Influences of early English language teaching on oral fluency

Wolf, Stephana de; Smit, Nienke; Lowie, Wander

doi:10.1093/elt/ccw115

Cited by 25 publications

(18 citation statements)

References 6 publications

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“…English teaching wisdom is regarded as the efforts of conceptual planning, experience scheduling, operation design, and so on in English teaching and acts on the initiative of the main body in English teaching practice [13]. Literature [14] holds that every teacher must show a sensitive, rapid, and accurate ability to judge and act in the face of complicated English teaching situations, which is the teacher's English teaching wisdom. Literature [15] holds that wisdom is not just intelligence in the general sense or IQ in the psychological concept, but a kind of quality, state, and realm that covers various qualities and knowledge and experience of individuals.…”

Section: Related Workmentioning

confidence: 99%

Intelligent Classroom Learning Model of College English Based on Data Mining Technology in Mobile Edge Computing Environment

2022

Wireless Communications and Mobile Computing

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There are still a number of issues in college English classes, for example, the learning environment is relatively closed and some teachers lack a sense of innovation and reform, both of which have an impact on students’ ability to improve their English skills. The expansion and application of big data technology in education have piqued the interest of educational researchers, industry and application practitioners, and industry management and decision-makers. This study uses educational data mining technology to model in the mobile edge computing environment, analyze and process, and create an overall design from three levels: teaching design process, learning activity process, and learning results, all based on big data in the smart classroom. The results show that using the algorithm with the interest index, the number of strong rules obtained can be used to derive a concrete relationship between learning behavior factors and learning effect, which can help users improve their learning behavior.

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Section: Related Workmentioning

confidence: 99%

Intelligent Classroom Learning Model of College English Based on Data Mining Technology in Mobile Edge Computing Environment

2022

Wireless Communications and Mobile Computing

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“…Research on early FL learning in limited‐exposure classrooms, however, has painted a different picture, indicating little advantage for an early start. This has been attributed to the complex status of age as a “macro‐variable” (Montrul, 2008) associated with myriad socio‐affective, contextual, and cognitive factors, but also to the scarce number of instructional hours per FL per week (see, e.g., Al–Thubaiti, 2010, for Saudi Arabia; Buchholz, 2007, for Austria; Genelot, 1997, for France; Graham et al., 2017, for Great Britain; Jaekel et al., 2017, for Germany; Larson–Hall, 2008, for Japan; Muñoz, 2006, for Catalonia [Spain]; Pfenninger & Singleton, 2017, 2019, for Switzerland; de Wolf, Smit, & Lowie, 2017, for the Netherlands). On this, many proponents of the Critical Period Hypothesis (CPH; e.g., Montrul, 2008) as well as CPH sceptics (like Moyer, 2013, 2014) agree.…”

Section: The Age Issue In Foreign Language Instructionmentioning

confidence: 99%

The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements

Pfenninger

2020

The Modern Language Journal

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This study reveals hitherto overlooked effects of age of onset (AO) in immersive school contexts, using multiple measures over time so as to focus on fluctuations and trends in individual data. The second language (L2) English development was studied in 91 children who received 50–50 content and language integrated learning (CLIL) instruction in German and English and varied in their AO (5, 7, or 9). Data collection occurred 4 times annually for up to 8 school years (ages 5–12), via oral and written production tasks, motivation questionnaires, and interviews. Meaningfully integrating quantitative analyses (GAMM) and qualitative analyses, the study focuses not only on the process itself and on quantification of change but also on the underlying environmental and psychological reasons for change. Results reveal that (a) slightly later CLIL beginners (AO 7) turn out to show similar L2 development to that of the earlier beginners (AO 5), (b) besides external states and events, many internal states at any given moment contribute to significant L2 growth, (c) learners show significant improvement in the last 2.5 years of primary school, starting from age 10, and (d) there are significant differences between L2 oral and written performance in terms of height and shape of learner trajectories across (pre)primary school.

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“…Although SL acquisition takes place in the same way as a spoken language, i.e., in stages (Dewolf, Smit & Wander, 2017), there are different milestones and inputs in the language development (Cormier, Schembri, Vinson & Orfanidou, 2012:50). This is because SL is a visual language using the hands, body and facial expressions (Anona, n.d.) while hearing children use sound.…”

Section: Early Intervention In Language and Cognitive Developmentmentioning

confidence: 99%

Early language intervention in deaf children of hearing parents

Roux

Stander

2021

PLING

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Language development is often hampered by the fact that 90 per cent of deaf children are born into hearing families who do not know Sign language (SL) or haven't had any previous contact with the deaf world. Such parents often use only spoken language to communicate with the child, which results in no or very little language exposure. Many deaf children only start to learn a language, signed or spoken, when they start attending school, usually between the ages of three and seven. As a result, the deaf child has a delay in cognitive and language development and finds it hard to learn a SL, like South African Sign Language (SASL), as well as a written language (e.g., English). This late exposure to SL proves to be a serious cognitive problem for deaf children when compared to those children who acquired language from birth. This problem led to the research question namely, whether deaf children’s language and cognition can still develop to the required level for school readiness if early language intervention (ELI) takes place within the critical period of language acquisition. To answer the question, a case study was done at a school for the deaf and blind with a small group of deaf learners in the foundation phase. The results show that the little language exposure these children received in only one year of school already made a huge difference to their language and cognitive development. This article also makes recommendations to the various stakeholders in deaf education.

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Influences of early English language teaching on oral fluency

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Cited by 25 publications

References 6 publications

Intelligent Classroom Learning Model of College English Based on Data Mining Technology in Mobile Edge Computing Environment

Intelligent Classroom Learning Model of College English Based on Data Mining Technology in Mobile Edge Computing Environment

The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements

Early language intervention in deaf children of hearing parents

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