Estimating the Effectiveness and Feasibility of a Game-based Project for Early Foreign Language Learning

Eleni Griva,Klio Semoglou

doi:10.5539/elt.v5n9p33

Abstract

This paper outlines the rationale for and the purpose of designing and implementing a project aiming to make very young EFL learners develop their language skills through their involvement in interactive psychomotor activities. The project, which is a part of a broader longitudinal project having introduced EFL in the first primary school grade, was implemented in two 2nd grade Greek classrooms with a total of 44 seven year old children. Multisensory teaching was followed through the use of a combination of activities: classroom creative activities included memory and word games, drawings, constructions, role-play games, pantomime as well as songs. In the gym, children participated in physical activities such as races, chases and hopscotch as well as dance and music activities, with the aim to improve their oral communicative skills and creativity. In order to examine the effectiveness and feasibility of the project, an evaluation study was conducted by using a pre- and post- language test and journals kept by the teachers. It was evident that the project had a positive effect on developing very young learners’ language skills, and on enhancing their motivation to participate in psychomotor activities.

Highlights

1.1 Foreign Language Learning from a Very Early AgeThe policy of early introduction of foreign languages (FLs) in primary education has been established in Europe over the last two decades
The project, which is a part of a broader longitudinal project having introduced EFL in the first primary school grade, was implemented in two 2nd grade Greek classrooms with a total of 44 seven year old children
Documentation of the European Commission records the teaching of modern languages to young learners and recommends foreign language (FL) teaching to be provided at the first primary school grades or even from kindergarten in order to allow for foreign languages to be developed at the secondary school level (Commission of the European Communities, 1995)

Summary

Introduction

1.1 Foreign Language Learning from a Very Early Age. The policy of early introduction of foreign languages (FLs) in primary education has been established in Europe over the last two decades. Documentation of the European Commission records the teaching of modern languages to young learners and recommends foreign language (FL) teaching to be provided at the first primary school grades or even from kindergarten in order to allow for foreign languages to be developed at the secondary school level (Commission of the European Communities, 1995). Due to the fact that the Council of Europe language policy documents recommend two foreign languages with the aim to allow students to study another language along with English, some early programs have been conducted in a number of languages (Euridyce, 2005). It is note worthy that in some countries the first foreign language is compulsory from the first grade of primary school or even from pre-school, for example in Luxemburg, Malta, Norway, Belgium, Germany, Italy, Spain and Austria

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