ethical problems in educational research | 129 |
4 Methods used in research projects in the primary context | 131 |
Chapter 7: Research design | 133 |
1 Research aims | 133 |
2 Research variables and research questions | 133 |
3 Research design and organization | 134 |
4 Sample | 135 |
5 Research instruments | 136 |
Chapter 8: A qualitative research project on vocabulary recognition and recall in children aged 7–8 | 138 |
1 Research subjects | 138 |
1.1 Syllabus | 139 |
1.2 Additional teaching materials | 140 |
1.3 Learning progress | 141 |
2 Methods, Procedures and Materials | 143 |
2.1 Method | 143 |
2.2 Procedure | 144 |
2.3 Materials | 146 |
3 Research instruments | 146 |
4 Case studies | 148 |
4.1 Case study A | 150 |
4.2 Case study B | 155 |
4.3 Case study C | 159 |
4.4 Case study D | 164 |
4.5 Case study E | 168 |
4.6 Case study F | 171 |
4.7 Case study G | 175 |
4.8 Case study H | 179 |
5 Factors influencing subjects’ lexical attainment | 182 |
5.1 Linguistic factors | 184 |
5.2 Psychological factors | 198 |
5.3 Conclusions from the qualitative research project for the quantitative research | |
Project | 200 |
Chapter 9: A quantitative research project on vocabulary recognition and recall in children aged 7–8 | 202 |
1 Introduction | 202 |
2 Research sample | 202 |
3 Research method | 203 |
4 Research instruments | 204 |
5 Quantitative results in the researcher’s perspective | 204 |
5.1 Research question number 1 | 204 |
5.2 Research question number 2 | 206 |
5.3 Research question number 3 | 208 |
6 Correlation analysis of lexical test results and factors observed by the teacher | 210 |
7 Teacher variable | 212 |
8 Discussion | 214 |
Conclusions and implications for teaching English to young learners | 216 |
Bibliography | 220 |
Subject index | 234 |
Selected author’s index | 238 |