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Do Early Children Learn English in China?—A Study of Early EFL Children’s Attitude from Cognitive Perspective through Metaphor Analysis

Date: September 26,2021 |Hits: 4746 Download PDF How to cite this paper

Xiaoyan Hu

School of Education Science, Jiangsu Normal University, Xuzhou City, Jiangsu Province, China.

*Corresponding author: Xiaoyan Hu


Researchers can predict future academic development through research on children’ behavioral observation and investigation of bilingual learning attitudes and tendencies, but it is difficult to probe the “underlying” cognitive processes of bilingual learning. This study aims to explore the early children’s cognitive nature of English language learning, which uses Elicited Metaphor Analysis (EMA) to study Chinese children’s attitudes and tendency towards English learning in early childhood. Through the analysis of 736 metaphor texts, it is found that early childhood has a positive attitude towards English learning. The cognitive experience towards English learning of early childhood is derived from their perception and experience, which come from the contact and interaction between themselves and the environment. It can bring out the embodied philosophy thinking of “taken from body nearly and materials far”. English learning of early childhood is influenced by native culture, Native language has a transfer effect on English learning. It is recommended that our country, kindergartens and parents support early childhood English learning and development; to clarify early English teaching objectives and improve the quality of early English teaching; develop English and bicultural thinking of early children to prepare for the future security of the country.


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How to cite this paper

Do Early Children Learn English in China?—A Study of Early EFL Children’s Attitude from Cognitive Perspective through Metaphor Analysis

How to cite this paper: Xiaoyan Hu. (2021). Do Early Children Learn English in China?—A Study of Early EFL Children’s Attitude from Cognitive Perspective through Metaphor Analysis. The Educational Review, USA5(9), 328-342.

DOI: http://dx.doi.org/10.26855/er.2021.09.003

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