Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilden, Eva; Porsch, Raphaela; Ritter, Markus |
|---|---|
| Titel | Je früher desto besser? - Frühbeginnender Englischunterricht ab Klasse 1 oder 3 und seine Auswirkungen auf das Hör- und Leseverstehen. |
| Quelle | In: Zeitschrift für Fremdsprachenforschung, 24 (2013) 2, S. 171-201 |
| Beigaben | Abbildungen 5; Tabellen 4; Anmerkungen |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0939-7299 |
| Schlagwörter | Empirische Forschung; Bildungspolitik; Frühbeginn; Grundschule; Hörverständnis; Leseverstehen; Forschungsprojekt; Nordrhein-Westfalen |
| Abstract | The paper addresses the question whether primary school children starting to learn English as a foreign language (EFL) in year 1 achieve higher EFL competences at the end of primary education compared to children starting to learn EFL in year 3. To this end data on receptive EFL skills gained from more than 6,500 children at the end of their primary school education in North Rhine-Westphalia/ Germany was analyzed in a comparative empirical study. Data was collected with standardized listening and reading tests as well as further instruments (e.g. self-concept scale) in 2010 and 2012. The findings show that those children who began learning EFL in year 1 demonstrate better receptive EFL competences than those children who began learning EFL in year 3. The self-concept, i.e. the learners' perceptions of their EFL competences, is relatively high in both groups. (Verlag)The paper addresses the question whether primary school children starting to learn English as a foreign language (EFL) in year 1 achieve higher EFL competences at the end of primary education compared to children starting to learn EFL in year 3. To this end data on receptive EFL skills gained from more than 6,500 children at the end of their primary school education in North Rhine-Westphalia/ Germany was analyzed in a comparative empirical study. Data was collected with standardized listening and reading tests as well as further instruments (e.g. self-concept scale) in 2010 and 2012. The findings show that those children who began learning EFL in year 1 demonstrate better receptive EFL competences than those children who began learning EFL in year 3. The self-concept, i.e. the learners' perceptions of their EFL competences, is relatively high in both groups. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2014/4 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
