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The Effects of Early Childhood English Language Education Program on Very Young Learners' Vocabulary Knowledge and Communicative Skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Early Childhood English Language Education Program on Very Young Learners' Vocabulary Knowledge and Communicative Skills./
作者:	Gungor, Burcu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	360 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28243485
ISBN:	9798582565611

The Effects of Early Childhood English Language Education Program on Very Young Learners' Vocabulary Knowledge and Communicative Skills.
Gungor, Burcu.

The Effects of Early Childhood English Language Education Program on Very Young Learners' Vocabulary Knowledge and Communicative Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 360 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--Marmara Universitesi (Turkey), 2020.

This item must not be sold to any third party vendors.

The better quality English education programs integrating both Early Childhood Education and English Language Education disciplines and involving age-appropriate methodologies, materials and assessment are developed, the more likely young children are to obtain successful and long-lasting learning outcomes in target language. From this point of view, an English education program is developed in this thesis for very young learners considering their distinctive characteristics and diverse language learning needs. In order to examine the effectiveness of this program, two assessment instruments whose formats and procedures are in alignment with the aims of pre-primary foreign language education are designed, piloted and administered to very young learners as a part of empirical study. One of them is an English Picture Vocabulary Test (EPVT) for measuring children's receptive and productive vocabulary knowledge and the other one is Performance-based Assessment (PA) for assessing their communicative skills. These tools are pre-piloted with 20 children of the target age group and final piloted with 251 children from different private pre-primary schools. The internal consistency (Kuder-Richardson Formula 20) are found to be .89, .91, .98 respectively for both EPVT (Receptive), EPVT (Productive) and PA. The selection of upper and lower groups for the validation test items as a technique is used to analyze the discrimination power of PA and point-biserial correlation is used for the item difficulty and discrimination indices of EPVT. The findings indicate that EPVT and PA having ideal difficulty in terms of discrimination potential can serve as a valid and reliable assessment tool for assessing receptive and expressive vocabulary knowledge and basic communicative skills of very young EFL learners respectively.In the second part of the study, the newly designed 'Early Childhood English Language Education Program' is piloted on a convenience sample of the target age group from a private pre-primary school to ensure the suitability of content, instructional materials, methods, approaches, principles and assessment tools with VYLs. After some corrections and improvements, the actual intervention is carried out at one of the public pre-primary schools in Besiktas/Istanbul. The study group consists of a total of 36 children, aged between 5 and 6 years who are randomly selected from 68 children in this pre-primary school. In this experimental research, the pretest, posttest and delayed posttest measurements are used. There are 18 children in both experimental group (M = 5 years and 11 months) and control group (M = 5 years and 10 months). The English learning hours that last for 40-45 minutes take place three times a week over 16 weeks. There are six common basic themes including 48 target vocabulary and certain structures with which children are familiar in their mainstream education. Whereas these themes are taught using traditional methods including repetition of decontextualized sentences, memorization of target vocabulary and teacher-led activities with flashcards and songs, same themes are taught to experimental group with communicative and interactive approaches including age-appropriate activities (e.g., thinking skill activities, art and craft activities, stories, drama activities, games, songs, parental involvement) in the scope of the program. EPVT and PA are used to measure VYLs' receptive and expressive vocabulary knowledge and communicative skills respectively. The findings of this study reveal that treatment group shows rapid gains in English word comprehension, production and communication skills. The children's listening and speaking skills in this group are developed in the target language as a result of their exposure to contextualized language learning in meaningful and enjoyable ways through play-based activities and interactive materials. The 'age' and 'gender' are not considered a significant factor in their L2 learning. The results of delayed posttest also demonstrate that effective TEVYL which has not only short term effects but also long-term; in other words, it provides long-lasting benefits in the L2 learning process. Results show clear evidence that quality L2 education program plays a crucial role in engaging children in active participation, sustaining their interest and developing their linguistic and communicative skills.In addition, children's attitudes, perceptions and interpretations in both groups are elicited to find out about their L2 learning experiences in detail at the end of the intervention through semi-structured interviews. These interviews are analyzed with inductive content analysis which was one of the qualitative research techniques. In this study, 'mixed methods' approach in which qualitative and quantitative research are strategically combined at the data analysis level in order to illuminate each other is used. Considering the results of interview with very young learners on the issues such as the practices they are discouraged, the activities they like and dislike and the motivational factors that make the L2 learning easier, it can be concluded that their opinions and views about all aspects of the L2 education can provide invaluable feedback for teachers, researchers and policymakers.

ISBN: 9798582565611Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

English education programs

The Effects of Early Childhood English Language Education Program on Very Young Learners' Vocabulary Knowledge and Communicative Skills.
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500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
500 $a Advisor: Onder, Alev.
502 $a Thesis (Ph.D.)--Marmara Universitesi (Turkey), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The better quality English education programs integrating both Early Childhood Education and English Language Education disciplines and involving age-appropriate methodologies, materials and assessment are developed, the more likely young children are to obtain successful and long-lasting learning outcomes in target language. From this point of view, an English education program is developed in this thesis for very young learners considering their distinctive characteristics and diverse language learning needs. In order to examine the effectiveness of this program, two assessment instruments whose formats and procedures are in alignment with the aims of pre-primary foreign language education are designed, piloted and administered to very young learners as a part of empirical study. One of them is an English Picture Vocabulary Test (EPVT) for measuring children's receptive and productive vocabulary knowledge and the other one is Performance-based Assessment (PA) for assessing their communicative skills. These tools are pre-piloted with 20 children of the target age group and final piloted with 251 children from different private pre-primary schools. The internal consistency (Kuder-Richardson Formula 20) are found to be .89, .91, .98 respectively for both EPVT (Receptive), EPVT (Productive) and PA. The selection of upper and lower groups for the validation test items as a technique is used to analyze the discrimination power of PA and point-biserial correlation is used for the item difficulty and discrimination indices of EPVT. The findings indicate that EPVT and PA having ideal difficulty in terms of discrimination potential can serve as a valid and reliable assessment tool for assessing receptive and expressive vocabulary knowledge and basic communicative skills of very young EFL learners respectively.In the second part of the study, the newly designed 'Early Childhood English Language Education Program' is piloted on a convenience sample of the target age group from a private pre-primary school to ensure the suitability of content, instructional materials, methods, approaches, principles and assessment tools with VYLs. After some corrections and improvements, the actual intervention is carried out at one of the public pre-primary schools in Besiktas/Istanbul. The study group consists of a total of 36 children, aged between 5 and 6 years who are randomly selected from 68 children in this pre-primary school. In this experimental research, the pretest, posttest and delayed posttest measurements are used. There are 18 children in both experimental group (M = 5 years and 11 months) and control group (M = 5 years and 10 months). The English learning hours that last for 40-45 minutes take place three times a week over 16 weeks. There are six common basic themes including 48 target vocabulary and certain structures with which children are familiar in their mainstream education. Whereas these themes are taught using traditional methods including repetition of decontextualized sentences, memorization of target vocabulary and teacher-led activities with flashcards and songs, same themes are taught to experimental group with communicative and interactive approaches including age-appropriate activities (e.g., thinking skill activities, art and craft activities, stories, drama activities, games, songs, parental involvement) in the scope of the program. EPVT and PA are used to measure VYLs' receptive and expressive vocabulary knowledge and communicative skills respectively. The findings of this study reveal that treatment group shows rapid gains in English word comprehension, production and communication skills. The children's listening and speaking skills in this group are developed in the target language as a result of their exposure to contextualized language learning in meaningful and enjoyable ways through play-based activities and interactive materials. The 'age' and 'gender' are not considered a significant factor in their L2 learning. The results of delayed posttest also demonstrate that effective TEVYL which has not only short term effects but also long-term; in other words, it provides long-lasting benefits in the L2 learning process. Results show clear evidence that quality L2 education program plays a crucial role in engaging children in active participation, sustaining their interest and developing their linguistic and communicative skills.In addition, children's attitudes, perceptions and interpretations in both groups are elicited to find out about their L2 learning experiences in detail at the end of the intervention through semi-structured interviews. These interviews are analyzed with inductive content analysis which was one of the qualitative research techniques. In this study, 'mixed methods' approach in which qualitative and quantitative research are strategically combined at the data analysis level in order to illuminate each other is used. Considering the results of interview with very young learners on the issues such as the practices they are discouraged, the activities they like and dislike and the motivational factors that make the L2 learning easier, it can be concluded that their opinions and views about all aspects of the L2 education can provide invaluable feedback for teachers, researchers and policymakers.
520 $a Erken Cocukluk ve Ingilizce Egitimi disiplinlerini birlikte ele alan, icerisinde okul oncesi donem cocuklarinin yasina ve gelisimsel ozelliklerine uygun yontem, materyal ve degerlendirme metotlari iceren kaliteli Ingilizce egitimi programlari, bu cocuklarin hedef dildeki ogrenmelerini daha etkili ve kalici kilar. Buradan yola cikarak, bu calismada okul oncesi donem cocuklarin gelisimsel ozellikleri ve farkli ogrenme ihtiyaclari goz onunde bulundurularak onlara yonelik bir Ingilizce ogretimi programi gelistirilmistir. Bu gelistirilen programin etkililigini incelemek icin, bu yas grubunun ikinci dil ogretiminde ulasabilecekleri hedefler ile uyumlu iki degerlendirme araci tasarlanmis, pilot uygulamasi yapilmis ve gercek kullanima hazir hale getirilmistir. Bunlardan biri cocuklarin alici ve ifade edici kelime bilgisini olcmek icin hazirlanmis Ingilizce Resimli Kelime Testi, digeri ise temel iletisim becerilerini olcmek icin gelistirilmis Performansa dayali degerlendirme aracidir. Bu araclar once 20 okul oncesi donem cocugu ile gorusulerek, uygulanabilirligi uzerine on degerlendirme yapilmis, daha sonra 16 farkli ozel anaokulundaki 251 cocuk ile pilot uygulamasi yapilmistir. Resimli kelime testinin alici dil ve ifade edici dil bolumleri ve performansa dayali olcme araclari icin guvenilirlik katsayilari sirasiyla .89, .91 ve .98 olarak bulunmustur. Resimli kelime testinde, maddelerin ayirt edicilik ve zorluk dereceleri Nokta cift serili Korelasyon Katsayisi bulunarak hesaplanmistir. Diger olcme aracinin madde gucluk indeksi ise alt ve ust gruplarin farki belirlenerek yapilan madde analizi ile hesaplanmistir. Sonuclar Ingilizce Resimli Kelime Testinin ve Performansa dayali degerlendirme aracinin ideal zorluga sahip, gecerli ve guvenilir birer degerlendirme araci olduklarini gostermektedir.Calismanin ikinci bolumunde, 'Erken Cocukluk Ingilizce Egitimi Programi'nin icerigini, programda kullanilan ogretim materyallerinin, yontemlerinin ve degerlendirme araclarinin uygunlugunu degerlendirebilmek amaciyla, bu programin bir kismi ozel bir anaokulundaki ogrenci grubuna 3 hafta boyunca uygulanarak pilot uygulamasi yapilmistir. Gerekli duzeltmeler yapildiktan sonra bu deneysel calisma Istanbul'un Besiktas ilcesindeki bir anaokulunda uygulanmistir. Arastirmanin calisma grubunu bu anaokulundaki 68 cocuktan rastgele ornekleme yontemiyle secilen 5 ve 6 yas grubu toplam 36 cocuk olusturmaktadir. Bu deneysel calismada, rastgele secilmis on test-son test grup tasarimi kullanilarak on test, son test ve izleme olcumleri arasindaki farkin anlamliligina bakilmistir. Deney ve kontrol grubunda 18'er cocuk bulunmaktadir. 16 hafta boyunca, 40-45 dakika suren Ingilizce ogrenme saatinde, her haftanin basinda ortasinda ve sonunda olmak uzere toplam 3 kez cocuklar ile bir araya gelinmistir. Program cocuklarin gunluk yasantilarindan bildikleri 48 kelime ve bazi dil yapilarini iceren 6 temel konuyu icermektedir. Bu konular, kontrol grubuna baglamdan uzaklasmis bir yapi ile ve daha cok flas kartlarin ve sarkilarin kullanildigi ogretmen merkezli etkinlikler ile ogretilirken, deneysel gruba ayni konular cocugun yasina uygun etkinlikleri (sanat, drama, dusunme becerileri etkinlikleri, hikaye anlatimi, oyunlar, sarkilar ve aile katilimi) iceren iletisimsel ve etkilesimli yaklasimlar kullanilarak ogretilmistir. Resimli Kelime Testi ve Performansa dayali Degerlendirme araci ile cocuklarin sirasiyla alici ve ifade edici kelime bilgileri ve iletisim becerileri degerlendirilmistir. Sonuclar, deney grubundaki cocuklarin hedef kelimeleri anlama, ifade etme ve onlar ile iletisim kurabilme becerilerinin diger gruba gore daha iyi oldugunu ortaya koymustur. Yine bu gruptaki cocuklarin dinleme ve konusma becerilerinin, maruz kaldiklari anlamli ve eglenceli oyun temelli etkinlikler ve etkilesimli materyaller araciligi ile daha cok gelistigi gozlemlenmektedir. Yas ve cinsiyet faktorlerinin ogrenme surecinde bir etkisi olmadigi bulunmustur. Bunun yani sira, izlence testinin sonuclari hazirlanan programinin kesintiye ugramadan uygulandigi takdirde kucuk cocuklarin Ingilizce ogrenme sureclerine uzun sureli katki sagladigini gostermistir. Son olarak bu calisma, kaliteli bir Ingilizce egitimi programinin, cocuklarin aktif katilimini saglayarak, ilgilerini surekli canli tutarak onlarin dilsel ve iletisimsel becerilerini gelistirmelerinde onemli bir rol oynadigina dair net kanitlar ortaya koymaktadir.Ayrica, her iki grupta bulunan cocuklardan, uygulanan programin sonunda yapilan gorusmeler ile ogrenme deneyimlerine iliskin dusunceleri alinmistir. Bu yari yapilandirilmis gorusmeler, nitel arastirma tekniklerinden biri olan tumevarimsal icerik analizi teknigi ile yorumlanmistir. Bu calismada, nitel ve nicel arastirmalarin birbirlerini aydinlatmak amaciyla veri analizi duzeyinde stratejik olarak birlestirildigi "karma yontemler" yaklasimi kullanilmistir. Kucuk cocuklar ile hoslandiklari/ hoslanmadiklari etkinlikler, yabanci dili ogrenme sureclerini kolaylastiran ve zorlastiran konular uzerine yapilan bu gorusmenin sonuclari goz onune alindiginda, cocuklarin ogretme-ogrenme surecinin tum yonleriyle ilgili goruslerinin ogretmenler, arastirmacilar ve politika yapicilar icin son derece onemli geri bildirim saglayabilecegi sonucuna varilabilir.
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