scholarly journals Using Games as a Tool in Teaching Vocabulary to Young Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 120 ◽  
Author(s):  
Sahar Ameer Bakhsh
Keyword(s):  
Saudi Arabia ◽  
Elementary Schools ◽  
Literature Review ◽  
Foreign Languages ◽  
Teaching English ◽  
Main Subject ◽  
Young Learners ◽  
Methods And Techniques ◽  
Conventional Methods ◽  
Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

Popular video cartoons and associated branded toys in teaching English to very young learners: A case study

2016 ◽  
Vol 21 (5) ◽  
pp. 568-588 ◽  
Author(s):  
Danijela Prosic-Santovac
Keyword(s):  
Second Language ◽  
Intrinsic Motivation ◽  
Role Play ◽  
Foreign Languages ◽  
Age Group ◽  
Teaching English ◽  
Young Learners ◽  
Motivation For Learning ◽  
The One

When teaching foreign languages to very young learners, motivation is an issue that needs to be taken into account even more than in the case of any other age group. Teaching materials and students’ textbooks used in schools and preschools, however carefully crafted, often fail to cater for the genuine interests of children and to invoke intrinsic motivation for learning. This article aims to examine whether centring teaching around authentic media material, such as popular cartoons, and the accompanying branded toys, affects the level of second language (L2) knowledge and motivation for learning. The ‘one environment – one language’ approach was developed for this case study, which focuses on the learning progression of one four-year-old during the period of 18 months. The results speak in favour of using this approach both in kindergarten settings, exploiting role play with playschool character toys, as well as in home settings, where family characters can be used to connect home and preschool environments.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

scholarly journals English Teachers' Perception about Humanistic Approach and Its Implementation in Teaching English for Young Learners

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Lisna Listiari
Keyword(s):  
Elementary Schools ◽  
English Learners ◽  
English Teachers ◽  
The Body ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Body Of Knowledge ◽  
Public Elementary Schools ◽  
Humanistic Approach

This study describes the teachers’ perception regarding humanistic approach in teaching English for young learners in Public Elementary Schools in Badung Regency. The objectives of this study were (1) to find out the perceptions of the English teachers in public elementary schools in Badung Regency on humanism values in teaching English for young learners, (2) to find out how the English teachers implement humanism values in teaching English as a foreign language in public elementary schools in Badung Regency, and (3) to find out teachers’ perceptions about humanism values related to their strategies in teaching English for young learners in the classroom. The results indicated that the English teachers practice often reflect their stated beliefs about humanism values. In dealing with feeling of the students, the activity of both T2 and T3 appeared around 30 times.  The average of three teachers was 28.0 or (15.3%). In dealing with students’ motivation in learning process, the average was 25.0 or (13.8%). The most activities appeared in this component was 28 times and it appeared mostly in T3.This study offers some contributions to the body of knowledge about teacher’s competences, particularly the implementation of Teaching English Learners at the Elementary School.

scholarly journals The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 293
Author(s):  
Rong Xie
Keyword(s):  
Literature Review ◽  
English Education ◽  
Relevant Literature ◽  
Role Play ◽  
Teaching Approaches ◽  
Teaching English ◽  
Young Learners ◽  
Physical Response ◽  
Authentic Environment ◽  
Potential Factors

This article through two teachers’ cases, namely, observation of two teachers’ classes and interview with them, interview with their students and their students’ parents, attempts to investigate the effectiveness of TPR as a classroom technique with young learners and to explore how teachers use TPR and to identify some of the challenges of using it in practice. All the findings are discussed referring back to the relevant literature review and context. The findings of observation indicate that the TPR technique is a good way on the basis of games, role-play, storytelling and pair works with the physical actions. It also finds some potential factors that contribute to TPR’s challenges in practice, such as the use of traditional method, training constraints, students’ low English proficiency, the lack of authentic environment and exam-oriented assessment. The findings from the various angles obtained seem to be very similar to those reported earlier by literature review. This study also makes a contribution to the existing literature in terms of the providing insights into the attitudes toward English education for parents or students, and the lack of parents’ supervision to some extent that they have influenced on the TPR. Importantly, through a systemic introduction of TPR in this study, it is useful to help future teachers to implement TPR methods into their young learner teaching. The results of this study can also help me to reflect on my own teaching approaches and support other teachers working in my college.

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

scholarly journals English Education at Elementary School in Japan

2017 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Novita Triana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
English Education ◽  
Teaching English ◽  
Young Learners ◽  
History Of ◽  
English Education In Japan

This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL

scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

Teacher’s Perspectives of Creating Storybooks for Primary students

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 137-147
Author(s):  
Ferra Dian Andanty
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
English Language ◽  
Primary Students ◽  
Teaching English ◽  
Young Learners ◽  
Meaningful Context ◽  
Teaching Learning

Storybooks are important materials for teachers in assisting pupils during the teaching learning process in the classroom especially for the young learners because it gives a motivating and meaningful context for language learning. Nowadays, teachers have to be creative and innovative in creating their own storybooks for the teaching learning process. The project of making storybooks had been given to the undergraduate students of 8th semester (2010) at English Language Department, University of PGRI Adi Buana during TEYL (Teaching English to Young Learners) class. Through the results of storybooks project, this research was intended to know whether the undergraduate students’ storybooks met the criteria of a good storybook or not. The authors obtained the data from the questionnaires that distributed to ten English teachers in some elementary schools in Surabaya. The result of this research showed that 75% of students’ storybooks met the criteria of good storybooks, such as the content is suitable for age level, interesting, memorable, attractive, and easily to understand by children. The result of creating a storybook hopefully will support and help teachers in the teaching learning process in class.

scholarly journals THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS

2018 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Syafrizal Syafrizal ◽  
Haerudin Haerudin
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Young Learners ◽  
Vocabulary Building ◽  
Teacher Needs ◽  
Young Learner ◽  
Descriptive Qualitative

Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.

scholarly journals A Popperian Approach: Pre-service Teachers’ Preparation In Teaching English to Young Learners

2021 ◽  
Vol 3 (1) ◽  
pp. 18-35
Author(s):  
Yuli Astutik ◽  
Fabiola Dharmawanti Kurnia ◽  
Ali Mustofa
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Skills ◽  
Teaching Profession ◽  
Language Skill ◽  
Teaching English ◽  
English Teaching ◽  
Young Learners ◽  
Comprehensive Literature Review ◽  
Research Findings

Karl Popper's falsification epistemology theory that all science develops through conjectures and refutations have enormous implications for education, especially in teaching English as a foreign language (TEFL). TEFL to young learners is a challenge for pre-service teachers in non-home English countries. They should prepare to teach English while they also use English as a foreign language. Pre-service teachers focused on mastering language skills, whereas many preparatory processes they have to ensure before they take into the English teaching profession. Therefore, in this article, the authors assert that pre-service teachers should master linguistics proficiency, pedagogy knowledge, and literature as the means used in teaching English. Some theories and research findings have been discussed in teaching English to EFL children. However, the scope of discussion on pre-service teachers' preparation is fragmented among the uses of language skill and teaching discipline. Even they rarely explain how to teach language in a fun way through literary works. With a comprehensive literature review method, this article focuses more on conveying the author's ideas and thoughts discussing EFL pre-service teachers' preparation in teaching English to young learners with the Popperian approach. The popperian approach is considered to be more dynamic and open to ideas and opinions on policies in various fields, one of which is education.

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