Title: Teaching Methods used to teach English to pre- school childrens

Date 18/09/2012

Author/ References Sandradu Plessis and Brenda low

Title of Journal Challenges To Pre School Teachers In Learners Acquisition Of English As Language Of Learning And Teaching

Comments This journal highlights problems that teachers might come across in teaching English to pre school children. The importance of identifying them and solving them because its believed here in this journal that preschool teachers play a key role in the acquisition of English language by the children because children spend most of their waking hour with the teachers. Therefore its believed that teachers do play a big role in the childrens life in order for them to acquire the language In this journal it is discussed teachers theoretical believe helps them to perceive, process, and act upon information in classroom. This also study extends the current research on teachers' theoretical beliefs within literacy contexts to the field of teaching English as a second language (ESL).Specifically, it examines the relationship between ESL teachers' theoretical beliefs about second-language learning and teaching and their instructional practice during literacy instruction with non-native speakers of English. Some have argued that teachers' beliefs act as a filter through which a host of instructional judgments and decisions are made. The focus of this journal is how to teach English to young learners through learning theories and pedagogical implications. It is stressed here that the earlier children learn English, and the more exposure to the language, the better it will be, therefore Teaching English for young learners, ,

Research method Quantitative research method

Karen E Johnson 19/09/2012

The Relationship Between Teachers Believe And Practises During Literacy Instruction For Non Native Speakers Of English

Quantitative research method

24/09/2012

Rojab Siti Rodliyah

Teaching English to Young Learners: How They Learn and the Pedagogical Implication

Qualitative research method

25/09/2012

Sue Garton, Fiona Copland, Anne Burns

Investigating Global Practices in Teaching English to Young Learners

should be properly handled if it is to be successful. It needs highly skilled and dedicated teaching. Teachers of English for young learners need to have a sound understanding of how students think and operate, that is how young learners learn a language. This will serve as the foundation for the implementation of teaching English to young learners. This paper reports on the project Investigating Global Practices in Teaching English to Young Learners. Its main aims were to: discover what policy/syllabus documents inform TEYL practices around the world investigate and map the major pedagogies that teachers use better understand teachers perceptions of their roles and responsibilities, including the challenges they face identify how local solutions to pedagogical issues can be effective and how these may resonate globally. The purpose of this journal is it states how student acquire the English language by Total Physical Response. The immediate and maintaining effects of TPR on listening comprehensions for learning English functional vocabulary for resource classroom students were found in this study. At the baseline phase, all the students didnt understand any words of the contents, when they were tested at the intervention phase, the correct rates rose immediately. That TPR is a high speed language acquisition is proved to be true in this study. The facts that student A and B performed better and student Cs performance was stable at the maintenance phase shows the maintaining effects of TPR.

Quantitative and Qualitative research

2/10/2012 Hui-Ching Hsu Chien-Hui Lin National Changhua University of Education, Taiwan The Effects of Total Physical Response on English Functional Vocabulary Learning for Resource Classroom Students in the Elementary School

Qualitative research

3/10/2012

Neil T. Millington Ritsumeikan Asia Pacific University, Japan

Using Songs Effectively to Teach English to Young Learners1

4/10/2012

Anayanti Ikasari

An Analysis On Using Faies (First Aids in English System) In Teaching English For Children.

10/10/2012

Dr. Tayyaba Zarif

Study Of Teachers Opinion Regarding Techniques To Increase Students Motivational Level During English Language Teaching At Primary Level

This paper starts by analyzing why songs should be considered as useful pedagogical tools. The author then proposes using songs as language learning tasks to maximize the benefits of using songs and attempts to show how this might be done using practical examples. Finally, the paper explores how classic childrens songs could be modified to help teachers use them more frequently to teach a wider variety of topics In this research the writer formulates the problems in two categories; they are the effectiveness and the advantages and/or disadvantages on using FAIES (First Aids in English System) in teaching English for children. Looking in to FAIES Methodology the students are made to use English in their daily activity or communication. In FAIES the teacher usually use teaching aids to help them to make the students understand the meaning. There are four categories in FAIES, they are direct approach, functional approach, situational approach, and drilling approach. The rational of the study is to take the opinion from the primary teachers regarding effective techniques by which students can be motivated or we can increase the motivational level of students especially during teaching of English at primary level. Analyzed data exposed that a number of techniques which can help teachers to motivate students during English language teaching include techniques such as role play, storytelling through games and good relation. Majority of teachers strongly agreed that through role play, storytelling, using games and good relation are very effective techniques for students motivation and according to their opinion, by using these techniques, students motivational level did increase.

Qualitative research

Qualitative research

Quantitative research

11/10/2012

Yen-Hui Wang Kainan University

Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools

12/10/2012

: Jana Bezinov

Storyline In Teaching English To Young Learners

The aim of this paper is to examine the use of communicative language games for teaching and learning English in Taiwanese elementary schools. The instrument used in this study was a survey questionnaire about participants perspectives on the use of communicative language games in English lessons. The results of the study provided encouraging evidence to indicate that Taiwanese elementary school teachers generally appreciated the benefits and value of communicative game activities in the teaching of English language. The findings also suggested that when facing students with different backgrounds, learning styles, needs, and expectations, teachers should be aware to take learners individual variations into account and be more flexible in their use of communicative games in order to maximize educational effect. It is hoped that communicative language games will attract more attention and will be applied more widely in the classroom with more positive attitudes on the part of language teachers. There are many ways how to teach young learners at primary schools. One of them is using stories. The storyline method (Storyline) for teaching children at primary schools was mainly developed in 1967 by a team of teachers from Jordanhill College of Education (now known as University of Strathclyde) in Glasgow, Scotland. There are many approaches, styles and methods, which can be followed in the teaching process. The storyline approach was specifically designed for the use at primary schoolsDuring English lessons, they slowly gain familiarity with the English language increases their vocabulary, learn grammar rules, practise pronunciation and above all try to speak and express themselves. Teachers can choose stories, which are not linguistically complicated, not too long and include repetition and illustrations. and contain an uncomplicated plot

Quantitative research

Qualitative research