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Comparing Selected Modern Methods of Teaching English to Young Learners

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Katarzyna Rokoszewska

The book presents the process of first and second language acquisition in children as well as the main principles of conventional and unconventional approaches and methods implemented in the general education as well as the language education of children. The long-term quantitative study described focused on the comparison of the results obtained by young learners taught English according to the Helen Doron Method in private courses and the results gained by young learners instructed according to the modern eclectic method at public primary school. The results were compared in such language areas and skills as vocabulary, grammar, language chunks, pronunciation, listening skill, speaking skill and a general level of language acquisition.

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Chapter V Conclusions 229

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229 CHAPTER FIVE CONCLUSIONS This chapter summarizes the present monograph, providing the conclusions of the research, some ideas for further research as well as some pedagogical advice. 5.1 A general overview The present monograph has focused on the methodology of teaching foreign languages to young learners, which has recently received a lot of interest. It is primarily addressed to applied linguists, methodologists, teacher trainers, in- service teachers, students of foreign languages and parents. Firstly, the mono- graph has provided a detailed account of the theories explaining first and second language acquisition in children as well as children’s cognitive, emotional and social development. It has also provided a comprehensive discussion of the role of age in SLA with respect to a number of factors such as the neurological, psy- chomotor, cognitive, affective, sociocultural and linguistic ones. At the same time, it has offered practical implications for teaching English to children stem- ming from the theoretical considerations mentioned above. Secondly, the thesis has described the modern methodology of teaching foreign languages to young learners. It has provided an overview of current approaches used in the young learner classroom such as the Audio-Lingual Method, the Total Physical Re- sponse, the Communicative Approach, Task-based Learning, story-based meth- odology, and cross-curricular approach. It has also explained the difference be- tween the learner-centred and learning-centred approaches. Yet, it has primarily delved into the process of learning and teaching different language areas and skills in the light of children’s development, and offered many activities and techniques which...

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