Description
Book SynopsisThis book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level. Taking a Dynamic Systems Theory perspective, the chapters present the findings of longitudinal research undertaken in Croatia into the development of English in young learners. The book includes both qualitative and quantitative research and provides insights into internal individual learner factors and external micro and macro contextual factors which impact English learner development. Importantly, it tackles the unique position of English in today’s globalised world in detail. It therefore makes a major contribution to work on learning English by the digitalised generation and to understanding the impact of practices in the modern EFL classroom. The volume will appeal to anyone interested in new ways of researching the complex and dynamic phenomenon of the early learning of English.
Trade ReviewGrounded in the Croatian socioeducational context, this impressive volume has relevance beyond the borders of a single country. It draws on contemporary theories in finding support for a complex, dynamic process of primary English development. It also contributes important lessons concerning new learner characteristics, such as their digital literacy, which teachers and researchers alike would do well to heed. I have learned a great deal!
-- Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA
This edited volume showcases eight studies on key issues of early EFL learning that are addressed from multiple theoretical perspectives and expertly assembled into a coherent and inspiring text culminating in a conceptually sound model of early EFL learning. Here, finally, is a book – accessible to a world-wide readership – documenting the notable contribution Croatian experts have made to the understanding of early EFL learning dynamics that stems from the decades-long dedication to this topic.
-- Višnja Pavičić Takač, University of Osijek, Croatia
This volume offers valuable insight into the nature and dynamics of EFL acquisition and formal instruction from a first-hand experience of a language classroom. It is my sincere hope that this book, a very interesting publication not only for primary EFL researchers but also for in-service and prospective teachers, will be both a refreshing and thought-provoking read.
-- Anna Parr-Modrzejewska, University of Łódź, Poland * SSLLT 6 (2). 2016. 339-343 *
Table of ContentsIntroduction
1. Jelena Mihaljević Djigunović: Context and Structure of the Study
2. Jelena Mihaljević Djigunović: Individual Differences among Young EFL Learners: Age- or Proficiency-related? A Look from the Affective Learner Factors Perspective
3. Višnja Josipović Smojver: Croatian Primary School Pupils and English Pronunciation in the Light of the Emergence of English as a Lingua Franca
4. Lovorka Zergollern-Miletić: Acquisition of the Markers of Definiteness and Indefiniteness in Early EFL
5. Marta Medved Krajnović and Irena Kocijan Pevec: Present Tense Development in 11- to 13-Year-Old EFL Learners
6. Smiljana Narančić Kovač and Ivana Milković: Associating Temporal Meanings with Past and Present
7. Renata Geld: What Vocabulary Networks Reveal about Young Learners' Language
8. Renata Šamo: Receptive Skills in the Linguistic and Non-Linguistic Context of EFL Learning
9. Stela Letica Krevelj and Marta Medved Krajnović: Early EFL Development from a Dynamic Systems Perspective
Afterword
