Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl
Visit https://bibliotekanauki.pl
Title variants
Languages of publication
Abstracts
This article comprises a mixed-methods study of primary school teacher candidates’ (henceforth participants) reflections associated with the categories that they find problematic when teaching English as a Foreign Language (EFL) at primary schools in Sweden. In this study, the participants are instructed to reflect on problematic areas of teaching EFL to young learners at Swedish primary schools and present their ideas in the form of reflective essays written in the English language. The reflective essays are written after the participants have completed their school practice sessions, having taught EFL to the Years 4–6 at primary schools in Sweden. The participants’ reflective essays are analysed by means of the software program WordSmith (Scott, 2012) in order to generate a list of the most frequently used words. A qualitative component of the analysis involves the identification of a set of categories associated with the problematic areas of EFL teaching in the Years 4–6 at primary schools in Sweden. The results of the mixed-methods analysis reveal several problem areas, e.g. pronunciation, spelling, irregular verbs, adjectives, articles, vocabulary, prepositions, etc. These findings and their didactic implications for EFL teaching in the Years 4–6 at primary schools are further presented and discussed in the article.
Year
Volume
Issue
Pages
23-37
Physical description
Contributors
author
- Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Haugesund/Stord
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-0b9e0055-8487-4c3a-bbff-7dcf283d390f
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.