Teaching Children English with Reliance on the Lexically Driven Syllabus

Podtytuł: 83-7308-587-4
ISBN:
34,80 zł
The book is devoted to the elaboration and evaluative examination of the present author’s lexically driven syllabus design addressed to the oparational children aged 8 and 9. its aim was to ensure the young learners a stress-free, semantically organised flow from the right, non-verbal, imaginative hemisphere to its left, verbal, logical counterpart...
Ilość

 

The book is devoted to the elaboration and evaluative examination of the present author’s lexically driven syllabus design addressed to the oparational children aged 8 and 9. its aim was to ensure the young learners a stress-free, semantically organised flow from the right, non-verbal, imaginative hemisphere to its left, verbal, logical counterpart. The syllabus design became subject to the empirical research drawing on formal experiment and differential case study. Formal experiment findings pointed to the experimental groups vocabulary knowledge as significaly exceeding the knowledge displayed by the control groups. Case study findings pointed on syllabus design as being better suited to “8-year-old’s” learning needs. As a result, the lexically driven syllabus design turned out to be a faciliative, theoretically consistent and methodologically diversified tool in child L2 education, bridging the gap between non-verbal and verbal spheres of activity.

 

„[...] Autorka dokonuje wyboru tych technik, które właściwe są dla nauczania dzieci – techniki reakcji całym ciałem, techniki tablicy flanelowej oraz technik relaksacyjnych i wizualizacji kontrolowanej. [...] Publikacja ta pozwoli nauczycielom [...] krytycznie spojrzeć na możliwość realizacji celów dotyczących struktury języka. Nauczyciele ponadto dostają propozycję programu nauczania i koncepcję jego zastosowania sprawdzoną w polskiej szkole. Natomiast studenci dodatkowo dostają nieomalże wzorcowy model prowadzenia badań empirycznych w dziedzinie glottodydaktyki”. 

 

                  (Z recenzji prof. zw. dr. hab. Teresy Siek-Piskozub)

 

 

 

83-7308-587-4

Brak recenzji użytkowników.

Zawodniak Joanna

Doktor nauk humanistycznych w zakresie językoznawstwa, pracuje w Zakładzie Filologii Angielskiej Uniwersytetu Zielonogórskiego.

Tematem jej pracy habilitacyjnej jest „Rozwijanie sprawności pisania we wczesnym procesie glottodydaktycznym”.

Zainteresowania naukowe: językoznawstwo stosowane, dydaktyka językowa, aktywizacja języka obcego przez dziecko, psychologia poznawcza, neurosemiotyka.

Członek Polskiego Towarzystwa Neofilologicznego.

 

Teaching Children English

Contents

Introduction

Part One. Theoretical Underpinnings of the Lexically Driven

Syllabus Design

1. Child development

1.1. Biological foundations of brain growth

1.1.1. Brain anatomy from the phylogenetic point of view

1.1.2. The human brain from the ontogenetic point of view

1.2. Towards the elucidation of global development concept

1.2.1. Learning process as viewed by associationists and gestaltists

1.2.2. Constructivist espousal of global learning

1.3. Cognitive aspect of the human mind

1.3.1. Claparède’s approach to aptitude and awareness

1.3.2. Piaget’s model of cognitive development

1.3.3. Ausubel’s Meaningful Learning and Retention Theory

1.3.4. Memory as a cognitively organised repository of human

knowledge

1.4. Affective aspect of the human mind

1.4.1. Interpersonal factors in Vygotsky’s theory

1.4.2. Bruner’s intersubjective approach to education

1.4.3. Erikson’s psychosocial theory of human development

1.4.4. The role of emotional intelligence in the learning process

1.5. Psychomotor aspect of the human mind

1.6. Creativity and its impact on global learner development

2. Vocabulary as the crucial component of child L2 acquisition

2.1. L2 acquisition in relation to global learner development

2.1.1. Critical period hypothesis

2.1.2. Acquisition-learning spectrum

2.1.3. Zone of child proximal L2 competence

2.1.4. The role of interlanguage

2.1.5. Interactionist stance on language learning

2.1.5.2. Bialystok’s model

2.1.5.2. Sampson’s model

2.1.6. Child as a fi eld dependent, competitive learner

2.2. Vocabulary and meaning

2.2.1. The etymology and defi nition

2.2.2. The taxonomy

2.2.3. Corpus-based study of vocabulary

2.2.4. The nature of meaning

2.2.4.1. Vygotsky’s conception of individualised and generalised

meanings

2.2.4.2. Bruner’s interpretive approach to meaning

2.2.4.3. Exploratory dimension of meaning in vocabulary

acquisition

2.3. Formulas and their place in vocabulary development

3. Vocabulary in foreign language teaching

3.1. Vocabulary and its place in the history of L2 pedagogy

3.2. Recent tendencies in vocabulary instruction

3.2.1. The Natural Approach

3.2.2. The Collins COBUILD English Course

3.2.3. The Communicative Approach

3.2.4. The Lexical Approach

3.2.5. The European Co-operation Programs

3.3. Multi-sensory approach to vocabulary instruction

3.3.1. Neuro-Linguistic Programming (NLP)

3.3.2. Total Physical Response (TPR)

3.3.3. The fl annelgraph technique

4. The lexically driven syllabus design

4.1. Rationale for the syllabus design

4.2. Learning/teaching goals

4.2.1. Lexically organised content of the syllabus design

4.2.2. Skills

4.3. Brain-compatible vocabulary instruction

4.3.1. Lesson structure

4.3.2. Activity ladder

4.3.3. Textbook support of the syllabus design

4.3.4. Lesson scenario exemplar

Part Two. Research

5. Formal experiment

5.1. Organisational principles

5.1.1. Experiment area

5.1.2. Aim

5.1.3. Focus questions and hypotheses

5.1.4. Experiment constructs

5.1.5. Subjects

5.1.6. Types of data

5.1.7. Variables

5.2. Knowledge claims

5.2.1. Vocabulary differentiation

5.2.2. Vocabulary comprehension

5.2.3. Vocabulary divergent use

5.3. Evaluative remarks

6. Differential case study

6.1. Organisational principles

6.1.1. Case study area

6.1.2. Aim

6.1.3. Focus question

6.1.4. Case study constructs

6.1.5. Subjects

6.1.6. Types of data

6.2. Knowledge claims

6.2.1. Experimental group 1

6.2.2. Experimental group 2

6.3. Evaluative remarks

6.4. Advantages and limitations of the lexically driven syllabus design

Conclusions

Summary

Bibliography

Appendices

Appendix 1. Vocabulary test

Appendix 2. VAK quiz

Appendix 3. TPR + the fl annelgraph technique

Appendix 4. Guided fantasies

Appendix 5. Relaxation activities

Appendix 6. “Pat & Rhett” – textbook support of the syllabus design

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