| Abstract [eng] |
The relevance of the topic nowadays. Knowledge of the foreign languages is a relevant and an important factor, which lets for people to take part in European education, economic, social and cultural expansion. It encourages us to find out the problems of learning English language and to find the ways, which ensure possibilities of successful English language learning. So it is very important to find out the factors, which influence quality of the learning. Relevant factors are: psychological, pedagogical and social. These factors influence not only learning at school, but learning at home too. Pupil’s ability to learn determines personal characteristic, surroundings (of school and home), student’s, his parents’ and teacher’s attitude to the learning. Seeking of good education results is concerned with combine of democracy and formal education. Then it can be achieved good education results and acquired fully-fledged, well-rounded, manifold personality. That’s why in this work it is written about child’s education in democracy culture, about education based on love and goodness, about experiential learning; traditional English teaching and teaching based on child’s experience is compared. According A. Lepeskiene (1996), child, who is open to new experience, learns mostly. The problem. Teaching is based on a subject at school, not on child’s experience. Formal education nor always is concerned with child’s experience, so children are lack of informal learning experience, the knowledge which is acquired in informal surrounding is not applied at school. According R. Weskamp (1999), in these latter years, in didactics of foreign language marked change happened – from scientific- technological teaching moved up to learning based on child’s experience. However the question appears – is really teaching based on experienced learning and practically applied in processes of teaching, education and training? And how to do it? That’s why it is very important to encourage teachers to wonder about informal, based on child’s experience teaching. It is very important to research and analyse the combination conditions of formal and informal learning, and in this way to manage the quality of foreign language learning. The purpose of the research. To explore factors affecting quality management of early English language learning in primary school ( in formal and informal teaching). The goals of the research: 1. To study and to research pedagogical, social and psychological literature and validate the relevance of children’s from primary school learning in formal and informal surrounding. 2. Research empirically and establish factors, which affect the quality of English language learning in primary school. 3. Provide with references how to improve early English language teaching, how to combine formal and informal learning in primary school. The research methods: 1. The analysis of pedagogical, social and psychological literature. 2. The anonymous written questionnaires used in order to research the attitude of teachers, students, parents to factors affecting early English language teaching in primary school 3. The data of the research is analyzed both quantitatively and qualitatively. For the analysis of data is used the SSPS program (Statistical Package for the Social Sciences). For the arrangement, systematization and graphic design of the researched data are used Windows Microsoft Word and Windows Microsoft Excel programs. The scope of the research. 107 pupils, 74 parents, 12 teachers from Šilalė’s district (Šilalė, Pajūris, Laukuva) participated in the questionnaire. In total 193 people took part in this questionnaire. The conclusions. • On parents opinion, factors affecting the quality of English language are: the English language knowledge of family members (79.5%), and watching English TV programmes (70.8%). • The results of the research shows that children from primary school rapidly learn English language. As parents say, it is associated with using of active learning methods in the lessons (84.5%) and using of dialogs with situations from children’s life and experience (77.2%) • Parents agree that their children learn English language on their own playing English games on the internet (74%), watching English films and TV programmes (75%) and reading English books (54%) • According teachers, the quality of learning is affected by students motivation and when in the learning process the student is activated (100%). • Factors affecting learning in the informal surrounding are: reading of English books (100%) and watching of English TV programmes (100%). • Parents (79.5%) and teachers (100%) agree that very important factor affecting the quality of English learning is family and English language knowledge of family members. • It is very important to know, what teachers know about factors that affect learning. The analysis of the research and of academic literature shows that teachers not only know about these factors, but also they use them practically. • Types of children’s informal learning were represented in the research. Children agree that it is easier for them to learn English because they watch English films (82.2%), listen to English songs (88.7%), play English games (79.3%) and watch English TV programmes. • To children’s opinion, they can use their English knowledge ( that they gain in the informal surrounding) in the English lessons. 70% of children say that they have possibilities to use more English words in the lessons. 62% agree that they can easily talk in pairs, because they know more English phrases and sentences. 80.3% say that they can easily use English dictionary on the internet. |
