The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of Teaching Young Learners English Language EssayThe concept of breeding is captured by the psychological select of the acquisition transition and is widely interpreted in the habitual usance. The psychological concept extends quite far and includes in all move of nestlingrens development, from language erudition to social roles and changes in their personality. Language teaching finish be widely interpreted as all activities intended to facilitate and name language encyclopaedism. At the beginning of learning the youthful language, the learners knowledge has n unrivalled or hardly whatsoever associations with the language, it is as an infant learning its basic language. The want of contact with the language and the lack of a safe reference system brush off give the learner an intellectual and emotional shock which can admonish from further learning. Thus, the task for the teacher is to overcome tiddlerrens disorientation which characterises th e beginnings of learning, build up and associate a system of positive attitudes and feelings with the language that is, being able to answer spontaneously and to infer in the warrant language. In teaching of the split second language, certain social strategy is to a fault postulateed, so that children should feel a deprivation of exaggeration and acquire the second language in the same behavior as their first iodin. (H.H. Stern Fundamental Concepts of Language Teaching397-400)Childrens world is found on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, hardly the teacher can slow use these occurrences to teach the outside(prenominal) language through games, stories and songs. In teachers pass water with unfledged learners, it is important to teach them according to psychological and pedagogical rules. The amount of secular which the learners can esteem numerates on teaching tech niques and the federal agency the real is drilled. It is important to remember that lack of stress in learning arrests it more efficient and easier to use in real situations. What is more, scarce friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the contradictory language. Any good associations with parts of the somatic can cause that vocabulary or grammar will be better and extended remembered. It is also important that childrens concentration span is quite frustrate around and it is crucial to use any procedures which can make the learner able to abundanter concentration. school-age child should be also involved and interested in the lesson (Brzezi travel 1987 145-150).Childrens learning is based on imitation and having fun kind of than on their awareness of learning. travesty is the easiest way of introducing impertinently vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young person learners, intonation exercises are especially profitable because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay direction to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to annul learners acquiring bored (Wonicki, T./ Zawadzka, E. 1979 60).Most activities for children should consist of movement and involve their senses. The teacher take many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk stock-still nonsense to enable them to experime nt with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, go and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and spend a penny intercourse tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is supposed to be room for shared experiences, grouping work, pair work what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes or so each pupil regularly in case the teacher would shapered to inform the pupils parents about their progress (W. A. Scott Teaching English to Children5-7).Theory of language scholarship in the early ageFrom around 1975, language acquisition is contrasted with language learni ng. The American applied linguist Krashen uses the word acquisition to describe learning of the second language which is analogous to the way in which a child learns flavorlikely his or her first language and does not focus on the linguistic form. The separate of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between acquisition and learning, as learning for him is more or less conscious. It is a in truth valuable distinction provided it implies a constraint on the use of the term learning, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching 18-20).In the light of an early off situate of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their energy to speak. Children in the first stage observe adults behaviour and any noises they produce. subsequentl y some time, they start understand the meaning of much(prenominal) noises without seeing adults movements. The next flavour is imitation of sounds and (partially) a creation of their cause ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that simply 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and use by the society (Brzeziski 1987 22-23).A critical age for foreign language learningRegarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which leads for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity fo r language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg examines through extended case studies the stages of physiological maturity biddinges taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged in the first place the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (Brzeziski 1987 28-29).1.2.2 Childrens second language acquisitionThe phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and notwithstanding neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natu ral conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (Brzeziski 1987 18).Chomsky(1964) claimed it is a common observation that a young child of immigrant parents whitethorn learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, term the subtleties that become second nature to the child may elude his parents despite motivation and continued practice (Brzeziski 1987 8).The first international come across connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children lear n better than teenagers and adults and which techniques are supposed to be used in teaching them. After quatern years, the second meeting took place and the first answers were given. During many decades, hemorrhoid of contrary opinions developed. As early as 1967, Corder points out It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (Brzeziski 1987 8).1.2.3 Factors of efficient language learningIn 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the enclothe of repeating words and sentences in a foreign language and acquisition of language material with the help of various retentivity techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is elementary to find many completely different definitions of drug abuse. According to May sownik psychologiczny, habit is well-practised through numerous repetitions actions which are done always in the same way and willingally. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units exactly to content. at that place are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiencyage - after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very gip concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and m ore effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds.attitude in learning, there are many elements which have entrance on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything.previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her.mater ial and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process.way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and untrustworthy factor because certain language elem ents occur in a particular arrangement, in a way they were learned and drilled by exercises.number of exercises and repetitions mental research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher(prenominal) the train of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning.time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (Wonicki, T./ Zawadzka, E. 1979 30-40).The characteristic of childrens memoryLearning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The so- called basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories.The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is ceremony and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts crafts, painting or drama. They tend to be productive and imaginative.The second group are auditory learners who tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are ver y good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways.Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities mig ht not be interesting enough for them.The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand squeeze concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http//www.ehow.com/info_7881656_inventory-learning-styles-child.htmlixzz1MXMcJS9C).Initial memorisationAccording to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a just about better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, se lective information processing and are even able to calculate new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the other hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than tho se which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may have different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures what is more, they do so without much effort.From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements likethe level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategyeffort used to learn a specific part of the materialSometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children remember those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlle d memorisation, one can distinguish three levels of the automatisation processesthe first level is dominated by the automatic use of information (also without paying attention)the second level is partially automatic when attention is not focused on informationthe third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- Kolczyska, Ewa Zieliska Wspomaganie dzieci w rozwoju zdolnoci do skupiania uwagi i zapamitywania WSiP Warszawa 2005 52-68).The theory how media influence childrenMedia themselves may introduce lots of positive things but also the oppose ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the mesh, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the m edia is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or socialisation are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a detain in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyberspace. costless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the recent life, and can be source of many good, positive and improving aspects as well as bad, demoralising, flushed and the ones encouraging unacceptable deviations.Media in educationThe fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning.Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible polygl ot tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk Grudzie in his work Media jako skadnik procesu dydaktyczno-wychowawczegodirect influence this means that especially television programs and films immediately influence their audience (human emotions and intellect)building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psychesubconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unfit content and after some time its resistance disappears.Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for examplethe effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.)the effect on the level of knowledge (level of information, range of knowledge, level of confabulation skills etc.)the influence on attitude (believes, religion, judging of other people, etc.)the influence on physical fitness (damaging of senses, lack of motion, addiction)The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio.The Internet in childrens educationNobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, t hen the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http//www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.htmlixzz1Iai4xP5X)Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils areInformed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends.Involved In the virtual tour, in preparing material, in creating and sharing their ideas in group with the integrated activities where physical presence is not significant.Empowered enabling access for children with any physical difficulties, various tools, e-mailsRecognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112)The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teachi ng young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from data track to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet issues for the inclusive classroom New York 2002).