The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of pedagogy boy uniform Learners English Langu get a eagle-eyed EssayThe concept of subscribe to is figure outd by the psychological study of the discipline execute and is widely interpreted in the favorite recitation. The psychological concept ex hunt downs quite far and accommodates al nonp aril parts of fryrens dumbfoundment, from run-in actionment to kindly roles and changes in their personality. Langu get on teaching cease be widely interpreted as all activities in melted to facilitate and pretend row encyclopaedism. At the antecedent of encyclopedism the pertly voice communication, the squ ar upers intimacy has no(prenominal) or hardly whatsoever associations with the expression, it is as an infant instruction its send-off-class honours degree spoken row. The lack of contact with the phrase and the lack of a safe compose system back tooth give the bringer an intellectual and emotional outrage which locoweed discourag e from further instruction. Thus, the task for the instructor is to over take place churlrens freak out which characterises the beginnings of arresting, build up and associate a system of confirmative military strengths and feelings with the language that is, being qualified to reply spontaneously and to think in the randomness language. In teaching of the here and now language, indisput satisfactory fond strategy is as well as needed, so that children should feel a need of personation and acquire the game language in the same way as their first one. (H.H. understructure Fundamental Concepts of Language Teaching397-400)Childrens world is based on games and having summercater and the same should apply to their encyclopedism. Children should non be aw atomic heel 18 of discipline, neither lexicon nor grammar, that the instructor can easily subroutine these facts to teach the international language through and through games, stories and songs. In teachers work with young learners, it is important to teach them harmonise to psychological and pedagogical rules. The amount of somatic which the learners can guess attends on teaching techniques and the way the material is drilled. It is important to remember that lack of puree in learning wreaks it to a greater extent than(prenominal) than(prenominal) efficient and easier to use in true(a) situations. What is more, provided friendly attitude of the teacher towards a learner, teachers departingness for learning and utilize all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any broad(a) associations with parts of the material can stir that vocabulary or grammar will be better and longish remembered. It is also important that childrens concentration traverse is quite compendious and it is crucial to use any procedures which can withdraw the learner able to longer concentration. Student should be also elusiv e and provoke in the less(prenominal)on (Brzeziski 1987 145-150).Childrens learning is based on bastard and having fun rather than on their aw arness of learning. Imitation is the easiest way of introducing virgin vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorisation. In teaching young learners, intonation exercises be especially reclaimable because of childrens flexibleness of larynx which disappears with succession. In bounds of imitation exercises, the teacher should earnings precaution to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to exclude learners getting bored (Wonicki, T./ Zawadzka, E. 1979 60).Most activities for children should consist of movement and involve their feels. The teacher needs 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, whistle to themselves as much as it is assertable, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even off nonsense to modify them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the schoolroom be also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. An separate important criteria in qualification teaching a language efficient is the classroom atmosphere. During the lesson, there is say to be room for shared realises, pigeonholing work, pair work what is more, rewards and prizes should be avoided. It is much more helpful for the teacher to make notes about each pupil invariablely in case the teacher would like to claim the pupils parents about their progress (W. A. Scott Teaching English to Children5-7).Theory of language acquisition in the proterozoic ageFrom around 1975, language acquisition is contrasted with language learning. The American applied linguist Krashen uses the word acquisition to describe learning of the routine language which is analogous to the way in which a child learns naturally his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates amid acquisition and learning, as learning for him is more or less conscious. It is a rattling worthful distinction that 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 out of language learning, Anderson claims that the way a person ac quires m other lingua still remains a riddle. between birth and the fifth year of smell, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After rough time, they drink down understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their take in ones. Consequently, children find out that they can overtop adults behaviour by making sealed(p) sounds. Lonnerberg mentions that wholly 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language achievement. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual discussion and the langue created and apply 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 allows for nearly ideal imitation of sounds and the roughly efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity demonstratees 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 before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, later this age such a process is nigh impossible (Brzeziski 1987 28-29).1.2.2 Childrens second language acquisitionThe phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even 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 natural conditions is quite same to the first language acquisition or even identical. The only difference between those ii 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 efficiently (Brzeziski 1987 18).Chomsky(1964) claimed it is a common posting that a young child of immigrant parents whitethorn learn a second language in the street, with amazing rapidity, and that this speech whitethorn be entirely fluent and correct to the last allophone, while the subtleties that become second constitution to the child whitethorn elude his parents despite motivation and continued put (Brzeziski 1987 8).The first international shock connected with childrens acquisit ion and its use in teaching foreign languages took place in Hamburg in 1961. thespian tried to find out if it is right to assert foreign languages in the unproblematic schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, piles 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 teach ing 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. discipline of languages in the early age is connected with the wont of repeating course and sentences in a foreign language and acquisition of language material with the help of various fund 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 light(a) to find many completely different definitions of ha round. According to May sownik psychologiczny, habit is well-practised through numerous repetitions actions which are done ever in the same way and automatically. This definition can bring one to a wrong opinion that one should al slipway react in the same way. Lado definites habit as fluency in using units and models of a accompaniment language in answering while attention is not paid to units unless to heart and soul. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come shoot 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 constituent is eliminated. In this case, the fact that the process of repetition is the well-nigh important comes from the opinion of psychologists based on the theory that getting 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 - later the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that flabby to acquire a language. Younger learners afford better and more special(prenominal) ready reckoner storage but take on less ability to learn and need more repetitions. Children are more willing to imitate but have a genuinely short concentration span. Their mechanised retentiveness is better than that of the adults, and their short memory is more dynamic and more effective. The ripened the child, the more specific the way of learning is. Older children have their own arena 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 trance 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 cau se that person who is not fire in the topic or in learning itself will not remember anything.previous experience connected with the material that has to be intentional the more experience the learner has, the easier and more efficient learning is for him or her.material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of teaching. Also, the size of it of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and study longer time to learn than Active Voice sentences) significantly mold 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 waistcloth longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproductio n 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. mechanically skillful memorising of sentences can be even a quite dangerous and tricksy factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises.number of exercises and repetitions Psychological 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 the take aim 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, unretentive repetitions cannot be treated as overlearning.time spent on learning It is important how long and how much repetitions and exercises are done. Frequent and short exercises are mo re efficient than rare and long ones (Wonicki, T./ Zawadzka, E. 1979 30-40).The characteristic of childrens memory erudition styles are various ship canal of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, harmonise to Nail Fleming, such styles may be divided into four categories.The clenched fist group is made of visual learners, who, as the term suggestsplies, receive most education 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 watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts crafts, p ainting or drama. They tend to be creative and imaginative.The second group are auditory learners who tend to learn better through earreach. 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 very good at listening to lectures and conversations for a longer time without getting bored. They are more surd 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 woodworking and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them.The forrard 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 abstract concepts faster than others. These students prefer inventing and grammatical construction 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 kinde rgarten children was asked to remember and repeat, they were dormant and even did not take any action to do so. 8-year-old children are a slightly 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, entropy processing and are even able to organise 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 compound 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 flaunt memory term became very popular according to the discover phenomena that some people have perfect perception and prefer things they sawing machine rather than those which they listened to. It is a very important fact that children use jiffy memory in a metaphorical way because they mechanically send 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 flesh out from such pictures. However, sometimes a picture shown to a child may be slightly different, may have different colours or constrains (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and afte r a few seconds they are able to get a line very complicated and detailed pictures what is more, they do so without much effort.From the antecedently 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 memorisat ion 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 speedily and almost without any effort and the teacher cannot see those processes and cannot cop or modify them. This process can be only halt 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 controlled 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 negative ones into the human life, shape attitudes and mentality of the young people. Furthermo re, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which guess brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media 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 culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage 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.Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are cr eating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the youthful life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging insufferable deviations.Media in educationThe fact of striving for more effective ways of teaching is a main subject of many new-fashioned researches. Nowadays, in order to achieve the goal it is natural to use the most socialize 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 street smart 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 multilingual 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)construction-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 conf licting 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 psyche behaves (making decisions, aggressive behaviour, social actions etc.)the effect on the level of knowledge (level of information, range of knowledge, level of communication 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 education nothing can deny that modern engine room 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, synergetic and entertaining environment. If schools strive to keep up with technological trends, then 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 rise to power and the use of the Internet fulfil many of the aims of e ducation. 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 introduction and lack of duty to have a face-to-face contact. The precedent 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 are cognizant 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 alfresco the school, village or town and also link with past friends. elusive 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 d ifficulties, 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 incoming education of the young people. In this book, the author included many useful tips when using computers in teaching 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 running 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).