1. LEARNING WORDS, GRAMMAR, AND PRONUNCIATION
English
for
Young Learners
Lectured by:
Oktriani Telaumbanua, M.Pd.

2. Continued… L A N G U E C O M P T S
Words
Grammar
Pronunciation ? ? ?

3. Continued.... Learning formulaic phrases or chunks
Vocabulary development
Finding words inside them
Learning words
Much more than that
Learning more those words

4. Daddy book means young learners asks their father to give them books.
Continued...
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.

5. Continued... 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.

6. What it means to know a word?
Please see p.77, Cameron
Continued...
What it means to know a word?

7. Continued... Developing 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.

8. Categorization and word learning: Superordinate Basic level
See p. 79, Cameron
Continued...
Categorization and word learning:
Superordinate
Basic level
Subordinate

9. Continued... Cultural 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.

10. Continued...
To get deeper understanding, please read its summary of the development of children’s vocabulary, p. 81

11. Continued...
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.

12. Continued...
Sense relations is content word meanings in a language can relate to each other in a range of ways.
Examples:
Antonymy/being opposite: alive-dead
Syntonymy/nearly the same meaning: rich- wealthy
Hyponymy/an example of type of another: furniture-chair
Meronymy/one is part of another: army- solder

13. teaching vocabulary
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.

14. 4 phases for teaching vocabulary for YL
Continued...
4 phases for teaching vocabulary for YL
Introducing
Modeling
Practicing
Applying

15. Continued... 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)

16. A place for grammar? 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.

17. Continued...
Several starting points for thinking grammar and young learners:
it’s necessary to express precise meanings in discourse.
It ties closely into vocabulary in learning and using the FL.
Grammar learning can evolve from the learning of chunks of language.
Talking about something meaningful with the child can be a useful way to introduce new grammar.
Grammar can be taught without technical labels.

18. Continued... The 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.

19. Continued...
To get deeper understanding about developing grammar of a FL, please read p. 121, Cameron in its summary.

20. teaching grammar
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…?

21. 6 Suggestions for teaching grammar for YL
Continued…
6 Suggestions for teaching grammar for YL
Simple pattern
Easy-difficult
Simple sentences
Media
Substitution drills
Practice in-pairs ?

22. Teaching pronunciation
Teaching alphabet (singing a song of alphabet, please)
To pronounce difficult sounds can be solved by:
Pronouncing the sounds and asking young learners listen and repeat (practice, please)
Differentiating the sounds such as minimal pairs (practice, please)
Differentiating the consonant sounds like ‘th’ (practice, please)

23. How is a terrible or surprised situation?
Continued…
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?

24. your attention…