ASSESSMENT OF THE FOREIGN LANGUAGE COMPETENCE: FROM NURSERY TO UNIVERSITY

This study explores the notion of learner participation within the context of foreign language classroom and individual leaning in different model approaches. There has been very little consideration of how second language acquisition from a very young age can be utilized in language teaching methodology, turning into the correct and shortest way of a person’s choosing future specialty. Practitioners try to design the most effective approaches and procedure to teach languages as theory may or may not always lead to an efficient methodology. Psycholinguistic processes involved in learning and conditions need to be met about competitive learning are considered to be of use in teaching methodology, especially in classroom activities based on the practical grammar and vocabulary exercises, general background knowledge and language barrier overcome. The role and importance of individual participance in a person’s own task or teamwork curriculum fulfilling have been evaluated both in nursery foreign language groups and university technical language teaching to find out a long-term succession and assuring continuity in the language learning and teaching. We could offer our precious experience, observations and framework in the field of study.

Our study has examined the following research questions:
- What does a university teacher consider to be the major benefits to language learning at an early age?
- Can teaching a technical foreign language get any profit from a nursery teaching experience?
- Does early learning help to identify any specific areas of personal growth providing a student with a clear path to choosing a future job?

Our university teachers with at least 20 years of teaching experience in technical and academic language as well as at least five years of taking part in nursery educational programmes took part in this research study. Participants (teachers' number=5, 1-4 year students'number=100) filled a specifically designed questionnaire to evaluate the promotion in teaching/learning language and enrichment.

The study highlights benefits of early language learning experience where teaching needs to be conducted as a manner that accords with how students learn an L2 through their milestones in a common knowledge and linguistic environment. The students who made their L2 early start reported no difficulties in studying with its effectiveness for learner differences while achieving programme learning outcomes. All the teachers obtained lots of precious experience and also claimed stretching their nursery students linguistic resources to meet their communication needs.