The Study of the Effect of “Life-Focused Foreign Language Acquisition Program” on Preschool Children’s English Learning

Abstract

With the present study an objective and scientific detection is tried to be determined on 50-74 months-old preschool children’s foreign language development studying in government schools and facing foreign language education process for the first time depending on their teacher’s and parents’ observations and opinions. The present study is conducted in mixed method. In quantitative dimension of the study a single group pretest-posttest experimental model and in qualitative dimension phnomenologic research design were used. The data obtained with the interview form was used as a data collection tool and were examined via content analysis technique. As a quantitative assessment tool, the Life-Focused Foreign Language Acquisition Scale (LFFLAS) was administered three times as pretest, postest and retention tests in the Spring term of 2016-2017 academic year. In addition, half-structured interviews were held with preschool children’s parents and the classroom teacher. According to the results of the study, it has been observed that life-focused foreign language acquisition practices were effective in children's English language acquisition. According to the results of the qualitative data analysis, themes like "active use of English", "positive attitude towards English", "active transfer of what is being learned” and “sharing what is learned” are observed and expressed jointly in children’s foreign language learning process.  However, according to teacher’s and parents’ statements, the children in the experimental group had some differences regarding self-confidence, progress and pronunciation.