A suggested Brain-based syllabus for very young EFL learners

The study, an experimental design with a pre-test and a post-test, aims to develop an English language teaching syllabus within the scope of Brain-based learning for very young EFL learners. Thereto, it utilizes a mixed approach uniting the quantitative and qualitative research methods. It includes the feature of descriptive method via developing a suggested syllabus and materials in addition to the collected and analysed numerical data. The research has been implemented with 18 children (N=18) in the pre-school section of Hendekyanı Primary School chosen via simple random sampling technique for 3 hours a week. In total, there are 12 units designed and applied. All the lessons and tests have been recorded with a camera to be observed and evaluated by three language experts for the reliability and validity of the study by means of two checklists run over by three language experts. The analysis of the data is provided via correlational analysis, T-test, and Anova test in SPSS for Windows version 16.0. Besides, percentages of the students' performance during the process have been presented via Microsoft Excel 2007 in graphs. The findings indicate that the syllabus designed within the procedure covering Brain-based learning principles may be effective to start teaching English to very young EFL learners and also to start the acquisition process in a state school to help to increase both their cognitive and motor skills. Thus, very young EFL learners may be capable of dealing with another language if the program is applied in observable and appropriate conditions. Key Words: Very young EFL learners, syllabus and material development, mixed approach, qualitative and quantitative methods, descriptive method, experimental design