Актуальные научные исследования в современном мире iscience. In. Ua

«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
 
SCIENCECENTRUM.PL 
ISSUE 3 
ISBN 978-83-949403-3-1 
151
• Review of pupils‘ workbooks and tasks that they have completed provide 
ongoing evidence of learning and achievement. 
• Pictures and storybooks that are used in the classroom can serve as 
stimuli for questions, answers and communication. 
• Formal assessments: individually administered or class tests 
Evaluation of Programs for Young Learners
Since programs for teaching a foreign language to young learners are 
relatively new, it is important to design an evaluation plan to accompany program 
implementation and evaluate effectiveness. Information should be collected from a 
number of sources, including school principals, teachers, pupils and parents. The 
evaluation data will provide information, which will help improve the program and 
understand how young learners learn. 
Summary
In light of the model for EFL program design presented in this paper, it is 
clear that when teaching young learners, in addition to the linguistic objectives of 
the program, attention should also be paid to the social, affective and cognitive 
domains of learning. These should be taken into account when deciding upon the 
content of the program, the instructional activities and teaching techniques as well 
as when assessing the young 
learner. Remember! Children‘s initial foreign 
language learning experience as well as assessment experiences have a strong 
impact on their future learning 
– therefore they should be enjoyable; confidence 
building and ―successful‖ experiences for the learner. 
 
REFERENCES 
1. 
Boen, (1989). Teaching English аs a Foreign Language to Young Learners: The 
Oral-Aural Stage, A Handbook for Teacher Trainers, p. 31. 
2. Cameron Lynne: "Teaching Languages to young Learners", Cambridge 
University Press (2001) 
3. Ghosn, I. K. (2002). Four good reasons to use literature in the primary school 
ELT. "English Language Teaching Journal, 56," 172-79. 
4. Wright, A. (1995), Storytelling with Children, Oxford University Press Wright,
A. (2002), 
5. Wortham, S.C. (2000). Assessment in early childhood education. 3d ed. Upper 
Saddle River, NJ: Pearson Education. 

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