References Andersson, F. & Sundh, S. (2014). Young learners: Communication and digital tools. In T. Hansson (Ed.), Contemporary approaches to activity theory (pp.19–37). Hershey, US: IGI Global. Barås, C. & Mohlin, I. (2016). Swedish sixth graders’ use of the genitive, subject-verb agreement, spelling and prepositions – A comparison of accuracy scores in two groups’ written production produced at different points in time . T3, Term paper. English Department, Uppsala University. Bernard, H.R. & Ryan, G.W. (2010). Analysing qualitative data
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Ilona Tandzegolskienė and Asta Balčiūnaitienė
The article aims to present the storytelling method, which could be applied in teaching/learning foreign languages. Storytelling enables learners to analyse actual topics using the gathered information, to solve problems emphasizing personal experiences and values as well as to listen to other stories and share valuable information. On the one hand, communicative skills are developed through storytelling processes at the same time improving students’ pronunciation, increasing vocabulary, brushing up their grammatical and sentence structure skills. Moreover, young learners’ problem-solving skills are also developed, when they try to remember the received information and answer the questions during the limited time. On the other hand, the use of storytelling method enables teachers to inspire young learners to share their experiences, and to improve their linguistic abilities. The participation in these information sharing activities motivate young learners to be open-minded and encourage them to study individually. The article overviews the importance of the storytelling method on the theoretical level as well as introduces the usefulness of storytelling elements in foreign language classes on the empirical level. The research was planned and performed in X Kaunas Gymnasium, in which the second-grade young learners (average age of the participants was 16 years old) created and presented their stories on the topic “My Festive Day”. The results of the research demonstrate that young learners were more engaged in prepared materials and managed to communicate using new linguistic constructions. What is more, while listening to other presenters they learned about various holiday traditions, different personal attitudes and, consequently, improved their listening, sentence structure and other communicative skills. The participants of the research emphasized that it was interesting for them to prepare storytelling tasks – to write, read the material and to activate the gained information. During the implementation of the storytelling method, a negative aspect related to emotions was observed, and also a lack of stress management and learning to learn skills was determined.
Réka Bozsó and Judit Nagy
.: VCAA. http://www.vcaa.vic.edu.au/Documents/earlyyears/EY_TEYLL_Paper.pdf (Last accessed: 06 May 2018). Curtain, Helena. 2000. Early language learning in the USA. In Marianne Nikolov and Helena Curtain (eds), An Early Start: Young Learners and Modern Languages in Europe and Beyond , 191–208. Strasbourg: Council of Europe. Csizér, Kata–Gabriella Lukács. 2010. The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System 38(1): 1–13. Derwing, Tracey M.–Munro, Murray J. 2009. Putting accent in its
Learners’ interest is agreed by most of the educators to be significant for effectiveness of teaching and learning process. However postmodern society becomes more and more tranquilized or overactive (depending on the person) because of hundreds of information, pictures and others attacking people’s minds. Therefore gaining students’ attention and then attaching it to the subject becomes more and more difficult. The article makes an attempt to answer the question What is the role of Multiple Intelligence in enhancing learners’ interest level?
Alexandra Vraciu and Yolanda Capdevila Tomàs
. “Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms.” Studies in Second Language Acquisition , vol.19, no. 1, 1997, pp. 37-66. Mehisto, Peeter, et al. Uncovering CLIL Content and Language Integrated Learning in Bilingual and Multilingual Education . Macmillan, 2008. Meyer, Oliver, et al. “A Pluriliteracies Approach to Content and Language Integrated Learning--Mapping Learner Progressions in Knowledge Construction and Meaning-Making.” Language, Culture and Curriculum , vol. 28, no. 1, 2015, pp. 41-57. Muñoz, Carmen
Cohen, A., & Macaro, E. (2007). Language learner strategies: thirty years of research and practice. Oxford: Oxford University Press. Cohen, A., & Weaver, S. (2006). Styles- and strategies-based instruction: a teachers guide. Minneapolis: University of Minnesota. Chamot, A. (c1999). The learning strategies handbook. New York: Longman. Chamot, A., & El_Dinary, R. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83 (3), 319-338. Gunning, P. (1997). The Learning Strategies of Beginning ESL Learners at
, editors. Context and Culture in Language Teaching and Learning . Multilingual Matters, 2003. Callies, Marcus. “Advancing the Research Agenda of Interlanguage Pragmatics: The Role of Learner Corpora.” Yearbook of Corpus Linguistics and Pragmatics 2013: New Domains and Methodologies , edited by Jesús Romero-Trillo, Springer, 2013, pp. 9-36. Chang, Ji Yeon. “Korean Graduate Engineering Students’ Evaluations of Feedback from a Specialized Corpus on Academic English Writing.” Korean Journal of Applied Linguistics , vol. 29, no.1, 2013, pp. 245-71. Chang
Concha Furnborough and James A. Coleman
References 1. Attwood, R. (2010). The Cinderella students. In Times Higher Education, 10 June. 2. Coleman, J.A. (1996). Studying languages: A survey of British and European students. The proficiency, background, attitudes and motivations of students of foreign languages in the United Kingdom and Europe. Centre for Information on Language Teaching and Research. 3. Coleman, J.A. and Furnborough, C. (2010). Learner characteristics and learning outcomes on a distance Spanish course for beginners. In System, 38, (pp