Suggestions for EFL Young Learners’ Early Writing Skill Development through Error Analysis
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Children who begin their literacy education in two languages are likely to face special challenges. They are expected to make a lot of errors through their long journey to the acquisition of second language(L2), just as they do in their first language(L1). They need appropriate support and guidance for success of their literacy development. To help them overcome some expected or unexpected obstacles through their learning process, systematic analysis of their performance must precede. For the authentic assessment, errors they commit should be viewed as a valuable landmark to show what they have already known and what they need to be learned. In light of this, this paper analyses the main problems that young language learners encounter with writing in English as a second or foreign language. Under the premise that children's literacy is expected to develop stage by stage, and is closely related to the development of their cognitive ability, it reviews the existing developmental theories, which are helpful guidance for teachers and parents who want to give effective and meaningful support and advice to their children. Explicit instruction from teachers and co-operative learning process in writing are suggested for the successful L2 writing skill development.
Abstract
Children who begin their literacy education in two languages are likely to face special challenges. They are expected to make a lot of errors through their long journey to the acquisition of second language(L2), just as they do in their first language(L1). They need appropriate support and guidance for success of their literacy development. To help them overcome some expected or unexpected obstacles through their learning process, systematic analysis of their performance must precede. For the authentic assessment, errors they commit should be viewed as a valuable landmark to show what they have already known and what they need to be learned. In light of this, this paper analyses the main problems that young language learners encounter with writing in English as a second or foreign language. Under the premise that children's literacy is expected to develop stage by stage, and is closely related to the development of their cognitive ability, it reviews the existing developmental theories, which are helpful guidance for teachers and parents who want to give effective and meaningful support and advice to their children. Explicit instruction from teachers and co-operative learning process in writing are suggested for the successful L2 writing skill development.
참고문헌 (17)
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