Teaching English to Young Learners

Transcription

1 Teaching English to Young Learners P. BOUNIOL K. ZOUGANELI VOLUME 1 Introduction and Theories of Child Language Acquisition

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3 TEACHING ENGLISH TO YOUNG LEARNERS Introduction and Theories of Child Language Acquisition Note The HOU is responsible for the editing of the publication and for the development of the texts in accordance with the Distance Learning Methodology. The writers, critical readers and academic coordinators who undertook the development of the given publication bare full responsibility for the scientific context, accuracy and standard of the work.

4 Copyright 2004 For Greece and the world HELLENIC OPEN UNIVERSITY Papaflessa & Ypsilanti St., Patras el: (2610) , / Fax: (2610) CONTRIBUTORS OF THIS MODULE Introduction and Theories of Child Language Acquisition Module Co-ordinator Sophia Papaefthymiou-Lytra Academic Editing and Coordination of the Module Sophia Papaefthymiou-Lytra Writers Critical Reader Paul Bouniol Jane Andrews Keti Zouganeli Jane Andrews Editor in Distance Learning Methodology Jane Andrews Art Director Artemis Glarou Academic Coordinator of the Programme Sophia Papaefthymiou-Lytra Produced by the Project Implementation Unit of the HOU/ ISBN: All rights reserved N. 2121/1993 No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, without prior permission in writing from the publishers.

5 SCHOOL OF HUMANITIES Master s in Education for Teachers of English to Speakers of Other Languages (M. Ed. in TESOL) MODULE Teaching English to Young Learners VOLUME 1 INTRODUCTION AND THEORIES OF CHILD LANGUAGE ACQUISITION PATRAS 2004

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7 CONTENTS Volume 1 INTRODUCTION TO VOLUMES 1 & 2 12 C H A P T E R 1 Paul Bouniol CONTEXTUALISATION OF LEARNING 19 General aims of the chapter...19 Expected outcomes/objectives...19 Key concepts...19 Introductory remarks...19 Section 1.1 The importance of the context Natural settings vs instructional settings The role of education The role of culture in education School culture Our society and the role of English today Recent developments: The Common European Framework of Reference for Languages...34 The Revised Unified Greek Curriculum...35 Section 1.2 The Teacher The Teacher s educational ideology

8 1.2.2 Teacher education vs Teacher development The foreign language and the Teacher s attitude towards it The Teacher s self-awareness The Teacher s awareness of individual learners...45 Section 1.3 The Learner The Learner s success and positive attitude The Learner s beliefs The Learner s imagination The Learner s learning style...51 Synopsis of Chapter Answers to SAQs...56 References...62 Further Reading...64 C H A P T E R 2 Paul Bouniol LEARNING THEORIES 65 General aims of the chapter...65 Expected outcomes/objectives...65 Key concepts...65 Introductory remarks...65 Section 2.1 What is learning Learning: product or process? The nature versus nurture issue Is thinking related to learning?...70 Section 2.2 Schools of educational psychology Behaviourism Strengths and weaknesses of Behaviourism

9 2.2.3 Piaget and Cognitivism Vygotsky and Social-Constructivism Bruner Sternberg s triarchic theory Gardner s theory of Multiple Intelligences...99 Synopsis of Chapter Answers to SAQs References Further Reading C H A P T E R 3 Paul Bouniol FIRST AND SECOND LANGUAGE ACQUISITION 125 General aims of the chapter Expected outcomes/objectives Key concepts Introductory remarks Section 3.1 First Language Acquisition Stages of First Language Acquisition How does language development take place? Child-directed speech The impact of lack of exposure Section 3.2 Second Language Acquisition Second Language or Foreign Language? Worry about an early EFL start? The Critical Period hypothesis Second Language development Interlanguage Contrastive Analysis More examples from SLA research

10 Section 3.3 Cognitivism and Krashen Krashen s Hypotheses Other SLA theories Section 3.4 Other factors affecting SLA Instruction: do learners learn what they are taught? SLA and instruction aids: methods, approaches, and techniques Strategies Motivation: does the learner s motivation affect SLA? What, then, is the good language learner? Synopsis of Chapter Answers to SAQs References Further Reading C H A P T E R 4 Keti Zouganeli ORACY IN THE YOUNG LEARNERS CLASSROOM 197 General aim of the chapter Expected outcomes/objectives Key concepts Introductory remarks Section 4.1 Key issues in children s language learning Section 4.2 Listening in the Young Learners classroom Why should we practise Listening with the Young Learners? The process of Listening in EFL teaching with Young Learners Setting the scene for Listening Meaning in Listening Supporting children in Listening

11 Section 4.3 Speaking in the Young Learners classroom The process of Speaking in EFL teaching with Young Learners Language use in the Speaking classroom Use of mother tongue in the foreign language classroom Translation in the foreign language classroom Pronunciation in the foreign language classroom Error and Correction Discourse in the foreign language classroom Supporting children in Speaking Teaching Vocabulary to children Learning Grammar Teaching grammar to children Synopsis of Chapter Answers to SAQs References Further Reading