Indeed games can be used to add excitement through competition or to create bonding between the students, and between the students and teacher. Songs Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms Murphy, Songs offer a change from routine classroom activities.
As stated by Lo and Fai Li , learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting. Songs also give new insights into the target culture.
They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating.
Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again.
There are many advantages of using songs in the classroom. Through using contemporary popular songs, especially which are already familiar to children, the teacher can meet the challenges of the children needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs the base of the learners knowledge of the target culture can be broadened.
Correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many students- the added ingredient of novelty Hill, Most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow.
According to Halliwell , the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song 'Bingo', or while teaching them counting 'Johnny Works with One Hammer' will be useful.
In order to make the songs more meaningful and more enjoyable, motions can be added to the song which parallel the words of the song.
Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere. We do feel, however, that for older young learners there is a place for a focus on grammar: not the grammar of abstract rules, but fun grammar which works through examples, games, songs and activities that let learners subconsciously learn the grammar through an age-appropriate critical and creative analysis of language.
So far, the usage of songs and games are clarified. The advantages and some key points are explained. It is now more apparent that the teaching of grammar to young learners can be supported effectively by using such resources. According to the characteristics and the needs of the students, and the analysis of a classroom, several techniques can be integrated with such resources.
And since teaching is a developing art, which requires innovative and creative ideas to enrich its effectiveness, we must not hesitate to use every kind of teaching resources that we think appropriate to assist our teaching of grammar to young learners. Techniques and resources in teaching grammar. Oxford: Oxford University Press. Dictionary of Contemporary English.
Harlow: Longman. Halliiwell, S. Teaching English in the primary classroom. London: Longman. Harmer, J. Teaching and learning grammar. The practice of English language teaching. Hill, D. Traditional folk songs in class. Songs enhance learner involvement. Music and song. Phillips, S. Young Learners.
Score: 4. It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policy issues.
Integrating theory and practice in an accessible way, it draws onup-to-date research and classroom practice that is internationally relevant.
This popular and completely updated text is the only comprehensive foreign language methods text for K-8 classrooms that is also accessible and engaging for undergraduate students. Languages and Children: Making the Match, Fourth Edition, provides extensive new information that is not easily accessible to the field. The Fourth Edition maintains the integrity of past editions while reflecting the new and fascinating language issues that exist in today's classrooms and making standards-based planning and instruction the guiding principles throughout the book.
Drawing on the latest research and theory and illustrated with ideas and case studies from real schools, it covers key topics, including: engaging students in the target language; celebrating bilingualism in the classroom; incorporating technology into modern teaching; integrating language learning across the curriculum; successful transitions; learning languages through singing, storytelling and dance.
Ideal for primary trainee teachers, newly qualified teachers, and established teachers looking for creative new ideas to enrich the learning experience of their students, Teaching Languages Creatively is an essential guide for inspiring the love of languages that is so vital for young learners. The book comprises 17 chapters examining early language learning and teaching in a range of countries in Europe, Asia and North America.
Authors discuss main themes in research methodology, curricular and assessment issues, short- and long-term outcomes, the role of individual differences, innovation in teacher education, classroom processes, as well as the impact of the target language. The first two chapters Nikolov; Edelenbos and Kubanek overview the main trends in research.
Individual differences motivation, anxiety, aptitude, and socio-economic status are explored byMihaljevi? Innovation is the common theme in chapters written by Wang, Moon, and Peng and Zhang. The last three papers analyze the status of languages Harris, Enever, Carmel. The innovative practical and theoretical perspectives offer some important insights into effective TEYL pedagogy for the 21st century.
Popular Books. Integrating theory and practice in an accessible way, it draws onup-to-date research and classroom practice that is internationally relevant. The scope is wide, capturing examples of studies with different age groups, different methodological approaches and different languages.
It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom.
The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.
It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policyissues.
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