Development of Children’s Language Awareness in English Teaching Materials Essay Sample
The paper will concentrate on the construct of linguistic communication consciousness in the context of immature scholars. The whole linguistic communication attack. inductive attack and inexplicit grammar instruction are advocated in early linguistic communication instruction as kids by the age of 10 are non able to understand abstract regulations and rules. However. for linguistic communications to develop of course grammatical classs have to be present in the instructions. Namely. YL encounter balls. phrases and sentences. which are learnt in chants. rimes. vocals and narratives. to show maps. Then. early foreign linguistic communication instruction. including grammar instruction. can be viewed as consciousness raising procedure or find acquisition through peculiar activities. What are the ways in which linguistic communication consciousness is being interpreted in English stuffs for YL? The thought is to analyze course of studies and class books to place the latest attacks to learning grammatical classs in primary schools. The undertaking will affect the analysis of activities that support children’s development of linguistic communication consciousness at their degree of knowledge.
1. Introduction: instruction grammar to YL
Young scholars ( YL ) develop meta-cognitive consciousness. which harmonizing to Ellis. is an umbrella term affecting linguistic communication consciousness. cognitive consciousness. societal consciousness and cultural consciousness. Teachers help YL to understand how they can larn a foreign linguistic communication with the aid of observation. analysis and comparing. Still. they do non profit from this procedure of contemplation as kids by the age of 10 [ 1 ] are non able to understand abstract regulations and rules ( californium. Brewster. Ellis. Girard. 1992:7 ) . A period of larning in primary school can be divided into two phases: early classs and subsequent classs as scholars differ in footings of their holistic development. their rational and societal adulthood. ability to read and compose. ability to ground logically and develop abstract thought. The phases are reflected in learning stuffs suggested for primary school. The first phase refers to scholars in 1st. 2nd and 3rd classs who become sensitize to English and see this linguistic communication through games. dramas. vocals and rimes.
They besides begin to see the procedure of schooling. The 2nd phase refers to scholars in 4th. 5th and 6th classs who are to see more organized procedure of foreign linguistic communication acquisition. including more systematic instruction of grammar. They have already known the procedure of schooling. The whole linguistic communication attack. inductive attack and inexplicit grammar instruction are advocated in early linguistic communication instruction and highlighted in instructional stuffs for YL. In pattern. they encounter grammatical classs in the instructions. Namely. YL encounter balls. phrases and sentences. which are learnt in chants. rimes. vocals and narratives. to show maps. Consequently. early foreign linguistic communication instruction. including grammar instruction. can be viewed as consciousness raising procedure or find acquisition through peculiar activities.
In Ur’s sentiment. there is a figure of facets. which are taught to scholars while they are meeting grammatical constructions. All of them may be presented in the signifier of a tabular array ( californium. Ur. 1988:6 ) : |Skills |Form of constructions |Meaning of constructions | |Listening |Perception and acknowledgment of the spoken signifier of the |Comprehension of what the spoken construction means in | | |structure |context | |Speaking |Production of grammatical illustrations in address |Use of the construction to convey significances in address | |Reading |Perception and acknowledgment of the written signifier of the|Comprehension of what the written construction means in | | |structure |context | |Writing |Production of grammatical illustrations in composing |Use of the construction to convey significances in composing |
Tab. 1. Aspects of the teaching/learning structures harmonizing ( californium. Ur. 1988:6 ) .
English instructors are supposed to concentrate on the receptive accomplishments in a primary schoolroom as the official papers – Polish nucleus course of study focal points. foremost of all. on the comprehension of foreign linguistic communications in early linguistic communication instruction. The purposes of larning foreign linguistic communications include psychological. lingual and cultural readying. The elaborate aims by and large accepted in learning stuffs for YL are classified in four following points ( californium. Brewster. Ellis. Girard. 1992:5. 54 ) :
a ) learn to pass on in English
B ) develop a positive attitude to English linguistic communication larning
degree Celsius ) develop a positive attitude to civilization
vitamin D ) rise consciousness of female parent lingua and English.
The development of the whole kid and her/his meta-cognitive consciousness involve: linguistic communication consciousness. cognitive consciousness. societal and cultural consciousness. Equally far as linguistic communication consciousness is concerned the thought is to excite children’s involvement and wonder about linguistic communication ( californium. Hawkins. 1984:4 ) in order to develop apprehension of the female parent lingua and other linguistic communications. The procedure requires the execution of meta-language ( in L1 or L2 ) to detect regulations about a linguistic communication. depict it. and compare regulations between L1 and L2. Still. formal instruction of grammar is non a major aim in learning English to YL but instructors can seek to develop linguistic communication consciousness through basic sentence forms ( for illustration imperative buildings ) and attending to the signifiers of a mark linguistic communication. Namely. it is suggested to present discovery grammar activities ( job work outing activities ) . for illustration YL listen to a narrative and sequence images in the right order.
It is both the procedure of work outing undertakings and learning grammar as the consciousness-raising procedure ( californium. Ellis. 2002. 167-174 in Richards and Renandya ) . The thought is to supply chances for meaning-focused linguistic communication usage – communicating. Development of linguistic communication consciousness in primary schools can happen in three following phases: 1 ) Detecting new linguistic communication constructions: instructors focus children’s attending to the signifiers of the mark linguistic communication so they perceive the construction and significance. 2 ) Structuring cognition of the mark linguistic communication system: YL manipulate signifiers and significances of the constructions in controlled pattern ( for illustration drills ) . 3 ) Proceduralizing: YL use the mark linguistic communication fluently and pass on in the controlled context ( californium. Batstone. 1994:51-54 ) . 2. Research purposes
The thought is to analyze a selected figure of course of studies and class books to place the latest attacks to learning grammatical classs in primary schools. There is one major purpose: 1. To analyze English instructional stuffs ( course of studies and class books ) for YL in footings of raising their linguistic communication consciousness and learning grammatical classs. The analysis of course of studies involves three elaborate purposes:
a ) to analyze rules and guidelines for developing children’s linguistic communication consciousness B ) to look into contents in English course of studies in footings of grammatical classs c ) to analyze processs offered in English course of studies for learning grammar. The analysis of class books involves four elaborate purposes: a ) to bespeak English contents in footings of grammatical classs b ) to bespeak the most popular inclinations for grammar presentation degree Celsius ) to indicated the most popular inclinations for grammar pattern vitamin D ) to indicated the most popular inclinations for grammar alteration. The research undertaking includes 2 phases:
1. An analysis of English course of studies for classs 1-3 and grades 4-6 to bespeak guidelines for development of children’s linguistic communication consciousness. 2. An analysis of English class books for classs 1-3 and grades 4-6 to look into inclinations in learning grammatical classs. 2. 1. Research inquiries
There is one major inquiry and there are two sets of elaborate inquiries that direct this research undertaking: What are the ways in which linguistic communication consciousness is being interpreted in learning stuffs for YL? The course of study survey involves the following elaborate inquiries: 1. What do English course of studies offer for raising children’s linguistic communication consciousness? a ) What are the rules concerned with children’s linguistic communication consciousness? B ) What are the most popular grammatical classs offered in their content? degree Celsius ) What processs are suggested in course of studies for learning grammar to YL? The course-book survey involves the following elaborate inquiries: 1. What are the latest inclinations in learning grammatical classs in class books? a ) How grammatical classs are indicated in contents?
B ) What are the most popular inclinations for presentation of grammatical classs in course-books? degree Celsius ) What are the most popular inclinations for pattern of grammatical constructions in course-books? vitamin D ) What are the most popular inclinations for alteration of grammatical constructions in course-books? 2. 2. Research tools
Two research tools are designed correspondingly for each phase of the probe. A syllabus rating chart is designed for the first phase and composes of five subdivisions such as codification of the course of study. rules and guidelines for learning grammar. grammatical classs. processs for learning grammar and excess remarks. A course-book rating checklist is designed for the 2nd phase and includes a list of 14 inquiries. The replies are restricted to yes/no replies plus comments on learning grammar.
The checklist is divided into seven groups of the undermentioned inquiries: – inquiries about contents: relate to the grammatical classs indicated at the beginning of course-books ; – inquiries about attacks: relate to the theoretical inclinations suggested in class books for learning grammar ; – inquiries about grammar choice: relate to the grammatical classs selected for children’s course-books ; – inquiries about grammar sequence: relate to the step of the grammatical classs selected for children’s course-books ; – inquiries about grammar presentation: relate to the debut of new grammatical constructions in children’s course-books including issues linked with account. illustrations. nomenclature and linguistic communications ( L1. L2 ) ; – inquiries about grammar pattern: relate to the context of rehearsing constructions in children’s course-books including issues linked with instructions. illustrations and type of activities ; – inquiries about grammar alteration: relate to the reappraisal of grammatical constructions in children’s course-books. 2. 3. Research process
The probe was performed in the spring 2012. It was initiated by course of study and class book sample choice. Course of studies and course-books had to carry through the undermentioned standards ( californium. Williams. 1983:251-252 ) : • Practical consideration: stuffs should hold already been implemented in primary schools. • Up-to-date methodological analysis: stuffs should reflect assorted psychological. pedagogical and lingual attacks. • Needs of YL are grouped in two classs: for classs 1-3 and grades 4-6. For the intent of the probe 10 course of studies were selected and coded: S1. S2. S3. S4. S5 ( implemented in the early classs ) and S6. S7. S8. S9 and S10 ( implemented in the subsequent classs ) . Similarly. 10 class books were selected and coded: C1. C2. C3. C4. C5 ( implemented in the early classs ) and C6. C7. C8. C9 and C10 ( implemented for the subsequent classs ) . The first phase of this probe was divided into two degrees: rating of three course of studies for classs 1-3 and rating of three course of studies for classs 4-6.
The procedure required a precise designation of feedback and analysis of informations. The undermentioned standards were deigned for the analysis of informations in footings of course of studies ( californium. Ur. 1999:33 ) : rules for learning grammar ( raising linguistic communication consciousness ) . grammatical classs and processs suggested for learning grammar. The consequences from the syllabus rating were recorded and compiled on two charts: the first for classs 1-3 and the 2nd for classs 4-6. The concluding measure involved a comparing of the replies collected in the several phases. The 2nd phase of the probe was besides divided into two degrees: rating of five class books for the early classs and rating of five class books for the subsequent classs. The procedure besides required the analysis of informations. The undermentioned standards were deigned for the rating of class books ( californium. Ur. 1999:33 ) : sum of grammar in contents. attacks to learning grammar. choice of constructions. sequence ( step ) of constructions. presentation of grammar ( illustrations. nomenclature and linguistic communication used ) . pattern of grammar ( context and activities ) . alteration of grammatical classs. 3. Interpretation of the consequences
The consequences gathered at all degrees of the research lead to a figure of the readings. Equally far as the first phase of the probe is concerned. English course of studies usually offer a covert manner of learning grammar as the major rule for raising children’s linguistic communication consciousness. In peculiar. all linguistic communication syllabuses in the early phase of primary school focal point on development of communicative accomplishments. comprehension of the mark linguistic communication ( maps e. g. instructions ) . holistic kid development with the integrative attack to knowledge. In footings of learning grammar. three syllabuses out of five offer a clear rule to learn grammar with any formal account of regulations. One course of study does non offer rules on learning grammar or development of linguistic communication consciousness.
The last course of study includes the extra aim to the nucleus course of study statement which relates to development of children’s linguistic communication consciousness. for illustration to demo similarities and differences between linguistic communications ( in a comparing with L1 ) . The rules concerned with linguistic communication consciousness in course of studies for YL in the 2nd phase of primary instruction seem to be much more accurate. All the investigated course of studies for the subsequent phase of primary school focal point on learning the basic grammar constructions and communicative maps every bit good as competences such as the ability to inquire inquiries. The thought is to develop linguistic communication consciousness bit by bit with the increasing figure of vocabulary. constructions and maps. Furthermore. the rule is to develop learner liberty and cultural consciousness every bit good.
As it is illustrated in the tabular array no. 2 a scope of the grammatical classs is presented in a elaborate list where all differences are underlined. The major disagreements relate to the group of nouns. verbs and Numberss. A range of nouns. a choice of tenses ( plus conditional sentences or inactive building ) every bit good as Numberss are extended in the 2nd phase of primary instruction in a comparing with the first phase of instruction. A smaller figure of differences occurs in other classs such as pronouns. clinchers or concurrences. The eclectic attack is recommended in footings of processs for the first phase of primary school. Additionally. mechanical acquisition of constructions is highlighted including theoretical account sentences. Q-A drills. fill-in-gaps. vocals. chants. mystifiers. narratives and rectification. Grammar is non included in the appraisal charts designed for kids at this degree. Similarly. the course of studies in the 2nd phase of primary school follow the eclectic attack to learning YL.
In peculiar. grammatical classs are taught through duologues. drills. theoretical account sentences narratives. fill-in-gaps. role-plays and games. However. both inductive and deductive attacks are suggested for learning/teaching grammar including an analysis of regulations and an debut of nomenclature such as parts of speech/parts of sentences in L1 or even L2. Grammar is included in the appraisal charts designed for the subsequent phase of instruction. Sing the selected course-books. differences in learning grammar and raising awareness seem to be even more clear and obvious between the first and 2nd phase of primary instruction. In peculiar. grammatical classs as such are non indicated in contents of the class books for the 1st. 2nd and 3rd classs which are chiefly dominated by subjects. Still. grammatical classs are pointed clearly in contents of the class books for the 4th. 5th and 6th classs and grouped in assorted subdivisions. for illustration entitled “Language Focus” .
As a regulation. the inexplicit and covert manner of learning grammar supports the development of linguistic communication consciousness in the first portion of instruction while more analytical. in/deductive attacks stimulate this procedure subsequently. The best thought is to compare a scope of grammatical classs presented in the table figure 2. Then. the basic constructions such as jussive moods are characteristic for the first portion of primary school while more complex constructions such as present. yesteryear. future constructions. or in other words mundane English. are typical for the subsequent phase of larning English. The most popular grammar sequence in the early phase involves the modular and storyline sequence whereas the coiling and modular in the subsequent phase of instruction.
Introduction of the grammatical classs in all selected class books follows the same form in all classs. Initially. constructions are presented orally. later their significance and signifier and eventually constructions are re-written ( in classs 4-6 ) . The most popular are jussive moods and short sentences in the first portion of primary instruction while Q-A sentences and duologues are the most frequent buildings in the 2nd portion of primary school. The grammatical nomenclature is non included in the class books for the early instruction whereas the class books for the subsequent instruction include more ( or less ) complex grammatical footings that are provided either in L2 or L1. both L1 and L2 depending on writers or tradition of the publication house.
The most popular activities used for showing grammar are chants. vocals and narratives in the first portion of instruction while duologues. narratives and charts in the 2nd portion of instruction. Equally far as the pattern of grammar in the class books is concerned. the most regular type of activities involves fill-in-gaps. mystifiers. complete sentences and games with the frequence of 2/3 undertakings per lesson in the 1st. 2nd and 3rd classs. The most common type of activities involve drills. duologues. corrections. fill-in-gaps and multiple-choice with the frequence of 2 up till 6 undertakings per lesson in the 4th. 5th and 6th classs.
Finally. a alteration of grammar is non provided in the class books for the early instruction. Later. alterations are provided more and more often. for illustration after each 1. 2 or 3 units in the last portion of primary instruction. At this degree class books besides offer a sum-up in L1 or L2. 4. Decisions
Equally far as raising of linguistic communication consciousness in primary school is concerned is should be stated that English stuffs for YL are divided in two groups: for the early classs 1-3 and the ulterior classs 4-6. Consequently. the instructional stuffs follow the national nucleus course of study statement and present two different attacks to learning grammar. which is reflected foremost in course of studies and so course-books. It is clear that the sum of grammatical classs in the first phase of primary instruction is more limited in the comparing with the figure of constructions introduced in the subsequent old ages of acquisition.
In peculiar. there is a immense “jump” or spread between these two periods of instruction in footings of learning grammar and raising linguistic communication consciousness. Namely. presentation and pattern of grammar in the subsequent classs is more systematic and highlighted in course-books choice of content so in the old old ages. The attack to learning English is more accuracy-based with the account and analysis of regulations in L1 or L2 including parts of sentences or address. At this phase of larning English YL are able to grok such inside informations. Then. English instruction stuffs seems to back up more the procedure of raising linguistic communication consciousness in the 2nd phase of primary instruction.
Bibliography
1. Batstone. R. 1994. Grammar. Oxford: OUP.
2. Brewster. J. . Ellis. G. . Girard. D. 2002. The Primary English Teacher’s Guide. Harlow: Penguin English Guides. 3. Cameron. L. 2001. Teaching Languages to Young Learners. Cambridge: CUP. 4. Ellis. R. 2002. Grammar Teaching – Practice or Consciousness-Raising? In: J. C. Richards. W. A Renandya ( eds. ) Methodology in Language Teaching. Cambridge: CUP. 167-174. 5. Hawkynss. E. 1984. Awareness of Language. Cambridge: CUP.
6. Komorowska. H. 2005. Metodyka nauczania jezykow obcych. Warszawa: Fraszka Edukacyjna. 7. Lewis. M. 1986. The English Verb. Hove: Language Teaching Publications. 8. Nagy. P. 2002. Issues and Contexts in Teaching Young Learners. On: hypertext transfer protocol: //www. philseflssupport. com/younglearners. hypertext markup language ( available on 02/06/02 ) . 1-12. 9. Piechurska-Kuciel. E. 2005. The Importance of Being Aware. Advantages of Explicit Grammar Study. Opole: Wydawnictwo Uniwersytetu Opolskiego. 10. Scott. W. A. . Ytreberg. L. H. 1990. Teaching English to Children. Harlean carpenter: Longman. 11. Stec. M. 2007. Evaluation Criteria of Foreign Language Methodology Programmes for Primary Teacher Education. In: J. Arabski ( ed. ) Challenging Tasks for Psycholinguistics in the New Century. Katowice: Oficyna Wydawnicza WW. 639-652. 12. Szpotowicz. M. Szulc-Kurpaska. M. 2009. Teaching English to Young Learners. Warszawa: PWN. 13. Ur. P.
1988. Grammar Practice Activities. A Practical Guide for Teachers. Cambridge: CUP. 14. Ur. P. 1999. A Course in Language Teaching. Cambridge: CUP. 15. new wave Lier. L. 2001. Language Awareness. In: R. Carter. D. Nunan ( eds. ) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP. 160-165.
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[ 1 ] The categorization of immature learners’ ( YL’ ) age varies in professional literature. Namely. Scott and Ytreberg divide kids into two groups: 5-7 year-olds and 8-10 year-olds harmonizing to their accomplishments ( californium. Scott and Ytreberg. 1990:1-3 ) . Nagy identifies three groups: 5 year-olds. 8 year-olds and 10 year-olds. following such standards as experience of formal schooling. cognition of the universe and ability to read and compose ( californium. Nagy. 2002:4 ) . Komorowska distinguishes two groups: 4/5-7/8 year-olds and so 8/9-11/12 year-olds. sing their rational and societal development ( californium. Komorowska. 2005:31-32 ) .
