The Perception of and Motivation for Foreign Language Learning in Pre-School

Autor/in	Brumen, Mihaela
Titel	The Perception of and Motivation for Foreign Language Learning in Pre-School
Quelle	In: Early Child Development and Care, 181 (2011) 6, S.717-732 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Second Language Learning; Foreign Countries; Learning Motivation; Preschool Children; Preschool Evaluation; Emergent Literacy; Guidelines; Educational Practices; Pilot Projects; Interviews; Childhood Interests; German; English (Second Language); Childhood Attitudes; Slovenia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ausland; Motivation for studies; Lernmotivation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Richtlinien; Bildungspraxis; Pilot project; Modellversuch; Pilotprojekt; Interviewing; Interviewtechnik; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Slowenien
Abstract	The purpose of the present study is to investigate how children aged 4-6 perceive and are motivated by foreign language learning in kindergarten. The central part of the paper focuses on the tendencies and guidelines for the teaching and learning of foreign languages at the pre-school level and on children's motivation for foreign language learning. It also introduces the recent practice of foreign language learning in pre-school situations in Slovenia. The data were collected from a non-random sample of children who were learning foreign languages (English and German) within the Network Innovative Project. The research shows that the children were highly motivated by their learning of a foreign language, which was evident in their intrinsic motivation. The children expressed the need for playful activities. They liked to learn the target language because they were actively involved (e.g. talking, singing, playing, running, etc.), felt a sense of accomplishment and satisfaction after task completion, and expressed their foreign language knowledge. However, some children disliked learning the foreign language and mentioned some inconvenient factors that bothered them. The children perceived the need for a learning climate that offers a pleasant, safe, and supportive classroom atmosphere. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10