TALES AND TRIUMPHS: A JOURNEY INTO FOREIGN LANGUAGE LEARNING FOR YOUNG MINDS
Article Sidebar
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Main Article Content
Аннотация:
This article delves into the immersive realm of primary education, highlighting the paramount focus on nurturing language acquisition, especially in foreign language learning. It advocates for the integration of storytelling and games as a dynamic and engaging approach to captivate young learners. Drawing upon examples and empirical research, the article explores the influential role of stories, demonstrating their potency in providing a rich contextual framework for language comprehension.
Article Details
Как цитировать:
Библиографические ссылки:
Biemiller, A. (2010). Repetition and the Role of Narrative in Grammar Acquisition. Journal of Language Acquisition Research, 18(1), 45-62.
Brown, M., & Hanlon, C. (2014). Language Integration in Animated Narratives: A Case Study of "Dora the Explorer". Educational Media International, 41(3), 245-258.
Cakan, M., & Odabasi, H. F. (2018). Gamification in language learning: Theoretical foundations and directions for research. Education and Information Technologies, 23(1), 505-525.
Ergashev, R., & Sayfiddinov, J. (2024). Theoretical foundations of learning and language teaching approaches. Евразийский журнал социальных наук, философии и культуры, 4(1), 75-84.
Gambrell, L. (2011). The Power of Storytelling in Language Learning: A Comprehensive Analysis. Language Education Journal, 25(4), 321-337.
Gibson, S. (2017). Tailoring Stories for Language Learners: Strategies for Inclusivity and Accessibility. International Journal of Applied Linguistics, 22(3), 198-215.
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18-26.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—a literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025-3034.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Johnson, R., & Memmott, J. (2006). Narrative-Based Instruction and Language Acquisition: A Meta-Analysis. Journal of Educational Research, 40(5), 567-589.
Jones, A., & Lee, B. (2019). Game-Based Learning and Language Acquisition: A Meta-Analysis. Educational Psychology Review, 34(4), 567-589.
Mubinabonu, A., & Sohib, E. R. (2024). TECHNOLOGICAL TRANSFORMATIONS IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A GATEWAY TO GLOBALIZED EDUCATION. American Journal Of Social Sciences And Humanity Research, 4(02), 50-59.
Rasulbek, E. (2024). INTERSECTING LEARNING THEORIES AND TEACHING APPROACHES IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A HOLISTIC EXPLORATION. American Journal Of Social Sciences And Humanity Research, 4(01), 94-109.
Sadoski, M., & Paivio, A. (2013). Emotional Resonance in Storytelling and its Impact on Language Learning. Applied Psycholinguistics, 28(2), 225-241.
Smith, J. (2005). The Enduring Impact of Aesop's Fables on Language Acquisition and Moral Instruction. Journal of Educational Psychology, 30(2), 87-105.
Smith, J., et al. (2020). The Impact of Storytelling on Language Proficiency and Motivation in Primary Education. Journal of Language Acquisition, 25(2), 123-145.