Play-based language learning for improving audio-lingual skills for very young learners.

Abstract

For both teachers and students, acquiring a second language after the first one can be difficult. Because of this, it is crucial to adopt the appropriate cutting-edge techniques for teaching and learning. The fact that young students can study a second language without feeling pressured or under stress, unlike adult students, is a beneficial factor to consider when interacting with them in order to ensure their language acquisition Patsy Lightbown & Nina Spada, 2013. This project research aims to analyze how these techniques could promote the improvement of audio-linguistic skills of very young learners at Escuela de Educación Básica Clara Luz, taking into account the variety of positive outcomes in the development of language skills in young learners from Play-based Language Learning activities. The instruments used for data collection were one open-ended questions interview for teachers and one observational data for observing the behavior of students during a Play-Based Language Learning class setting. The findings of this study were compared to those of prior research and pedagogical approaches in order to identify connections and probe the effectiveness of the researched concept. As a conclusion, it might be argued that by implementing innovative teaching and learning methodologies, the development of audio-lingual abilities in very young learners may be successfully encouraged.