Shopping dialogues, conversations, giving directions, introducing oneself, songs, rhymes, and chants. All of these terms refer to spoken language activities that primary school children stated that they strongly enjoy in the English lesson. It is a well-known fact that the most important competence in foreign language learning (FLL) is speaking. Besides listening comprehension or reading and writing, oral speech production helps the learner to acquire a language most effectively. It is not only essential for succeeding but also places the focus on the learner who actively performs and speaks in the new language to learn it. The result of active involvement is substantial enjoyment. In primary schools, this is especially the case when the activities conducted are designed in such a way that they elicit foreign language (FL) learners’ interest by meaningful implementations or authentic content that applies to their own life.
Table of Contents
1. Introduction
2. Foreign Language Learning and Young Learners
2.1 Foreign Language Learning
2.2 Foreign Language Learning in the EFL Primary Classroom
2.3 The Role of Affective Factors in Foreign Language Learning
2.3.1 The Role of Affective Factors in Language Learning Theory
2.3.2 The Role of Affective Factors from a Neurolinguistic Perspective
2.4 Foreign Language Enjoyment
2.4.1 Definition
2.4.2 Current State of Research
3. Teaching Spoken Language
3.1 The Role of Spoken Language
3.2 Current Methodology
4. Empirical Study
4.1 Methodology
4.1.1 Research Questions and Expected Outcomes
4.1.2 Methodological Approach
4.1.3 Subjects
4.1.4 Elicitation Procedure
4.1.5 Data Analysis
4.2 Research Results and Discussion
5. Conclusion
Research Objectives and Key Topics
This master's thesis investigates the phenomenon of foreign language enjoyment (FLE) among primary school children in English as a Foreign Language (EFL) classrooms. It focuses on the intersection of positive emotions and the development of spoken language skills, aiming to understand which pedagogical approaches and activity types effectively trigger enjoyment in young learners.
- The significance of affective factors and positive psychology in language learning.
- The role of spoken interaction and communication in the primary EFL classroom.
- Methodological approaches such as Task-Based Language Teaching (TBLT) and Communicative Language Teaching (CLT).
- Qualitative empirical analysis of young learners' experiences and perceptions of English lessons.
- The influence of the teacher, classroom environment, and peer dynamics on student enjoyment.
Excerpt from the Book
1. Introduction
Shopping dialogues, conversations, giving directions, introducing oneself, songs, rhymes, and chants.
All of these terms refer to spoken language activities that primary school children stated that they strongly enjoy in the English lesson. It is a well-known fact that the most important competence in foreign language learning (FLL) is speaking (Eddie and Aziz, 2020: 304). Besides listening comprehension or reading and writing, oral speech production helps the learner to acquire a language most effectively (Dewaele & Alfawzan, 2018: 28; Eddie & Aziz, 2020: 304, Becker & Roos, 2016: 9; Enever, 2011: 34). It is not only essential for succeeding but also places the focus on the learner who actively performs and speaks in the new language to learn it. The result of active involvement is substantial enjoyment, as Dörnyei (2001: 73) claims. In primary schools, this is especially the case when the activities conducted are designed in such a way that they elicit foreign language (FL) learners’ interest by meaningful implementations or authentic content that applies to their own life (Dörnyei, 2001: 42). For a long time, research mainly focused on the widespread construct of foreign language anxiety (FLA), a negative emotion that hampers the learning process due to fear or insecurity and thus can be seen as devastating in FLL (Loewen, 2015: 162; Gregersen & MacIntyre, 2014: 1). On the other hand, the positive opponent has not been investigated as much but is viewed as crucial in the FLL process, which is why it will be closely explored in this thesis (Dewaele & MacIntyre, 2019: 264).
Summary of Chapters
1. Introduction: This chapter defines the significance of speaking as a core competence in foreign language learning and establishes the focus on positive emotions, specifically foreign language enjoyment, as opposed to the traditionally studied foreign language anxiety.
2. Foreign Language Learning and Young Learners: This section covers theoretical foundations regarding how children acquire foreign languages, the role of affective factors like motivation and self-esteem, and the specific impact of the teacher and classroom environment on young learners.
3. Teaching Spoken Language: This chapter explores the pedagogical necessity of communicative tasks and spoken interaction, detailing how methods like Communicative Language Teaching (CLT) and the Common European Framework of Reference (CEFR) guide language instruction.
4. Empirical Study: This chapter details the qualitative research methodology, including the design of interviews and the use of the MAXQDA coding system to analyze how primary school children experience enjoyment during oral activities.
5. Conclusion: The final chapter synthesizes the research findings, confirming that playful, task-based approaches are highly effective for boosting student enjoyment and that such activities play a vital role in successful language acquisition.
Keywords
Foreign Language Enjoyment, FLE, Foreign Language Learning, FLL, Spoken Language, Primary Classroom, EFL, Task-Based Language Teaching, TBLT, Communicative Language Teaching, CLT, Affective Factors, Qualitative Research, Young Learners, Language Acquisition
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis examines the relationship between foreign language enjoyment (FLE) and spoken language performance among primary school children in English as a Foreign Language classrooms.
What are the central thematic areas discussed?
The work addresses the role of affective factors in learning, the importance of classroom atmosphere, teacher influence, peer interactions, and the effectiveness of communicative and task-based teaching methods.
What is the main research question?
The study aims to determine whether primary school children enjoy English lessons, specifically speaking activities, and identify which types of activities are perceived as most enjoyable and why.
Which scientific methodology is applied?
The research utilizes a qualitative empirical approach, conducting semi-structured interviews with primary school students and their English teacher, which are subsequently analyzed through qualitative content analysis using the MAXQDA software.
What topics are covered in the main section?
The main section provides a theoretical background on FLL and FLE, investigates current methodologies like CLT and TBLT, and presents an empirical study involving qualitative data gathered from classroom observations and interviews.
Which keywords best characterize this work?
Key terms include Foreign Language Enjoyment, primary education, spoken interaction, Task-Based Language Teaching, and positive psychology in language learning.
How do pedagogical activities impact enjoyment in this study?
The study finds that activities perceived as game-like, meaningful, and related to the students' real-life interests, such as "monster" descriptions or shopping dialogues, significantly boost student enjoyment and participation.
What role do teachers play in the learners' experience?
Teachers are identified as a critical variable in fostering a positive emotional atmosphere; their ability to provide encouragement, maintain a low-anxiety environment, and use authentic materials is directly correlated with student enjoyment.
- Arbeit zitieren
- Delilah Cawello (Autor:in), 2021, Foreign Language Enjoyment and Spoken Language in the EFL Primary Classroom, München, GRIN Verlag, https://www.grin.com/document/1139109
