From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program

Uslu, Banu

doi:10.46328/ijres.v6i2.927

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…The research findings and the literature confirm that providing writing instruction based on the ideational, interpersonal, and textual dimensions of SFL led to an improvement in the participants' writing (Ersan & Uslu, 2020;Unsal Sakiroglu, 2020;Uslu, 2020). On the ideational level, using nominalization reflected knowledge of participants, processes, and circumstance.…”

Section: Resultssupporting

confidence: 63%

Incorporating Systemic Functional Linguistics in the Unlock English Teaching Program

Ishnaiwer

2020

IJonSE

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This research attempts to develop a supplementary writing teaching method that is compatible with the Unlock intermediate level students at Birzeit University. The purpose of the study is to also provide writing instruction regarding four general writing needs and for such students: understanding genre, using clause and sentence structure for chosen text types, developing a sense of audience, and writing coherently. The study is based on the framework of Systemic Functional Linguistics (SFL), and the writing instruction is provided through two teaching methodologies, Joint Construction and the Logical Tree. The sample of this study is 54 intermediate-level students of the Unlock program, 27 of whom comprised the control group, the remaining 27, the experimental group. Frequency tables were utilized to calculate the sum of the cohesive and structural devices used. Overall, the results revealed more use of the measured variables in the experimental group than in the control. In the experimental group, devices of nominalization, contrast, addition, reason, register, and voice were used 115, 34, 27, 49, 92, and 27 times, respectively. However, in the control group, the same devices were used 58, 19, 11, 19, 35, and 12 times, respectively. The researcher recommends further research be conducted on larger samples of different levels of English proficiency in order to identify additional needs and provide a more representative assessment.

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Section: Resultssupporting

confidence: 63%

Incorporating Systemic Functional Linguistics in the Unlock English Teaching Program

Ishnaiwer

2020

IJonSE

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“…This makes it difficult for students to do four years of uninterrupted English learning in university. Now that the world exchanges are constantly deepening, this is undoubtedly detrimental to the future development of students [4]. The English courses of juniors and seniors should be closely related to the future development needs of students.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study on the Demand Analysis of Follow-Up Teaching Courses of English Curriculum Based on Embedded Wireless Communication Multimedia Aid

Xue

2022

Wireless Communications and Mobile Computing

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College English follow-up courses are an important part of “University English Curriculum Teaching Requirements” and college English curriculum reform, and its purpose is to meet the individual needs of learners at different levels. “College English Curriculum Teaching Requirements” pointed out “Each school should design its own college English curriculum system according to the curriculum requirements and the college English teaching objectives of the school, while ensuring the improvement of students’ language proficiency, it should be conducive to students’ personalized learning. to meet their respective development requirements.” With the rise and development of computer technology, human society has ushered in the fifth information technology revolution. In just a few decades, people’s life and production methods have undergone tremendous changes. Computer information technology has been widely used in military, medical, commercial, education, and industrial fields. Multimedia-assisted teaching has incomparable advantages in these situations. The use of network, computer, and multimedia has made the English classroom teaching methods changed essentially. Due to the huge storage capacity of the computer, it can use graphics, sound, and animation to express, organize, and store the corresponding text knowledge materials, so that the sound, image, and text can truly coexist, achieving an effective increase in the amount of information dissemination and enhancing stimulus intensity of information so as to make the students’ enthusiasm for learning knowledge improved. It is precisely because of the powerful information dissemination ability, information processing ability, and convenient and fast interactive form of multimedia itself that it can be used in teaching to enrich the way of classroom teaching activities and make classroom teaching methods no longer single, which can make students better complete the transition from concrete image thinking to abstract logical thinking. The smooth development of college English follow-up courses will continuously improve the English quality of our talents. Learners of different majors have different needs for follow-up college English teaching. Only when students of different majors adopt different teaching courses can they fully reflect the individuality and suitability of the courses. In order to understand the specific needs and views of students of different majors on the courses, students of different majors are made to adopt different teaching courses to get personalized and appropriate learning experience. We distributed questionnaires to senior students at a certain university and adopted Dudley-Evans and St John’s needs analysis method for the survey results. It is found that liberal arts students are looking forward to the language application and language skills modules, and their satisfaction with these two modules is as high as 86.23%. The science students and engineering students are more satisfied with the two modules of professional English and language application. Among them, the satisfaction of science students on these two modules is 78.63%, and the satisfaction of engineering students is as high as 92.38%. Students of different majors have a positive attitude towards English follow-up courses, but there is a big difference between the courses offered by universities and the teaching mode. For example, 85.62% of liberal arts students are satisfied with the recognition of the course mode, and only 14.38% are dissatisfied; 66.3% of science students are satisfied with the curriculum model, 33.7% are dissatisfied; 66.45% of engineering students are satisfied with the curriculum, and 33.55% are dissatisfied.

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“…The teaching of English to preschoolers was researched by the Turkish scholar B. Uslu (2020). He argues that the quality of foreign language learning is influenced by the age of learners, the characteristics of foreign language teachers, and the methods and techniques used (Uslu, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Uslu (2020). He argues that the quality of foreign language learning is influenced by the age of learners, the characteristics of foreign language teachers, and the methods and techniques used (Uslu, 2020). Early English teaching in preschool institutions is included into paragraph "Communication" of the Standard of preschool education and teaching (2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Introducing Teaching English to Young (Preschool) Learners in Kazakhstan

Zhetpisbayeva¹,

Uteubayeva²,

Shelestova³

et al. 2023

WJEL

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The modernization of education demands the implementation of a course of English in preschool institutions. The process of early English teaching demands theoretical justification and also working out of its educational and methodical maintenance. It is necessary to take into account Kazakhstan multilingualism, that is parallel studying of several languages functioning in a multiethnic educational space. The aim of the investigation was monitoring of English teaching quality and investigation problems at this level of education. In this article, the authors consider a question of the introduction of English teaching to young learners in the conditions of trilingual education. The questionnaire offered to respondents contained questions directed at studying of the process of introduction of teaching in English in preschool institutions. The analyses of the questionnaire data of teachers helped to elicit some problems. The most significant problem is the lack of qualified staff in preschool institutions. The article is based on the result of the interview held with English teachers of preschool institutions in the Karaganda region. As result, the conducted research contributed to the development of English teaching to preschool children. The analyses of the questionnaire allowed revealing the positive attitude of teachers towards the process of introduction of early English teaching in preschool institutions in the context of trilingual education.

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From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program

Cited by 3 publications

References 8 publications

Incorporating Systemic Functional Linguistics in the Unlock English Teaching Program

Incorporating Systemic Functional Linguistics in the Unlock English Teaching Program

A Comparative Study on the Demand Analysis of Follow-Up Teaching Courses of English Curriculum Based on Embedded Wireless Communication Multimedia Aid

Introducing Teaching English to Young (Preschool) Learners in Kazakhstan

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