Teaching English to Young Learners Essay Example | Topics and Well Written Essays - 5500 words

Teaching English to Young Learners - Essay ExampleTherefore, the main attention of the news report is focuse on a combination of playful methods, involvement of music and games in the process of language acquiring. Part I Literature Review in the beginning starting up a discussion about how to teach English as a second language to young learners, it is relevant to observe innocent theoretical works in this field. Teaching English to young learners as a second language is considered in the works of classical theoretic writers, much(prenominal) as Stern and Weinrib (1977), Dunn (1983, 1985), Halliwell (1993) and Drucker (2003). Their theories were based with regard to the evolution of children at pre-school age, correlation between their physical and intellectual abilities etc. Moreover, childrens abilities to narrate and cognize were in addition taken into account. With respect to childrens abilities, different activities, games etc were chosen by theoreticians as the basis for de velopment of the virtually appropriate nurture program for young learners. The most common practice for teachers is the usage of a form of a game during the lesson. This approach is relevant to children who are already able to solve brain teasers or riddles. In this case an indirect development occurs. A child does not have to learn some new words or sentences he is sightly trying to solve a riddle or a puzzle (Arnold, 1999). Therefore, a role of indirect learning is as well important as a role of direct learning, because whether one is used more than the other depends on a combination of intellectual development, temper and circumstances. Direct and conscious learning seems to encourage an elaborated accuracy of the language, while acquisition brings a spontaneous and more fluent use (Arnold, 1999). The ideal variant of English language learning is when both accuracy and fluency is reached. Unfortunately, childs abilities to lean grammar consciously are underdeveloped. From th e one perspective, children have in-born skills to acquire language. Thus, this fact should be properly used by a teacher in order to develop a relevant methodology enabling children to use their language knowledge not but during the lessons, but also outside the class. Consequently, game is a perfect opportunity and the right way to a proper learning. In accordance with Halliwell (1993) games should not be disregarded as a waste of time. They also shouldnt be considered as something that can be introduced as a time filler at the end of class or as a prize for doing real work they are real work. Games deem up a central develop of the process of language acquisition, which is wonderful because children have such a strong sense of fun and games (Halliwell 1993, p. 6). Consequently, we can surely conclude that during games children reveal their creative potential, stimulate their imagination and fantasy. For example, the main role imagination plays in the L2 class. Moreover, Halliwe ll (1993) underlines that fantasy involvement benefits to real usage of language. In a playful manner children can make an attempt to describe to each other a certain monster and they will try to use different words to reflect their fantasy verbally. In the contemporary studies on English teaching to young learners there are three main types of contents these are conceptual, attitudinal, and procedural (Lessow-Hurley, 2003). In the