Body movement and English language learning: Children’s affective meanings
DOI:
https://doi.org/10.53645/revprop.v4i1.81Keywords:
English learning, children, body movement, motivation, affective meaningsAbstract
This study purports to explore public school Chilean children’s affective meanings in relation to the implementation of body movement-based activities in English classrooms from Valdivia city. Research has shown that body movement has a meaningful impact on teaching learning processes. Children’s physio- psychological development is strengthened through enjoyment hormone production and wellbeing, which produces higher levels of concentration, perception, understanding and knowledge construction. The incorporation of body movement in the English classroom, particularly the implementation of games and drama techniques, stands for a viable and effective didactic strategy; integrative motivation increases and high levels of anxiety and stress, caused by the complexity of being exposed to a foreign language, are notoriously reduced. Therefore, communicative skills in the foreign language can be successfully developed. This research, which uses a qualitative research method, is carried out through a descriptive study, whose sample is composed of fifty 7 to 10-year- olds from Chilean public schools. The result discussion shows that participants are highly satisfied with activities that incorporate body movement for the English learning process and highlight the appropriation, understanding of new messages and production of words in a creative, friendly and amusing school environment.
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