Strength for Today and Bright Hope for Tomorrow

Volume 10 : 3 March 2010
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.



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Teaching English as a Foreign Language to Very Young Learners: A Case from Turkey

Selma Deneme, Ph. D.
Selen Ada, M.A. Student


The study aims to describe and analyze the current system at preschools in Turkey in terms of teaching English to very young learners as a foreign language. The research was carried out by using the descriptive research model. The data was collected via observations and an interview conducted on the preschool English teachers. The researchers made observations at two private preschools in Edirne and analyzed the current system in terms of teaching English to very young learners; to achieve this, they analyzed and described the teaching methods applied in English classes; they also described the activities, the techniques and the materials used to teach English as a foreign language in private preschools.

Key Words: English, very young learners, preschool

1. Introduction

Foreign language teaching has gained a lot of importance due to globalization all over the world and the English language has become the dominant international language. The English language gained the status of international language (Nunan, 2002; Crystal, 2003) and it became the most commonly taught second language all over the world (Rixon, 1992).

As it is stated in Brewster and Ellis (2002), using English has become a growing trend among people. People can easily interact with other people and experience other cultures through travel and technology by using English. There is strong belief that young children learn language better and easily. Thus, if we want our children to learn sufficient English and speak it fluently, we should introduce English to children at early ages.

Learning English at early ages helps learners raise awareness towards their own and other languages, encourages them to develop a positive attitude to language learning and to foreign cultures, motivates them to communicate and contributes to their social development. As Brewster and Ellis (2002) stated, it also improves children's learning awareness which is a way to realize why and how they are learning the second language. Children become more aware of materials and strategies such as noticing, observing, analysing, and comparing which help them develop their cognitive skills during their language learning process. Children also learn various words during the lesson and use them while they are interacting with others. So they improve both socially and linguistically while learning a foreign language.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

The Linguistics of Newspaper Advertising in Nigeria | Women in Advertisements | Case-Assignment Under Government in Modern Literary Arabic | Teaching English as a Foreign Language to Very Young Learners: A Case from Turkey | Association of Self Fashioning and Circumstances in Margaret Atwood's The Blind Assassin | A Moral Lesson, Amoral Lesion - Sharon Pollock's The Komagata Maru Incident | Pariksha: Test by Prem Chand | Treatment of City in Nayantara Sahgal's Storm in Chandigarh | Phrasal Stress in Telugu | Stress Among ELT Teachers: A Study of Performance Evaluation from a Private Secondary School in Haryana | Willa Cather’s Portrayal of the Pioneer Virtues in Alexandra Bergson with Reference to O Pioneers! | Man-Woman Relationship in Nayantara Sahgal's Mistaken Identity | Classroom Management and Quality Control - An Action Research | Hermann Hesse's Siddhartha - A Dualist Spiritual Journey | Impact of Dramatics on Composition Skills of Secondary School English Language Learners in Pakistan | Narrative Technique, Language and Style in R. K. Narayan's Works | Diasporic Crisis of Dual Identity in Jhumpa Lahiri's The Namesake | To Teach or Not to Teach Grammar isn't the Question Any Longer - A Case for Consciousness-Raising Tasks | Cognitive Flexibility in Children with Learning Disability | Coda Deletion in Yemeni Tihami Dialect (YTD)- Autosegmental Analysis | The Enigmatic Maya in Anita Desai's
Cry, The Peacock
| Developing an English Curriculum for a Premedical Program | The Ties of Kinship in Rohinton Mistry's Novels | Indian English: A Linguistic Reality | The Unpredictability of the Sonority of English Words | Women's Representation in Polity: A Need to Enhance Their Participation | Nandhini Oza's Concern for the Tribal Welfare in "The Dam Shall Not Be Built" | A PRINT VERSION OF ALL THE PAPERS OF MARCH 2010 ISSUE IN BOOK FORMAT | HOME PAGE of March 2010 Issue | HOME PAGE | CONTACT EDITOR

Selma Deneme, Ph.D.
ELT Department
Trakya University
Edirne- 22030

Selen Ada, M.A. Student
ELT Program
Trakya University

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