scholarly journals LANGUAGE LEARNING STRATEGIES USED BY IRAQI PRIMARY SCHOOL CHILDREN

2016 ◽  
Vol 2 (5) ◽  
pp. 285
Author(s):  
Muna Mohammed Abbas Alkhateeb ◽  
Hasanein Hasan
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
School Children ◽  
Primary School Children ◽  
Language Learning Strategies

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

Language Education and primary school children: the story of using stories

2019 ◽  
Vol 15 (2-2019) ◽  
pp. 157-169 ◽  
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Longitudinal Study ◽  
Action Research ◽  
Primary School ◽  
Language Learning ◽  
Language Learners ◽  
School Children ◽  
Research Study ◽  
Language Education ◽  
Primary School Children ◽  
Western Greece

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

Can WordBricks Make Learning Irish More Engaging for Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 20-39
Author(s):  
Monica Ward ◽  
Maxim Mozgovoy ◽  
Marina Purgina
Keyword(s):  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Visual Learning ◽  
Age Groups ◽  
Primary School Children ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Paradigm ◽  
Typical School

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

La politica del multilinguismo e l'apprendimento della lingua

FUTURIBILI ◽  
2009 ◽  
pp. 134-138
Author(s):  
Sean O'Rian
Keyword(s):  
Middle School ◽  
European Union ◽  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
The European Union ◽  
Language Policies ◽  
The Moment ◽  
Almost All

- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.

scholarly journals Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers

2009 ◽  
Vol 11 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Marja Nurmilaakso
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Student Teachers ◽  
School Children ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Primary School Student ◽  
The Future ◽  
Research Questions ◽  
The University

Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.

scholarly journals Language Learning Strategies Used for Enhancing Reading Skills Among Year 6 Pupils of A Primary School in Selangor

2021 ◽  
Vol 11 (6) ◽  
Author(s):  
Aizuddin Rojalai ◽  
Jeniffer Shella Susaie ◽  
Lavaniya Balaraman ◽  
Sasi Rekha Manoharan ◽  
Zuraida Mustafa ◽  
...  
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Skills ◽  
Language Learning Strategies
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