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Register a new userThe Appropriate Age to Launch Teaching a Foreign Language in the Public Education
السن الأنسب للبدء بتدريس اللغات الأجنبية في التعليم الحكومي
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Damascus University ورقة بحثية
Publication date
2010
fields
Education
and research's language is
العربية
Authors
خالد بن عبدالعزيز الدامغ( باحث )
Created by
Shamra Editor
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يعد تحديد السن المناسبة لبدء تعليم لغة أجنبية من القضايا الحساسة الشائكة التي تواجهها وزارات التربية و التعليم في معظم دول العالم. يتلخص هدف الدراسة الحالية في إضاءة الطريق لصانع القرار التعليمي فيما يتعلق بالسن الأنسب لتعليم اللغات الأجنبية في التعليم الحكومي. تتكون الدراسة الحالية من جزأين: الأول نظري يغطي محاور تعليم اللغات الأجنبية من جوانب علمية مختلفة، و الثاني تطبيقي من خلال عينة ضخمة جدا تجاوزت العشرة آلاف غطت المناطق الاجتماعية و الجغرافية المختلفة و ذلك كي تكون عينة ممثلة.
Since determination of an appropriate age to launch teaching a foreign language into the national education system is one of the sensitive hard issues that faces most ministries of education across the globe, this study contributes to shed lights on the decision-makers' choice to choose the class most appropriate to embark on teaching English language in the governmental Saudi schools. The current study aims to look over the regional experiences and to examine the views of the four study-population that directly related to teaching English language in the primary schools, namely: pupils who were taught English in the public primary schools, their parents, teachers and English language supervisors from both sexes in the Saudi primary schools.
References used
Addamigh, khalid (2010). UG Accessibility in Children s SLA. Viewed in July, 1, 2010 from: http://www.damegh.com
Al-Salim, L. (2005). Reading Problems as Perceived by English Teachers in the Sultanate of Oman. Unpublished M.A. dissertation. El Paso
Asher, J., & Garcia, R. (1969). The optimal age to learn a foreign language. Modern Language Journal, 53, 334-341
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This paper introduces a negative factor that is related to foreign
language acquisition/learning and regarded as a barrier that impedes
the foreign language from accessing the brain. Even if the foreign
language is granted access, this factor prevents it from being processed
properly inside the brain, and hence no output to be produced.
The Research aims to investigate the extent of using the modern teaching techniques
in the Institutes Languages, and to investigate the important the modern of techniques in
teaching the Languages in Institutes Languages of Damascus and Tishreen Un
iversities,
From The Teachers viewpoint, And know the differences in the answers to the members of
the teachers according to the research variables: (University, academic specialization, years
of experience). In addition to discovered the difficulties using the modern teaching
techniques in teaching techniques in the Institutes Languages, and presenting the
suggestions for improvement teaching techniques through of modern techniques.
This study aimed to identify the reality of educational technology for
teaching science in the laboratories of basic education schools in hasakah
from the point of view the teachers and their attitudes towards.
The Study sample consisted of (49) t
eachers (25 males+24females) were
randomly selected from schools in the sample, which included (13)
schools were chosen in a manner unintended villages Hasakah Center of
the Directorate for Educational Hasakah province. To achieve the
objective of the study, the researcher developed a questionnaire which
consisted of (96) items, divided into five areas, and was of sufficient
reliability and validity for the purposes of this study.
The study aimed at identifying the need to possess creative teaching
skills in the first cycle of basic education from the point of view of
the teachers. A questionnaire consisting of (26) items applied to a
random sample of the teachers of the first seminar was designed
(115) teachers by 10%.
The purpose of the research is to identify the degree of employment of teachers of
the first cycle of basic education of mental habits in teaching English language, as well as
knowledge of the differences in the employment of these habits according
to the variables
of the academic qualification and the number of years of teaching experience. The sample
consisted of (303) teachers and teachers The first cycle of basic education was chosen
randomly by the cluster of schools in the first cycle of basic education in Damascus
Governorate. They were asked to identify the teachers' use of mental habits in the teaching
of the English language by the researcher after verifying its validity and stability. The
results indicate that there is a low degree of teachers in the use of mental habits when
teaching the English language on the total score of the scale and in all mental habits except
the habits of listening comprehension and sympathy, and control of arrogance, thinking
about thinking, and finding humor that was a medium. The results showed that there were
statistically significant differences between the average teachers on the scale of the use of
mental habits in teaching English language according to the variable of scientific
qualification for teachers with diploma and postgraduate qualifications. And the existence
of statistically significant differences between the average teachers on the scale of the use
of mental habits in the teaching of the English language according to the variable years of
experience for teachers with (5) years of teaching experience and more except areas
(thinking and communicating clearly and accuracy / mutual thinking / risk responsibility)
The absence of differences between the members of the research sample according to the
variable number of years of experience in these fields.
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