As one of the outcomes of globalization, learning a foreign language has gained importance. In many countries this situation has led to the lowering of the age for starting to learn a foreign language as part of the restructuring of the education system. Success in foreign language learning (FLL) depends on many factors. Affective factors are 1 facet of achieving success in FLL and these factors have long been a concern of language educators. However, most research on this topic has been conducted with adolescents and adults. Thus, in the present case study our aim was to investigate the relationship between age and FLL anxiety with children aged between 10 to 14 years. We used both qualitative and quantitative research methods for triangulation. We collected data via a questionnaire (Cronbach's alpha .876), adapted from Horwitz, Horwitz, and Cope (1986) and via interviews with 84 children at a state primary school in Turkey. In addition to calculating means and standard deviations, we used Kruskal-Wallis and Mann-Whitney U tests for dual and multiple comparisons. The results suggested that there were no statistically significant differences according to gender and that the younger children in the study were less anxious than the older children about FLL. Examinations were found to be the activity that caused the most anxiety for the children.Keywords: young learners, foreign language learning anxiety, affective factors, foreign language teaching, children.The current trend in language teaching and learning is to start foreign language education at an earlier age than was previously the usual practice. In many SOCIAL

The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre-and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants' attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.

As a still growing area, language learning strategies (LLS) research needs to expand so that it covers different contexts and age groups. Previous research shows that most of LLS research is conducted in ESL contexts and the majority looked into strategies of adolescents and adults. Consequently, strategy taxonomies as well as the inventories developed so far comprises this context and age group mentioned. Thus, the current study investigates children’s language learning strategies in an EFL context. Data is collected via methodological triangulation through, semi-guided questionnaire, task-based interviews, observations during students’ task performance, field notes kept during task-based interviews, think- aloud protocols for reading and writing skills, classroom observations, and general interviews conducted according to the results of the semi-guided questionnaire. Triangulation in location is also applied. 54 children contributed to the study. As a result, children’s language learning strategies are identified and a taxonomy is developed by taking Oxford’s (1990) classification as a basis.

Attitudes toward a foreign language and the motivation to learn a language have been of interest

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