Download e30_15-16_7_learning-words-grammar-and

English
for
Young
Learners
Lectured by:
Oktriani Telaumbanua, M.Pd.
L
A
N
G
U
A
G
E
Words
?
Grammar
?
Pronunciation
?
C
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M
P
O
N
E
N
T
S
Learning
formulaic
phrases or
chunks
Vocabulary
development
Finding words
inside them
Learning words
Much more than
that
Learning more
those words
In
first language acquisition
to express the children’s
wants and needs: they tend
to use MORE and NO.
Daddy book means young
learners asks their father to
give them books.
Vocabulary size: how many words
someone knows.
Know the words if someone
recognizes its meaning when s/he
sees it.
Word families: walk, walking,
walked, walks, a walk.
Gap between vocabulary size in L1
and L2 is very large, seldom closed.
Please see
p.77,
Cameron
What it means
to know a
word?
 Developing
1.
2.
3.
4.
meanings in childhood:
It takes a long time.
By many exposures to the word used in
different situations.
Factors of syntagmatic-paradigmatic:
children make association between words
and ideas  5-10 years old.
Syntagmatic association: choosing a linking
idea in a word from a different part of
speech/word classes so it produces from
noun cue to verb responses: bark or eat
from dog and table.
Categorization and word
learning:
1. Superordinate
2. Basic level
3. Subordinate
 Cultural
1.
2.
3.
content in word meanings:
Words and meanings are connected in
syntagmatic and paradigmatic.
The two creates networks of connections in
the mind, called: schemata.
If someone lives in Britain, s/he says: I’ll go
and fetch the milk means s/he will go to
the front door and pick up the bottles of
milk delivered by a milkman. For outsiders
who live so far it is meant have a trip to
the supermarket to buy milk.
To get deeper
understanding, please read
its summary of the
development of children’s
vocabulary, p. 81
Functions
and content
words: the little house in
the street was built when
my mother was a child.
The underlined words are
content words, while
others are function words.
 Sense
relations is content word meanings in a
language can relate to each other in a range
of ways.
 Examples:
1. Antonymy/being opposite: alive-dead
2. Syntonymy/nearly the same meaning: richwealthy
3. Hyponymy/an example of type of another:
furniture-chair
4. Meronymy/one is part of another: armysolder
 It
is faster for young learners to learn
vocabulary by using tools. Why?
 It is better to teach young learners
vocabulary in context. Why and how?
 It is far better to teach young learners
vocabulary in context related to their
surrounding. Why?
 Examples…?
 It is better to teach young learners
integratively.
4 phases for
teaching
vocabulary
for YL
Introducing
Modeling
Practicing
Applying
Some ways of teaching vocabulary to:
 Lower classes  listen and repeat
 listen and point to…
 Upper classes  simple definition
 synonym or antonym
 collective noun
 illustration
 translation (L1L2)
No
place for young learners.
It’s difficult for their learning.
Grammar is something much more than the
lists/labels and rules found in grammar books.
It is closely tied into meaning and use of
language, and is interconnected with vocabulary.
Grammar can be adapted for young learners.
Several starting points for thinking grammar and
young learners:
1. it’s necessary to express precise meanings in
discourse.
2. It ties closely into vocabulary in learning and
using the FL.
3. Grammar learning can evolve from the learning
of chunks of language.
4. Talking about something meaningful with the
child can be a useful way to introduce new
grammar.
5. Grammar can be taught without technical
labels.

 The
1.
2.
3.
need of grammar:
Grammatical accuracy and precision
matter for meaning.
Without attention to form, form will
not be learnt accurately.
Form-focused instruction is particularly
relevant for those featuresof the FL,
grammar that are different from the L1
or are not very noticeable.
To
get deeper
understanding about
developing grammar
of a FL, please read
p. 121, Cameron in
its summary.
 It
is unnecessary to teach young learners
grammar in the form of formula 
construction of sentences by memorization
 It is better to teach grammar integratively
with others.
 Grammar and vocabulary are not separated
since a sentence is formed based on grammar
and vocabulary in order that it is meaningful.
 Examples…?
6
Suggestions
for teaching
grammar for
YL
Simple
pattern
Practice inpairs
Easydifficult
Substitution
drills
Simple
sentences
Media
?
?
?
 Teaching
alphabet (singing a song of
alphabet, please)
 To pronounce difficult sounds can be solved
by:
1. Pronouncing the sounds and asking young
learners listen and repeat (practice,
please)
2. Differentiating the sounds such as minimal
pairs (practice, please)
3. Differentiating the consonant sounds like
‘th’ (practice, please)
 Teaching
young learners ‘stress’. Why? How
about preposition, pronouns and articles?
 Generally  rising intonation  How?
 falling intonation  How?
How is a terrible or
surprised situation?
How is other
situations?