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TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS
Yuliana Yuliana
K@ta : a Biannual Publication on the Study of Language and Literature , 2003,
Abstract: Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.
Biolinguistics and the Implication for Teaching Language on Young Learners
Abbas Achmad Badib
TEFLIN Journal , 1998,
Abstract: : The majority of foreign language teachers tend to believe that there is a significant different approach in terms of a teaching strategy dealing with the first and second language instructions. Can those different approaches be substantiated by our sound justifica -tions based on our proper understanding and essential knowledge of language processes? Generally speaking, our understanding of the nature of language acquisition in terms of biolinguistics is only par -tial. Therefore, this paper attempts to explore the biological aspects of the process of language acquisition by a child and then compare it with the developments of the birth of language. In other words this paper will examine very briefly the micro and macro evolutions of language. Central to this discussion are the neurological develop -ments in the brain, which are responsible for language planning and the speech apparatus responsible for language productions. By ex -amining the two related activities, we can then study how language is actually carried out by human beings, both first and second language acquisitions. After developing a proper understanding of the bio -logical aspects of language, we can thus explore further the best way of language processes. This may constitute a new insight of lan -guage teaching because so far, relying on linguistic theories alone, it is often difficult to obtain the most acceptable information regarding the nature of first and second language teaching.
My experience teaching English to young learners and teenagers: Some reflections
Mahecha Sánchez Rocío
Profile Issues in Teachers` Professional Development , 2003,
Abstract: In spite of the harsh environment teachers from the official sector have had to work in, teaching English to children and young learners is a challenging, demanding, hard, but pleasant activity. I am going to write about my experience teaching primary and high school, the difficulties I have encountered, and also the satisfaction of doing my best in this profession. Key words: English-Teaching, Children Second Language Acquisition, Adolescents Second Language Acquisition, Teaching-Primary School, Teaching-High School A pesar de la difícil situación que han vivido los maestros del sector oficial, la ense anza de la lengua inglesa a ni os y adolescentes es una actividad desafiante, exigente y sumamente gratificante. En las siguientes líneas escribiré sobre mi experiencia en la escuela primaria y secundaria, las dificultades que he encontrado y además, la satisfacción de hacer lo mejor en mi profesión. Palabras claves: Inglés-Ense anza, Adquisición de segundo lenguaje en ni os, Adquisición de segundo lenguaje en adolescentes, Ense anza-Escuela primaria, Ense anza- Escuela secundaria
Teaching English as a Foreign Language to Dyslexic Young Learners: an Intervention Programme  [cached]
Panagiota Goudi
Research Papers in Language Teaching and Learning , 2010,
Abstract: The scope of this chapter is to study the stimulation of phonological awareness of the English language, in Greek dyslexic young learners, who present a specific reading disability in both their mother tongue as well as in the foreign language. According to scientific research, phonological awareness, i.e. the knowledge of the phonological structure of a language by its user, is intrinsically related to the reading process. At the same time, it has been confirmed that dyslexic learners experience difficulty in segmenting and blending speech sounds, due to insufficiently developed phonological awareness. For this reason, a well-founded intervention programme is designed and put into action, aiming at studying the reading development of dyslexic young learners. The findings have revealed that phonological awareness can be stimulated, resulting in the development of reading accuracy.
The Critical Period Hypothesis Revisited: The Implications for Current Foreign Language Teaching to Young Learners
Esim Gürsoy
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.4.757-762
Abstract: Teaching foreign languages to young learners is gaining popularity all over the world and as a result the age for learning a second/foreign language is being reduced in many countries. However, the outcomes of early language teaching haven’t been thoroughly investigated and the question related to why we are teaching English at younger ages is not answered adequately. The SLA research has investigated the issue of age as an outcome of L1 acquisition research. The studies related to age and the ‘Critical Period Hypothesis’ (CPH) were mostly conducted in the second language environments and neglected the foreign language contexts. Moreover, the results of such studies, where adults versus children; and younger children versus older children are compared, have conflicting findings. Thus, the study aims to reconsider the ‘Critical Period Hypothesis’ by discussing significant considerations in the literature, such as neurolinguistic, cognitive and affective arguments and studies comparing children with adults. It also aims to shed some light on current foreign language teaching practices. In addition, the implications of the CPH to teaching English to young learners will be discussed.
Cultural Diversity in English Language Teaching: Learners’ Voices  [cached]
Nguyen Duc Chinh
English Language Teaching , 2013, DOI: 10.5539/elt.v6n4p1
Abstract: The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners’ attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners’ perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners’ reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.
Theory–practice dichotomy: Prospective teachers' evaluations about teaching English to young learners
Süleyman Nihat ?AD
Journal of Language and Linguistic Studies , 2010,
Abstract: This study aims at examining the prospective teachers. evaluations about the implementation of the primary ELT curriculum. Also it is aimed to inquire the possible problems and difficulties in teaching English to children. The study is based on qualitative case study design. Qualitative data were collected using participant journaling method from 31 preservice teachers who kept reflective journals throughout their observations of five mentor teachers. The data were analyzed using qualitative content analysis method by coding and creating categories/themes. Results showed that actual practices do not adequately meet the curricular and theoretical requirements in terms of objectives, content, learning-teaching experiences and evaluation. This theory-practice dichotomy about teaching English to children mainly includes the problems such as non-communicative objectives, failure to appeal students emotionally, overdominance of coursebooks and grammar content over communicative content, use of restricted methodology, ineffective use of technology and materials, insecure (coercive, aggressive, and discriminative) classroom atmosphere, lack of or inproper use of game activities, lack of group or pair work, failure to consider individual differences, lack or inappropriate integration of language skills, improper process evaluation, inadequate feedback, and traditional evaluation practices.
The Teaching Dimension of Linear Learners  [PDF]
Ji Liu,Xiaojin Zhu
Computer Science , 2015,
Abstract: Teaching dimension is a learning theoretic quantity that specifies the minimum training set size to teach a target model to a learner. Previous studies on teaching dimension focused on version-space learners which maintain all hypotheses consistent with the training data, and cannot be applied to modern machine learners which select a specific hypothesis via optimization. This paper presents the first known teaching dimension for ridge regression, support vector machines, and logistic regression. We also exhibit optimal training sets that match these teaching dimensions. Our approach generalizes to other linear learners.
Some Games Used to Teach Vocabulary to Young Learners
Azwar Arifin
TEFLIN Journal , 2003,
Abstract: Many English classes in Indonesia are now filled with many young learners. For example, a class may consist of 25 - 30 students. As a result, this may not be effective. The students could feel bored, stuck, and noisy, furthermore, if the class is filled by many young learners the atmosphere cannot be supportive anymore. To overcome the problem, the English teacher can vary his/her teaching techniques, one of which is playing games. They can undoubtedly, entertain the students Wierus and Wierus (1994:218) said that in easy, relaxed atmosphere which is created by using games, students remember things faster and better. This paper discusses the benefit of using games, the approriacy of using games, and some current games to teach vocabulary.
Problems in Teaching Tenses to Turkish Learners  [cached]
?smail ?ak?r
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.2.123-127
Abstract: This study focuses on the problems in teaching tenses to Turkish students at university level in Turkey. Some of the problematic and confusing tenses such as Past Simple and Present Perfect Tense, Present Continuous and Present Simple, Past Simple and Past Continuous Tense Teaching grammar have been handled throughout this study with the data obtained from the written exams of the learners. Most frequently occurred errors have been listed and they have been analyzed in detail. The findings reveal that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background. The other component of this article is to offer remedial teaching activities for foreign language learners to compensate the shortcomings.
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