• Azza Maulida

• Elok Arina Yunita

• Evi Astuti

• Fadkhuli Muthmainnah

• Inayah Fajrianti

• Isna Rafika Dewi

• Lita Nurfiana

• Noraini Mustofiah

5.1 A Place for Grammar

Grammar is closely tied into meaning and use of language and is inter-connected in vocabulary. However, Grammar also important for young learners. But we can make it easy to learn, such as talk to them with short converstion.

We will then see how some current methods of helping learners develop their Grammar can be adpated for younger learner.

Several starting points for thinking about grammar and young learner :

•Grammar is necessary to express precise meanings in the discourse;•Grammar ties closely into vocabulary in learning and using the foreign language;•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 thaught without technical labels, (e.g. ‘intensifying adverb’).

5.2 Different meanings of ‘grammar’

The grammar of languageThe language is constanty changing it’s dynamic. In contact with teenagers and listen how they talk to another

Theoretical and pedagogic grammarsAre explicit description of patterns or rule language, presented in ways than are hopeful to teacher and learners

Internal grammarsEvery learners internal grammar is different from every others because each has a unique learning experience. Internal grammar is sometimes referred to as interlanguage or as linguistic competence

5.3 Developing of the internal grammar From words to grammar

Learners seem to use words or chunks strung together to get their meanings across, with little attention paid to grammar that would fit the words or chunks together in conventional patterns

Learning through hypothesis testingErrors in language use can often act as a window on to the developing internal grammar of the learners, and are signals of growth.

Influence of the first languageIt will be apparent that constructing hypothesis about the foreign language is much more difficult than for the first language, simply because the learner has relatively little amounts of data to work on.

5.4 Learning centred approuch to teaching grammar

Young learner that sweep through foreign language teaching.

The nation that the most important part of the language is its grammar

Grammar rules are introduced one by one explicit to the learners .

For teach the language In CLT method student listen to commands in

the foreign language and respont only through movement and action.

Pattern or structures

noticing

structuring

proceduralizing

5.5 Principle for learning-centred grammar teaching

The need for grammarGrammatical accuracy and precision matter for meaning

Potential conflict between meaning and grammar

If learners attention is directed expressing meaning, they may negles attention to accuracy and precision

Importane of attention in the laerning process

Noticing as aspect of form is the first stage of learning it

Learning grammar as the development of internal grammar

Grammar learning can work out wards from participation in discourse, from vocabulary

The role of explicit teaching of grammar rule

Teaching grammar explicit requires the learner to think about language in very abstract, formal ways that some enjoy and some find difficult

5.5 Teaching techniques for supporting grammar learning

1. Working from discourse to grammara. By the language of classroom

managementWhen children begin learning english, some very simple phrases for classroom management can be introduce

b. By talking with childrenFor exampleChildren : My mom hospitalTeacher : Oh, your mom’s in hospital, why?

2. Guided noticing activitiesa. By listen and notice

Pupil listen to sentences or to connected piece or talk

b. By presentation of new language with puppetsthe teacher can construct a dialogue with a story-line

3. Language practice activities that over structuring opportunities a. By questionnaires, surveys and quizzes

Eg. Children are asked to interview their friend to fond out their favorite food

b. Information gap activitiesc. Helping hand

Children may give 2 or 3 sentences about activities at home

d. Drills and chants 4. Proceduralising activities

• Polar animal description re-visited• Dictogloss

a. Introducing metalanguagea. Explit teaching talk

Here is a teacher doing some metalanguage work with 11 y.o pupils on plular form in english

• Cloze activities for word classusually in the closing activities we use a song or poem

Developing the grammar of a foreign language is along and complicatedprocess.

Grammar does have a place in young learner classrooms.

To teach this well requires considerable knowledge and teaching skills

5.7 Summary