Have a personal or library account? Click to login
A Study of Parental Attitudes to Teacher Pronunciation in Very Early English Cover

A Study of Parental Attitudes to Teacher Pronunciation in Very Early English

By: Réka Bozsó and  Judit Nagy  
Open Access
|Feb 2019

References

  1. Ahn, So-Yeon–Hyun-Sook Kang. 2017. South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development 38(8): 712–725.10.1080/01434632.2016.1242595
  2. Asgari, Azadeh. 2010. The influence of informal language learning environment (parents and home environment) on the vocabulary learning strategies. Canadian Center for Science and Education: English Language and Literature Studies 1(1): 7–13.10.5539/ells.v1n1p7
  3. Balogh, Erzsébet. 2014. Language Attitudes towards English Accent Varieties: Hungarian Secondary School Students’ Labeling, Evaluating and Commenting on Foreign Accented Englishes. PhD Thesis, University of Szeged, Hungary.
  4. Bartram, Brendan. 2006. An examination of perceptions of parental influence on attitudes to language learning. Educational Research 48(2): 211–21.10.1080/00131880600732298
  5. Bempechat, Janine. 1992. The role of parent involvement in children’s academic achievement. The School Community Journal 2(2): 31–41.
  6. Berns, Margie. 2009. English as lingua franca and English in Europe. World Englishes 28(2): 192–199.10.1111/j.1467-971X.2009.01578.x
  7. Carrie, Erin–Robert M. McKenzie. 2018. American or British? L2 speakers’ recognition and evaluations of accent features in English. Journal of Multilingual and Multicultural Development 39(4): 313–28.10.1080/01434632.2017.1389946
  8. Clark, Elizabeth–Paran, Amos. 2007. The employability of non-native-speaker teachers of EFL: A UK survey. System 35(4): 407–430.10.1016/j.system.2007.05.002
  9. Clarke, Priscilla M. [Victorian Curriculum and Assessment Authority]. 2009. Supporting Children Learning English as A Second Language in the Early Years (Birth to Six Years). East Melbourne, VIC.: VCAA. http://www.vcaa.vic.edu.au/Documents/earlyyears/EY_TEYLL_Paper.pdf (Last accessed: 06 May 2018).
  10. Curtain, Helena. 2000. Early language learning in the USA. In Marianne Nikolov and Helena Curtain (eds), An Early Start: Young Learners and Modern Languages in Europe and Beyond, 191–208. Strasbourg: Council of Europe.
  11. Csizér, Kata–Gabriella Lukács. 2010. The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System 38(1): 1–13.10.1016/j.system.2009.12.001
  12. Derwing, Tracey M.–Munro, Murray J. 2009. Putting accent in its place: Rethinking obstacles to communication. Language Teaching 42(4): 476–490.10.1017/S026144480800551X
  13. Dvořáková, Kateřina. 2006. Early foreign language teaching in the Czech Republic:
  14. Existing problems and future challenges. In Hanusová, Svetlana and Najvar, Petr (eds), Foreign Language Acquisition at an Early Age. Proceedings from the Conference Organized and Hosted by Faculty of Education, Masaryk University on March 16, 2006, 61–70. Brno.
  15. Farkašová, Eva–Květa Biskupičová. 2000. Teaching English from the first grade of primary school: Psychological and pedagogical perspectives. In J. Moon and Marianne Nikolov (eds), Research into Teaching English to Young Learners, 121–136. Pécs: University Press.
  16. Feyér, Bálint. 2015. Investigating Hungarian EFL Learners’ Comprehension and Attitudes Pertaining to English Speech Varieties. PhD Thesis: Eötvös Loránd University Budapest, Language pedagogy PhD programme.
  17. Gardner, Richard. 1985. Second language acquisition: focus on the parent. In Robert C. Gardner (ed.), Social Psychology and Second Language Learning: The Role of Attitude and Motivation, 108–123. Edward Arnold.
  18. Griva, Eleni–Panagiota Chouvarda. 2012. Developing plurilingual children: Parents’ beliefs and attitudes towards English language learning and multilingual learning. World Journal of English Language 2(3): 1–13.10.5430/wjel.v2n3p1
  19. Gurkan, Serkan–Dogan Yuksel. 2012. Evaluating the contributions of native and non-native teachers to an English language teaching program. Procedia – Social and Behavioral Sciences 46: 2951–2958.10.1016/j.sbspro.2012.05.596
  20. Hanušová, Světlana–Petr Najvar. 2005. Do the early birds really catch the worm? Demystifying the factor of early age in language learning. In Theory and Practice in English Studies 3. Proceedings from the Eighth Conference of British, American and Canadian Studies. Vol. 1. Citeseer.
  21. Holliday, Adrian. 2005. The struggle to teach English as an international language. Applied Linguistics 28(1): 147–150.10.1093/applin/aml053
  22. Jenkins, Jennifer. 2000. The Phonology of English as an International Language: New Models, New Norms, New Goals. Oxford: Oxford University Press.
  23. Kaur, Paramjit. 2014. Accent attitudes: Reactions to English as a lingua franca. Procedia – Social and Behavioral Sciences 134: 3–12.10.1016/j.sbspro.2014.04.218
  24. Kaur, Paramjit–Arumugam Raman. 2014. Exploring native speaker and non-native speaker accents: The English as a lingua franca perspective. Procedia – Social and Behavioral Sciences 155: 253–259.10.1016/j.sbspro.2014.10.288
  25. Kemal Tekin, Ali. 2015. Early EFL education is on the rise in Oman: A qualitative inquiry of parental beliefs about early EFL learning. English Language Teaching 8(2): 35–43.
  26. Kormos, Judit–Csizér Kata. 2005. A családi környezet hatása az idegen nyelvi motivációra: egy kvalitatív módszerekkel történő kutatás tanulságai [The influence of home environment on learning motivation: What we learnt from a qualitative inquiry]. Magyar Pedagógia 105(1): 29–40.
  27. Lan, Yi-Chen–Sheila Degotardi–Jane Torr. 2011. Factors related to the home teaching of English language to preschool aged children: A Taiwanese study. Asia-Pacific Journal of Research in Early Childhood Education 5(2): 27–48.
  28. Linse, Caroline. 2011. Korean parental beliefs about ELT from the perspective of teachers. TTEYLOL Journal 2(4): 473–491.10.5054/tj.2011.269752
  29. Loyová, Gabriela. 2006. Foreign language learning/acquisition at an early age. In Hanusová, Svetlana and Najvar, Petr (eds), Foreign Language Acquisition at an Early Age. Proceedings from the Conference Organized and Hosted by Faculty of Education, Masaryk University on March 16, 2006, 43–57. Brno.
  30. Lugossy, Réka. 2009. “I will think about this…” A case study with a lower-primary school teacher of English. In Réka Lugossy, József Horváth and Marianne Nikolov (eds), UPRT 2008: Empirical Studies in English Applied Linguistics, 59–70.
  31. Medgyes, Péter. 1992. Native or non-native: Who’s worth more? TEYLL Journal 46(4): 340–349.10.1093/elt/46.4.340
  32. Medgyes, Péter–Marianne Nikolov. 2014. Research in foreign language education in Hungary (2006–2012). Language Teaching 47(4): 504–537.10.1017/S0261444814000184
  33. Ministry of Education, Hungary. 2004. Ajánlások az általános iskola első három osztályában folyó idegennyelv-oktatás eredményesebbé tételére [Recommendations for making FL education more successful in grades 1–3]. http://www.nefmi.gov.hu/nemzetkozi-kapcsolatok/archivum/ajanlasokaltalanos. (Last accessed: 05 December 2016).
  34. Morvai, Edit–István Ottó–Enikő Öveges. 2009. Idegennyelv-oktatás a nyolcosztályos általános iskolák 1–3. osztályában [Foreign Language Teaching in the First Three Years of Primary School]. Budapest: Oktatási és Kulturális Minisztérium. http://www.nefmi.gov.hu/letolt/vilagnyelv/vny_okm_1_3_felmeres_100510.pdf. (Last accessed: 20 May 2018).
  35. Muñoz, Carmen–Eva Lindgren. 2011. Out-of-school factors: The home. In Enever, Janet (ed.), ELLiE. Early Language Learning in Europe. British Council. 103–124. https://www.teachingenglish.org.uk/sites/teacheng/files/B309%20ELLiE%20Book%202011%20FINAL.pdf. (Last accessed: 06 May 2018).
  36. Murphey, David. 1992. Constructing the child: Relations between parents’ beliefs and child outcomes. Developmental Review 12(2): 199–232.10.1016/0273-2297(92)90009-Q
  37. Nagy, Judit. 2014. Az angol nem anyanyelvi változatainak érthetősége: normák, attitűdök és a hallás utáni szövegértés viszonya [Comprehensibility of non-native varieties of English: Norms, attitudes and their relationship to listening comprehension]. In Benő, Attila, Fazekas, Emese, Zsemlyei, Borbála (eds), Többnyelvűség és kommunikáció Kelet-Közép-Európában: XXIV. Magyar Alkalmazott Nyelvészeti Kongresszus előadásai [Multilingualism and Communication in Central and Eastern Europe: Lectures presented at the 24th Hungarian Applied Linguistics Conference], 103–111. Kolozsvár: EME.
  38. Nemzeti alaptanterv: 110/2012. (VI. 4.) Korm. rendelet a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról [Hungarian National Core Curriculum: 110/2012. (VI.4.). Statute on the introduction and use of the national core curriculum]. http://net.jogtar.hu/jr/gen/hjegy_doc.cgi?docid=A1200110. KOR. (Last accessed: 13 June 2016).
  39. Nikolov, Marianne. 2002. Issues in English Language Education. Bern: Peter Lang.
  40. Nikolov, Marianne–Jelena Mihaljević Djigunović. 2006. Recent research on age, second language acquisition, and early foreign language learning. Annual Review of Applied Linguistics 26: 234–260.10.1017/S0267190506000122
  41. Nikolov, Marianne–Jelena Mihaljević Djigunović. 2011. All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics 31: 95–119.10.1017/S0267190511000183
  42. Purdjaková, Sárka. 2006. When should children start learning a foreign language in Czech context (findings of an opinion survey). In Hanusová, Svetlana and Najvar, Petr (eds), Foreign Language Acquisition at an Early Age. Proceedings from the Conference Organized and Hosted by Faculty of Education, Masaryk University on March 16, 2006, 71–76. Brno.
  43. Rixon, Shelagh. 2000. Optimum Age or Optimum Conditions? Issues Related to the Teaching of Languages to Primary Age Children. http://www.britishcouncil.org/english/eyl/article01.htm. (Last accessed: 14. 06. 2003).
  44. Smith, Larry E.–Nelson, Cecil L. 1985. International intelligibility of English: Directions and resources. World Englishes 4(3): 333–342.10.1111/j.1467-971X.1985.tb00423.x
  45. Song, Seung Min. 2003. Korean Mothers’ Beliefs and Practices on Early English Education in TEYLL and EFL Contexts. PhD Thesis: The Pennsylvania State University, The Graduate School College of Education.
  46. Szarvas, Júlia. 2013. Is Kindergarten English Vocational English? Presented at the International Scientific Conference for Vocational Education and Training and Adult Learning, 17–19 October 2013. Szeged: University of Szeged.
  47. Tekin, Ali Kemal. 2015. Early EFL education is on the rise in Oman: A qualitative inquiry of parental beliefs about early EFL learning. English Language Teaching 8(2): 35–43.10.5539/elt.v8n2p35
  48. Timmis, Ivor. 2002. Native-speaker norms and International English: A classroom view. ELT Journal 56(3): 240–249.10.1093/elt/56.3.240
  49. Vojtková, Naděžda. 2006. The teacher – The most important agent for educating very young learners. In Hanusová, Svetlana and Najvar, Petr (eds.), Foreign Language Acquisition at an Early Age. Proceedings from the Conference Organized and Hosted by Faculty of Education, Masaryk University on March 16, 2006, 89–96. Brno: Masaryk University.
Language: English, German
Page range: 21 - 39
Published on: Feb 25, 2019
In partnership with: Paradigm Publishing Services
Publication frequency: 3 issues per year

© 2019 Réka Bozsó, Judit Nagy, published by Sapientia Hungarian University of Transylvania
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.