ScholarWorks@숙명여자대학교

초록

This study exaims the language play of twelve elementary school students in conditions similarto those of L1 acquisition to examine the effects of language play on English learning of noviceyoung learners with use of special activities called language play enhanced activities (LPEAs) inthe EFL classroom and the achievement of phonemic awareness as a goal of learning. Thisstudy observes the types of their language play while taking the class without LPEAs. Based onthose types, this study examines the differences of its use while involving LPEAs in the class. This study found that LPEAs did not affect the participants’ language play quantitatively, but didaffect the improvement of their phonemic awareness. It means that language play has potentialpossibility to be a goal of teaching and learning in EFL classroom as well as stimulating younglearners’ thinking skill to learn how to experience and master new language. As such, instructorsmay wish to cultivate the use of the language play as part of the learning process in the EFLclassroom.

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