TEACHING ENGLISH TO YOUNG LEARNERS I MID-TERM ASSIGNMENT

TRAKYA UNIVERSITY ELT DEPARTMENT

2020-2021 ACADEMIC YEAR

FALL SEMESTER

TEACHING ENGLISH TO YOUNG LEARNERS I MID-TERM ASSIGNMENT QUESTIONS

 

 

Instructions for exam: You are responsible for answering two questions given below in English. While answering both of the questions, you should make a research on the field from reliable resources and consider what you have learnt from this course, then write them down connectively.  Please do not forget to list the references that you have used at the end of your answers.

 

1.      Examine the following extract from Hughes' research (1986) and discuss what very young learners need in order to understand new learning? (Your answer should include at least 200 words) (50 points)

Hughes: How many is two and one more?

Patrick aged 4: Four

H: Well, how many is two lollipops and one more?

P: Three

H: How many is two elephants and one more?

P: Three H: And two giraffes and one more?

P: Three H: So, how many is two and one more?

 P: (Looking Hughes straight in the eye) Six

 

Reference: (Hughes, M. (1986) Children and Number: Difficulties in Learning Mathematics Oxford: Basil Black)

 

We can clearly say that child’s cognitive period falls into pre-operational stage in Piaget’s cognitive development stages. In this period, child is unable to think about abstract things. For that reason, when he was asked to add two with one, he could not do it. However, when the content is contextualized, he was able to.

For a healthy learning procedure with young learners, first of all we have to provide an environment in which the child feels safe and feels no threat.  Under stress, learning does not occur. The more exciting and funnier the lesson, the more learning occurs. Then, because the child is not able to think logically and comprehend abstract concepts, we have to conceptualize (mixing abstract concepts with concrete objects) our topics. To do this, we have to add as much visual materials as much possible. As can be seen above, child is able to do addition problem when concrete objects were presented. Otherwise, numbers for them are just meaningless sounds and they can answer differently although the same question was asked twice. Then, we have to recycle syllabus as much as possible. Because children are generally absent minded, we have to repeat the activity. Important facts are that teacher is the role model for children and learning should be carried out in a routine. Because child has no ability to realize time, they can anticipate the time by activity order in their minds.

 

 

2.      Describe who very young learners are by using “VERYYOUNGLEARNERS” as an acrostic framework and start with initial for each line. Of course, you should find out the characteristic features of very young learners and how to teach them accordingly and then, you will write the acrostics.  (Your answer should include at least 50 words). (50 points).

 

Visual learner

Egocentric

Racket; noise every where

Yappy; talkative

Youthful; always fresh and active

Optimistic; cheerful always

Ubiquitous; they are everywhere

Nonsense rejective, meaning embracing; [Use language, don’t teach!]

Game lover

Loves attention

Experiment lover

Abstract rejective mind

Running, active all the time

Namby-pamby: bored easily

Excited easily

Restless

So curious