6,611
Views
23
CrossRef citations to date
0
Altmetric
Articles

Exploring young learners’ foreign language learning awareness

Pages 24-40 | Received 01 Jan 2013, Accepted 14 Aug 2013, Published online: 20 Dec 2013

References

  • Alanen, R. (2003). A sociocultural approach to young learners’ beliefs about language learning. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SL: New research approaches (pp. 55–85). Dordrecht: Kluwer Academic Publishers.
  • Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.
  • Aro, M. (2009). Speakers and doers: Polyphony and agency in children's beliefs about language learning ( Academic dissertation, Department of Languages, University of Jyväskylä).
  • Barcelos, A.M.F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7–33). Dordrecht: Kluwer Academic Publishers.
  • Barcelos, A.M.F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39, 281–289.
  • Benson, P., & Lor, W. (1999). Conceptions of language and language learning. System, 27, 459–472.
  • Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek, A., & Taeschner, T. (1998). Foreign languages in primary and pre-school education. London: Centre for Information on Language Teaching and Research.
  • Buzatu, A. (2011). Young learners’ beliefs and attitudes towards foreign language learning in the classroom: A European study ( Unpublished Master's thesis, Universitat de Barcelona).
  • Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eires, I., Holmes, B., Martin, C., & Heins, B. (2010). Language learning at key stage 2: A longitudinal study (Research Report No. DSCF-RR198). Milton Keynes: The Open University.
  • Clark, A., & Moss, P. (2005). Listening to young children: The Mosaic approach. London: National Children's Bureau and Joseph Rowntree Foundation.
  • Dörnyei, Z. (2005). The psychology of the language learner. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). Languages for the children in Europe: Published research, good practice and main principles. Retrieved from ec.europa.eu/education/policies/lang/doc/young_en.pdf
  • Einarsdottir, J. (2005). We can decide what to play! Children's perception of quality in an Icelandic playschool. Early Education and Development, 16, 469–488.
  • Elvin, P., Maggero, E., & Simonsen, B. (2007). How do the dinosaurs speak in England? English in kindergarten. European Early Childhood Education Research Journal, 15, 71–86.
  • Enever, J. (Ed.). (2011). ELLiE. Early language learning in Europe. London: British Council.
  • Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China. Language Awareness, 20, 327–342.
  • Garrett, P., & Cots, J.M. (2013). Language awareness. In M. Byram & A. Hu (Eds.), Routledge encyclopedia of language teaching and learning. London: Routledge.
  • Gibson, W., & Brown, A. (2009). Working with qualitative data. Los Angeles, CA: Sage.
  • Halliwell, S. (1992). Teaching English in the primary classroom. Harlow: Longman.
  • Harris, J., & Conway, M. (2002). Modern languages in primary schools: An evaluation of the national pilot project. Dublin: Institúid Teangeolaíochta Éireann.
  • Harris, J., & O’ Leary, D. (2009). A third language at primary level in Ireland: An independent evaluation of the modern languages in primary schools initiative. In M. Nikolov (Ed.), Early learning of modern foreign languages (pp. 1–14). Clevedon: Multilingual Matters.
  • Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.
  • Hsieh, M.F. (2011). Learning English as a FL in Taiwan: Students’ experiences and beyond. Language Awareness, 20, 255–270. doi:10.1080/09658416.2011.573856
  • Kalaja, P., & Barcelos, A.M.F. (Eds.). (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer Academic Publishers.
  • Klatter, E., Lodewijks, H., & Aarnoutse, C. (2001). Learning conceptions of young students in the final year of primary education. Learning and Instruction, 11, 485–516.
  • Kolb, A. (2007). How languages are learned: Primary children's language learning beliefs. Innovation in Language Learning and Teaching, 1, 227–241.
  • Kramsch, C. (2003). Metaphor and the subjective construction of beliefs. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 109–128). Dordrecht: Kluwer Academic Publishers.
  • Kuo, L.-J., & Anderson, R.C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161–180.
  • Lyster, R. (1998). Diffusing dichotomies: Using the multidimensional curriculum model for developing analytic teaching materials in immersion. In S. Lapkin (Ed.), French second language education in Canada (pp. 197–218). Toronto: UTP.
  • Marcos Miguel, N. (2012). Grapho-morphological awareness in Spanish L2 reading: How do learners use this metalinguistic skill. Language Awareness, 21, 197–213.
  • Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39, 335–346.
  • Mihaljević Djigunović, J. (2009). Impact of learning conditions on young FL learner's motivation. In M. Nikolov (Ed.): Early learning of modern foreign languages (pp. 75–89). Clevedon: Multilingual Matters.
  • Mihaljević Djigunović, J., & Lopriore, L. (2011). The learner: Do individual differences matter? In J. Enever (Ed.), ELLiE. Early language learning in Europe (pp. 43–59). London: British Council.
  • Muñoz, C. (2007). Age-related differences and second language learning practice. In R- DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 229–255). Cambridge: Cambridge University Press.
  • Nagy, K. (2009). What primary school pupils think about learning English as a foreign language. In M. Nikolov (Ed.), Early learning of modern foreign languages (pp. 229–242). Clevedon: Multilingual Matters.
  • Nikolov, M. (1999). ‘Why do you learn English?’ ‘Because the teacher is short’: A study of Hungarian children's foreign language learning motivation. Language Teaching Research, 3, 33–56.
  • Nikolov, M. (2009). Early modern FL programmes and outcomes: Factors contributing to Hungarian learners’ proficiency. In M. Nikolov (Ed.), Early learning of modern foreign languages (pp. 90–107). Clevedon: Multilingual Matters.
  • Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119.
  • Pelletier, J. (1998). A comparison of children's understanding of school in regular English language and French immersion kindergartens. Canadian Modern Language Review, 52, 239–259.
  • Pinter, A. (2009). Teaching young language learners. Oxford: Oxford University Press.
  • Sealey, A. (1996). Learning about language: Issues for primary teachers. Buckingham: Open University Press
  • Sevillano, A. (2011). Follow up study on students’ perceptions towards foreign language learning by young learners across Europe ( Unpublished Master's thesis Universitat de Barcelona).
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Siedlhofer (Eds.), Principles and practice in the study of language: Studies in honor of H.G. Widdowson. Oxford: Oxford University Press.
  • Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 237–267). Clevedon: Multilingual Matters.
  • Wesely, P. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45, 98–117.
  • Williams, M., & Burden, R. (1999). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83, 193–201.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.