The Effectiveness of a Theme-Based Syllabus for Young L2 Learners

Autor/inn/en	Alptekin, Cem; Ercetin, Gulcan; Bayyurt, Yasemin
Titel	The Effectiveness of a Theme-Based Syllabus for Young L2 Learners
Quelle	In: Journal of Multilingual and Multicultural Development, 28 (2007) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Academic Discourse; Experimental Groups; English (Second Language); Language Proficiency; Longitudinal Studies; Course Descriptions; Grammar; Interpersonal Communication; Second Language Learning; Control Groups; Thematic Approach; Foreign Countries; Instructional Effectiveness; Listening Skills; Reading Skills; Writing Skills; Turkey + Suchen Sie Ihr Suchwort? Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kursstrukturplan; Grammatik; Interpersonale Kommunikation; Zweitsprachenerwerb; Themenzentrierter Unterricht; Ausland; Unterrichtserfolg; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Türkei
Abstract	This paper reports a longitudinal quasiexperimental study that investigated the effectiveness of a theme-based syllabus versus an essentially grammatical syllabus with functional elements for young Turkish learners of English (aged 10-11) in a primary school setting. The theme-based syllabus rested on two different theoretical premises, one being Widdowson's (1990) notion of systemic versus schematic knowledge in language learning and the other being Cummins' (1981) two-dimensional concept of language proficiency, involving basic interpersonal/communicative skills and cognitive/academic language proficiency. Two intact groups were randomly assigned to one of these syllabus types and received instruction for two years. Results indicate that the experimental group outperformed the control group both in listening and reading/writing skills. (Contains 3 notes, 4 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10