English A1-level learning materials: A comparison of early English and other A1-level learning materials
Tolonen, Johanna (2022)
2022
Englannin kielen ja kirjallisuuden maisteriohjelma - Master's Programme in English Language and Literature
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2022-05-16
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202204203329
https://urn.fi/URN:NBN:fi:tuni-202204203329
Tiivistelmä
The purpose of this thesis is to examine differences in A1-level English learning materials. More specifically, the focus of interest is on the similarities and differences between early English learning materials and other A1-level English learning materials. Moreover, this thesis aims to specify differences and similarities in the phonological, grammatical and vocabulary features highlighted in the learning materials and ponder why some of these features are highlighted in one material but not in the other.
The data for the thesis was formed by using two methods. The first part of the data was collected via an electronic questionnaire, in which respondents answered various multiple-choice and open-ended questions about early language learning materials and other A1-level English learning materials. The questionnaire received 19 responses from teachers around Finland. The second part of the data was formed by analysing three different A1-level English learning materials from two of the biggest publishing companies in Finland. The three learning materials studied consisted of two early English learning materials and one other A1-level English learning material. After analysing each component separately, the results of the analyses were further compared.
The results of the learning material analysis showed that many similarities and differences between the three English learning materials could be found. One of the similarities was that all learning materials consisted of vocabulary that circled around pupils’ everyday lives. Vocabulary was also highly emphasized in all learning materials. One of the major differences between the three materials was that no grammatical features were presented in either of the early language learning materials. On the contrary, the other A1-level English learning material introduced a large variety of grammatical features. Moreover, not only were there differences between the early language learning materials and other A1-level learning materials, but differences between the two early language learning materials could also be found. Differences found between the two early language learning materials included, for example, the introduction and presentation of phonological features.
The results of the learning material analysis were mostly supported by the questionnaire analysis. However, some contradicting views were also presented. The questionnaire responses highlighted the importance of learning the sounds and the vocabulary instead of learning grammatical features in early language learning. The majority of the respondents felt that early language learning materials supported the learning of early English, for example, by providing various types of exercises and age-appropriate vocabulary. However, some respondents criticized the presence of reading and writing exercises and the lack of extra materials in early language learning materials.
The data for the thesis was formed by using two methods. The first part of the data was collected via an electronic questionnaire, in which respondents answered various multiple-choice and open-ended questions about early language learning materials and other A1-level English learning materials. The questionnaire received 19 responses from teachers around Finland. The second part of the data was formed by analysing three different A1-level English learning materials from two of the biggest publishing companies in Finland. The three learning materials studied consisted of two early English learning materials and one other A1-level English learning material. After analysing each component separately, the results of the analyses were further compared.
The results of the learning material analysis showed that many similarities and differences between the three English learning materials could be found. One of the similarities was that all learning materials consisted of vocabulary that circled around pupils’ everyday lives. Vocabulary was also highly emphasized in all learning materials. One of the major differences between the three materials was that no grammatical features were presented in either of the early language learning materials. On the contrary, the other A1-level English learning material introduced a large variety of grammatical features. Moreover, not only were there differences between the early language learning materials and other A1-level learning materials, but differences between the two early language learning materials could also be found. Differences found between the two early language learning materials included, for example, the introduction and presentation of phonological features.
The results of the learning material analysis were mostly supported by the questionnaire analysis. However, some contradicting views were also presented. The questionnaire responses highlighted the importance of learning the sounds and the vocabulary instead of learning grammatical features in early language learning. The majority of the respondents felt that early language learning materials supported the learning of early English, for example, by providing various types of exercises and age-appropriate vocabulary. However, some respondents criticized the presence of reading and writing exercises and the lack of extra materials in early language learning materials.