[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598909-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598909-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","researching-oral-production-skills-of-young-learners","Researching Oral Production Skills of Young Learners","","The study examines how young learners develop oral communication ability in a foreign language, focusing on whether, after four years of compulsory English learning, children can participate in oral interaction in a semicontrolled task and produce both questions and answers in English. An analysis of Year Four speaking-test performance shows nearly all participants can answer questions, while only half can ask them. Findings also highlight generally positive attitudes toward speaking activities and indicate benefits from more interaction-focused classroom activities, while recommending further experimental classroom-based research.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/researching-oral-production-skills-of-young-learners/598909/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/researching-oral-production-skills-of-young-learners/598909.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about young learners’ English speaking ability?","Question",{"text":62,"@type":63},"It investigates whether children, after four years of compulsory English, can engage in oral interaction in a semicontrolled task and produce both answers and questions in English.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What were the key results from the Year Four oral test?",{"text":67,"@type":63},"Almost all participating children could respond to questions, but only about half were able to ask questions.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the study call for further research?",{"text":71,"@type":63},"It suggests that while learners are developing interactive skills, additional experimental classroom-based studies are needed to better understand their potential oral achievements at this age.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598909,1792087824,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":79,"read_time":144},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Researching Oral Production Skills of Young Learners  \nMagdalena Szpotowicz1  \n• This chapter focuses on the development of young learners’ ability to communicate in a foreign language. An empirical study was carried out to determine whether, after four years of learning English as a compulsory school subject, children are ready to engage in oral interaction in a semicontrolled task and produce answers and questions in English. A convenience sample of ten-year-old children was selected from 180 participants in ELLiE2 in Poland. Six learners from one class of each of seven schools were selected on the basis of teachers’ reports to ensure equal proportions of learners with low, medium and high ability. Schools were chosen to represent different socio-economic milieux. The results of the Year Four oral test (an interactive task) showed that almost all the participating children could respond to questions but only half were able to ask questions. Considering generally positive attitudes to speaking activities, the results suggest that ten-year-old children are already developing their interactive skills and could benefit from more interaction-focused classroom activities. Further experimental classroom-based studies are necessary to gain better insight into potential oral achievements in this age group. The results are discussed in the context of national curriculum requirements, drawing on the Common European Framework of Reference level descriptors.  \nKeywords: instructed contexts, oral production, speaking tasks, task achievement, young learners of English  \n1 University of Warsaw, Poland  \n[m.szpotowicz@uw.edu.pl](m.szpotowicz@uw.edu.pl)  \n2 ELLiE Project (Early Language Learning in Europe)– a longitudinal, multinational research project carried out in seven European countries in 2007–2010 ([www.ellieresearch.eu](www.ellieresearch.eu); Enever,  \nRaziskovanje spretnosti govornega izražanja mlajših učencev  \nMagdalena Szpotowicz  \n• V prispevku je predstavljen razvoj govorne zmožnosti mlajših učencev v tujem jeziku. Opravljena je bila empirična raziskava, s katero so poskušali ugotoviti, ali so po štirih letih učenja angleščine kot obveznega predmeta v šoli učenci sposobni govorne interakcije v delno kontroliranih situacijah/nalogah; ali znajo postavljati vprašanja in odgovarjativ angleščini. Vzorec so sestavljali naključno izbrani desetletni učenci, medtem ko je v študiji ELLiE3 na Poljskem sodelovalo 180 učencev. Naosnovi učiteljevih poročil, s čimer so želeli zagotoviti enak odsototekučencev z nižjimi, srednjimi in z višjimi sposobnostmi, je bilo na sedmih šolah v enem razredu izbranih šest učencev. Šole so bile izbrane iz različnih socialno-ekonomskih področij. Izsledki govornega preizkusa četrtošolcev (preizkus sporazumevanja) so pokazali, da so bili skoraj vsivključeni učenci sposobni odgovarjati na vprašanja, medtem ko jih je polovica znala postavljati tudi vprašanja. Ob upoštevanju splošne naklonjenosti učencev govornim aktivnostim in na osnovi rezultatov lahkougotovimo, da desetletni učenci že razvijajo sporazumevalno zmožnostin da bi lahko z večjim številom razrednih aktivnosti, kibi bile usmerjenev sporazumevanje, še več pridobili. Da bi pridobili boljši vpogled v potencialne govorne dosežke, ki bi jih učenci lahko dosegli pri tej starosti, bi bile potrebne nadaljnje eksperimentalne raziskave v razredu. Izsledkiso analizirani glede na nacionalne kurikularne zahteve, s sklicevanjem na ravni opisnikov Skupnega evropskega jezikovnega okvira.  \nKljučne besede: pouk, govorno tvorjenje, govorne naloge, izpolnitevnaloge, mlajši učenci angleščine  \n3 ELLiE Project (Zgodnje učenje jezika v Evropi)– longitudinalni, mednarodni raziskovalni projekt, ki se je odvijal v več državah Evrope v obdobju 2007–2010 ([www.ellieresearch.eu](www.ellieresearch.eu); Enever 2011)  \nIntroduction  \nCommunicative language ability  \nCommunication in a foreign language is a challenge for young learners for two main reasons. First, their lexical and ","cbCaitYisSN8t3Kg","https://ap.wps.com/l/cbCaitYisSN8t3Kg","pdf",529450,26,"English","# Research focus\n## Communicative language ability\n## Framework for language ability","[{\"question\":\"What does the study investigate about young learners’ English speaking ability?\",\"answer\":\"It investigates whether children, after four years of compulsory English, can engage in oral interaction in a semicontrolled task and produce both answers and questions in English.\"},{\"question\":\"What were the key results from the Year Four oral test?\",\"answer\":\"Almost all participating children could respond to questions, but only about half were able to ask questions.\"},{\"question\":\"Why does the study call for further research?\",\"answer\":\"It suggests that while learners are developing interactive skills, additional experimental classroom-based studies are needed to better understand their potential oral achievements at this age.\"}]","Researching Oral Production Skills of Young Learners | PDF",66]