This annotated bibliography is worked in collaboration with Young Sook,Jeon and Eun Joo Lee
Citation 1
Burygoyne, K.(2009). The comprehension skills of children learning English as an additional language. British journal of education of psychology, 79, 735-747.
Summary
This study aimed to the relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. The background is the Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The sample for this study is the Data that are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. The method for this study is that Children completed standardized measures of reading accuracy and, listening comprehension, and receptive and expressive vocabulary.
Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group.
When it comes to conclusions, many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.
Review
Many EAL learners experience difficulties in understanding and spoken text. It is not related to decoding problems but related to significantly lower levels of vocabulary knowledge. They need to develop their language skill in the school curriculum to extend their vocabularies.
Rechard, A. T.(2001). Developing listening skills to improve reading, Florida technological university, Orlando , Florida
Summary
Most children learn to listen before they learn to read vocally. In order to speak, a child
has to listen to others speak, and in order to listen, a child must have someone speak to him or some sound made for him.
There are some stages of listening. At first, there is little conscious listening except as the child directly and personally concerned with what is being presented. Next, the child listens passively with apparent absorption but little or no reaction. Finally, listening becomes the act of forming associations, responding with items from own his experiences and reacting to what is presented. He begins to express his reactions through questioning commenting on what is said. listening is actually a more difficult process than reading to the extent that critical thinking and reasoning are demanded of the listener.
One of the justifications for teaching the listening skill is that listening comprehension is somewhat related to intelligence and reading ability even though they are not synonymous. Studies show high correlation between listening comprehension and reading comprehension in the early school years. By the time of junior high school, children get more complete and accurate meaning and information from reading than listening. Then as the young person enters the adult world, critical thinking and evaluation become a determining factor often in his reaction to circumstance that confront him. These problems are not always written out in words but they are spoken. The young adult has to listen and then think through t the decision that must be made.
It has been reasonably assumed that when efforts are concentrated in teaching children to listen accurately that are only will the listening skill itself improve, but this skill will influence the total reading program.
Review
According to this article most children learn to listen before they learn to read. There are some stages of listening and reading is a kind of mental listening. Listening comprehe-
nsion is somewhat related to intelligence and reading ability. The young adult has to listen and then think through t the decision that must be made. When efforts are concentrated in teaching children to listen accurately that are only will the listening skill itself improve, but this skill will influence the total reading program.
Citation 3
Seung-Yoeun, Y.(2006). Mother brand English as an effective approach to teach English for young children as a foreign language in Korea , Reading
Summary
The rate of going abroad to study English has been increasing in Korea
Some parents want their children to learn English from early infancy in a second language, they need to provide exposure to English surroundings for their children to experience from early infancy. This English approach in South Korea is called 'Mother Brand English", which means this approach has been implemented and developed by many mothers This Mother Brand English has used meaningful ways that allow children to practice and develop the skills of reading, writing, speaking, and listening in an integrated way, Amazing benefits in this approach are that it has been developed by many parents who are not only advocates and but also researchers to implement new ways for their own children with their real love and interests. In order to implement mother brand English, parents have a critical role in planning an environment that encourages. children's learning English through many materials such as books and multimedia in daily life. Parents must be the first teachers and best English teachers for children in their whole life. Also, home should be the first language classroom for both Korean and English. These parents also implement English approach called Mother- brand or Home -brand English. They also meet together to study and teach their children once a week .as home school teachers. They develop new programs and share their experiences and empower each other. Some of them become professional English teachers and build English home schools in their home to teach other neighbor children.
Many researchers have focused on studying about English language learning as a second language in English countries. Most of them have focused on the children in immigrant families to participate and adjust and learn the new culture and English.
But now in Korea
imperative that children understand a wide world with a variety of cultures and the English language as English learners.
Review
The article focuses on the English approach called Mother-Brand English which is considered as an effective strategy in teaching English to young children in Korea
Citation 4
Nunan, D. (2001). Teaching English as a second or foreign language. Syllabus design. In Celce-Murcia, M. 55-65.
Summary
According to the author, syllabus is based on the broader concept of curriculum and syllabus design means the selection of the content of the curriculum. At first, content selection in curriculum includes linguistic features, and it is reflected in a grammatical syllabus. In 1970s, however, notional syllabus appeared opposing the previous syllabus. Then more recently, with the need of the adoption of a process approach, there has emerged task-based syllabus and content-based syllabus. Most recently, an integrated approach has been prevalent.
The author investigates each syllabus one by one chronologically. First, grammatical syllabuses, which are underlain that language comprises a finite set of rules combined in various ways to make meaning, are yet popular today. During the1970s, it was put in attacks on two aspects; one was the linear of sequence of grammar, which was not represent the complexity of language, and the other was revealed by the development of the field of second language acquisition: the questioning about the necessity of the sequential enumerating of grammatical fragments. Notional-functional syllabuses express various criteria on content of the syllabus: situational, contextual, and extra linguistic factors. The next flow of the designing syllabuses is the content-based syllabus, in which learners acquire the target language in the course of doing others, not direct teaching of language itself. It emphasizes that learners can acquire language in active engagement in communicating. Task-based syllabuses consist of two tasks. One is target tasks, which the learner might do outside of the classroom, and the other is pedagogical tasks, which is for pushing the learner into practicing with each other in the target language to prepare the learner for the real world. In the last part of this article, the author argues for integrated syllabus, which incorporates all of the key experiential and linguistic elements from grammatical syllabuses to notional-functional, to task-based, and to content-based syllabuses.
Review
This paper talks about the variety of the syllabus types chronologically. And the author details one by one to make readers understand the flow of the trend in syllabus design in the second language education. In curricula, syllabuses are so important and essential part that this article is helpful for second language teachers. However, it could be more beneficial if this article would present each example syllabus at each explanation of syllabus because some conception of syllabus is abstract without the detailed description and showing the examples
Citation 5
Eleni, G., & Rena. S.(2009). Implementation and Evaluation of an Early Foreign Language Learning Project in Kindergarten. Springer Science Business Media. 79-87
Summary
This article explores the purpose was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing an English language learning intervention to kindergarten children in a playful and supportive environment. This intention focused on developing children’s oral skills through participating in creative activities an interacting, on the other hand, it aimed at investigating the degree to which ‘rule play’ could contribute to oral skills acquisition and vocabulary development. For this purpose, an effectiveness study was conducted which revealed the positive effects of the intervention on early foreign language learning (86) Furthermore,. Children showing their eagerness and enthusiasm to learn a foreign language participated spontaneously in interactive and movement activities and communicated in simple English phrases. It was revealed that group work played an important part in the interaction between the teacher and the children. It was indicated that there was an ‘increase’ in children’s involvement in interactive and movement activities resulting into developing their oral skills.(87) In this context, the author suggested implementing the intervention and examining its effectiveness simultaneously across several kindergarten classrooms. By doing so, a broader and more complete picture about the effectiveness and the continuity of the specific early foreign language learning project could be ‘portrayed’. Furthermore, there is a need to extend the project with the same children in the first and second grades of primary school in order to achieve continuity and to record its effect on the same sample at certain developmental stages
Review
This paper shows that developing child’s oral skills through participating in creative activities an interacting. In my thought, the most important aspect is teachers’ role and interaction between the teacher and the children. Teacher’s Behavior is really influenced their activity participation in the learning. Concerning teacher’s encouragement, the children were offered with the opportunity to interact and communicate with the others. It is crucial matter to move on to next stage. In order to examine the impact of the intervention on children’s oral skills development, a tripartite study was designed and conducted by a teacher.
