Foreign Language Learning in Preschools：A Case Study of English Language Learning in a Kindergarten in Northeast China

摘要

This study explores foreign language Iearning in preschools through a case study of English language learning in a kindergarten in Northeast China. The research topic stems from a long observed need in this era of globalization. So many changes are happening ever so rapidly in our diverse societies today. We have inter and intra marriages. People are more open to academic, cultural, technological, social, and skillful exchanges outside their native language environments. Also with many research outcomes showing the benefits of learning foreign languages in native speaking environments from an early age, it becomes important to conduct more studies in environments like China's, where learning English as a foreign language at preschool, with limited exposure to the language is becoming common place. Several parents are still faced with the challenge of deciding whether or not to expose their children to multiple languages at a time as a result of their inability to ascertain the positive and/or negative effects of such exposure in the proper all round development of their children and wards. Thus, there is the need to use expert theories and real life situations to bring out these effects.
　　 This research topic has been and is still a hot issue for debate among parents, teachers, Iinguists, psychologists and many others. As the researcher, I have been brought into some of these debates at some point or the other. More so this debate has gained prominence here in China where the study of English at preschool is fast becoming a trend. In some preschools in major cities like Beijing, Guangzhou, Xian and Shanghai, it is no longer a case of foreign language learning but has moved into bilingual immersion programs for some preschools(Lixing, 2007).
　　 This study was a qualitative study based on the following research questions: What are the contributing factors to the proliferation of preschool foreign language learning in China? How is foreign language learning being carried out at preschool level? And in what ways do the teachers and parents contribute to creating continuity and an enabling environment for the preschoolers?
　　 I used interviews, observation and questionnaires as my main means of data collection. These methods have enabled me go right into the field to see for myself as well as review literature in this area, some theories of language development from the perspective of behaviorism, Nativism and functionalism by renowned theorists in the field of Psychology and linguistics like Piaget, Skinner, Thorndike, Watson, Freud, and Chomsky. Also I have looked into the general stages of language development for children. Based on the combined outcomes of my theoretical and empirical studies I have achieved the following: provided a comprehensive readable material for parents, teachers, Iinguists, psychologists, education policy makers and anyone interested in this area to fall back on when in search of answers to some of the pertinent questions addressed during the research. Also this study is a stepping stone for further study on this aspect of children's development.

目录

英文文摘

Acknowledgement

Chapter One Introduction

1.1 Definition of Terms

1.2 Background of the Study

1.3 Statement of the Problem

1.4 Purpose of the Study

1.5 Significance of the Study

1.6 Limitations to the Study

1.7 Scope of the Study

Chapter Two Literature Review

2.1 Theoretical Studies

2.1.1 Views of Language

2.1.2. Views on Language Learning

2.1.3. Four Essential English Language Learning Skills

2.2 Empirical Studies

2.2.1. Language development of children

2.2.2. Environmental factors

2.2.3. More research outcomes on the benefits of second language learning

Chapter Three Research Methodology

3.1 Research Method

3.2 Area of Study

3.3 Sampling Procedure

3.4 Research Population

3.5 Research Instrument

3.5.1 Observations

3.5.2 Interviews

3.5.3 Administering of Questionnaire

3.6 Administration of Instrument

3.7 Method of Validation

Chapter Four Data Analysis

Chapter Five

5.1 Discussion

5.2 Recommendations

Bibliography

Appendices

Appendix1 Demographic questionnaires and Interview Guides

Appendix1.1 Demographic Questionnaires for the English Teachers

Appendix1.2 Interview Questions for the English teachers

Appendix1.3 Demographic Questionnaire for the parents

Appendix1.4 Interview Questions for parents

Appendix1.5 Interview Questions for the Children

Appendix2 Sample Results from Interviews

Appendix2.1 Transcript Conventions

Appendix2.2 Demographic Results from Paul(Teacher)

Appendix2.3 Interview Transcript from John(Teacher)

Appendix2.4 Interview Transcript from Sandy(Parent)

Appendix2.5 Interview Transcript from Susan(Parent)

Appendix2.6 Interview Transcript from Trina(Child)