Learning of Foreign Language in Pre-School Children: Evaluation Methods in Kindergarten’s Environment

Abstract

In this paper we describe how children acquire foreign language. It is well known that the very early age is a most suitable time to start foreign language learning. This is partly because up to the certain age every child learns foreign language as a part of a natural process. For our research we had to study theories of language learning, predominantly nativists' theory, where Chomsky argues that there is an innate factor, known as Language Acquisition Device, and further development made by Lennenberg, but also empiricists -behaviourists' theory upholding the element of imitating (Skinner) and cognitivists' theory that argues that cognition precedes the language development (Bruner, Piaget, Vygotsky, Sapir-Whorf). We are giving an overview of the process and ways of acquiring foreign language we studied the phases of language learning and connections to the brain´s developmental stages. It is established that the most suitable age for starting the learning process should begin at preschool age, when children are mostly intrinsically motivated. For the evaluation of the process we suggested the simple quantitative and qualitative method, suitable for educators and parents and for the scientific purposes there is a micro genetic research method for deeper understanding of the learning process and changes that occur.Metodički obzori 9 (2014)1, No. 19 Learning of foreign language in pre-school...

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

“…The preschool years are very advantageous in terms of learning a foreign language, since children can learn naturally during these years. This is because they are happy with their successes, are constantly in search of activities and are full of desire to learn and obtain information (Özer, 2013;Adžija & Sindik, 2014;Rodríguez López & Varela Méndez, 2004;Sığırtmaç & Özbek, 2009). Children learn languages in three stages: learning the rhythmic features of the language, dividing words and determining the exact grammatical structure.…”

“…This can be done via imitating, observing, listening, practicing, playing games, singing lullabies, rhymes and songs. Having fun is very important, as learning becomes much easier when the emotional brain is open and engaged (Adžija & Sindik, 2014).…”

“…Whether these brain cells can connect or die-off depends on whether children live in an enriched environment or not (Ornstein, 1986). In this period, there is no difference between learning the first or second language and teaching a second or third language is recommended just like the way mother tongue is acquired, via songs, rhymes and natural conversations (Adžija & Sindik, 2014). In early childhood, when brain functions are most intense, if children are exposed to a foreign language through natural interactions, they can learn it almost as well as their mother tongue (Çetintaş & Yazıcı, 2016).…”

Using a “Snake and Ladder” Game in Teaching Speaking to Young Learners

“…A number of studies have found that learning English at earlier ages is effective and very helpful in developing children's English proficiency (Shin, 2010;Gawi, 2012;de Bot, 2014). In addition, Adzija and Sindik (2014) argue that the most suitable age for starting the learning process should begin at the preschool age. Those studies prove that English proficiency is more easily achieved at earlier ages.…”

Using multimedia-based materials in teaching speaking to elementary school students in Kabanjahe

“…English, at earlier ages is effective (Shin, 2010;Gawi, 2012;de Bot, 2014). Moreover, one of the studies suggests learning a foreign language to begin since preschool age (Adzija & Sindik, 2014). Rapid development of children's basic communication abilities in English and native-like pronunciation, encouragement of enjoyment, motivation, and development of their cognitive skills and metalinguistic awareness are several benefits of learning English at early ages (Pinter, 2006).…”