Learning English in Early Ages from Teacher Perspectives

Learning English in Early Ages from Teacher Perspectives
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Abstract  PAGEREF _Toc433226549 \h
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Introduction  PAGEREF _Toc433226550 \h
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Literature review  PAGEREF _Toc433226551 \h
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Expected Results  PAGEREF _Toc433226552 \h
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References  PAGEREF _Toc433226553 \h
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Abstract
To better understand the learning English in early ages, there was a review of literature to determine the benefits English language learning and factors that influence English language acquisition as a second language. Communication is the most important factor for learning languages, highlighting the need to reduce misunderstandings. When there is better awareness on language structure then the easier it is to use correct English, and this is especially when the bilingual speakers can identify grammatical mistakes. Overall, improving input and contact with English seeks to enhance language proficiency should not be ignored, since has a greater impact on language acquisition than the age of arrival.
Introduction
Learning a foreign language at a young age provides the individuals with the opportunity to understand that language better and use the right pronunciations. The enthusiasm of children to learn while young is high, and they can enjoy using their language skills. Additionally, it improves the children’s reading skills and the children are better placed to understand the mechanics of English. Children become more effective communicators as they are confident to converse in different language without being afraid that they would make mistakes. Additionally, the children are more likely to be perceptive as there are keener to avoid mistakes, and they can code switch without making grammatical errors. There is greater emphasis to understand the language structure and use words correctly since there are distinct rule and meaning to words in a new language.
Literature review
In a study by Yeung Siegel & Chan (2012, p 685), the researchers focused on the phonological awareness of 76 Hong Kong children ESL learners who were learning English as a second language through a 12 week follow-up session. Phonological awareness among native English speakers improves the reading ability of the children, but fewer studies have been conducted for young children where English is not the primary language. In the study, children were assigned tests to determine their ability to determine their phonological awareness to identify the syllable and phoneme while reading as well as their use of vocabulary before after implementation of the project. The children who were instructed on phonological awareness were better placed to perform better in reading, spelling and writing.
Hopp & Schmid (2013, p. 363) compared a second language acquisition and first language acquisition among English speakers with both groups containing 40 participants each. Previous researches show that pronunciation acquisition is more difficult for the late learners. This is...