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ID number:528764
Published: 26.06.2017.
Language: English
Level: College/University
Literature: 22 units
References: Not used
Time period viewed: 2014.g. - 2015.g.
Table of contents
Nr. Chapter  Page.
  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
  Appendix    40

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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