English Teaching Strategies and Activities
|List of abbreviations and acronyms||2|
|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|
|1.4.2.||Sound acquisition towards the language development||10|
|1.4.4.||Phonetics and Phonology||12|
|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|
|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|
|4.||Analysis of English Class for Children||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|
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.
- Communicative Approach in Language Teaching and Learning
- English Language Dialects
- English Teaching Strategies and Activities
Enter an email address where the link will be sent:
Link to paper: