The ways of improving memory performance by engaging young learners in non-verbal activities during foreign language classes
by Nataliia Sharkova (Ukrainian State University of Science and Technologies, Ukraine) & Svitlana Sharkova (H.S. Kostiuk Institute of Psychology of the Academy of Educational Sciences of Ukraine, Ukraine)
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Early childhood is a unique period of intensive development of all psychic functions that become the basis for further cognitive and social-emotional transformations. As it has been suggested by researchers (Broomfit et al., 1991; Sharkova, 2007) young learners should be equipped with the mental tools that teach them to think, develop their imagination, and turn new vocabulary acquisition into an active cognitive process. 120 Ukrainian-speaking children at the age of 5 – 6 participated in an experimental research study that has addressed two major questions: (1) Is there any difference in vocabulary retention rates between young learners who are taught with the emphasis on imitative skills (control group) and those whose teaching – learning process is covered by non-verbal activities that are based on children’s actual interests and needs (experimental group)? and (2) How did children’s attitudes towards foreign language learning change during the course of study in both groups?
The results of the research have revealed that foreign language learning provides an important context that gives children an opportunity to observe and investigate, test theories, solve practical problems, achieve results and analyze them. The examples of intellectual activities introduced during the language classes are grouping pictures of animals, plants, various objects according to their physical attributes or other characteristics. Educators created “paradox images” (e.g., half of the sun is green) and askedlearners to correct mistakes, complete pictures. It has been found that various activities stimulate child’s memory and attention in different ways. It has been proved that memory performance as well as kids’ attitudes to learn new languages is influenced by these and other types of non-verbal activities which will be discussed during this presentation.
The effectiveness of an experimental approach and the research questions has been assessed using qualitative and quantitative analyses. Both short- and long-term memory tests along with surveys and Interactive Process Analysis have been used. The hypothesis that involving young learners in non-verbal activities which reflect their interests and level of cognitive development can result in higher retention rates of new vocabulary, making the learning process more successful and enjoyable in early childhood, has been proved.
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References:
C. J. Brumfit, Jayne Moon, Ray Tongue (1991) Teaching English to Children: From Practice to Principle. Collins Educational Glasgow.
Jean Piaget (1970) Science of education and the psychology of the child. New York: Orion Press.
Nataliya Sharkova (2007) Psychological Principles of Foreign Language Teaching Management in Pre-School. Kyiv: H.S. Kostiuk Institute of Psychology NAES Ukraine.
Lev Vygotsky (1997) Educational Psychology. Boca Raton, Florida: St. Lucie Press.
