THE LEARNERS’ FEATURES
Small
children require the teacher’s individual attention as much as possible. Their
attention span is small (five to fifteen minutes). For the teacher, it can be
quite disconcerting when a three-year-old wanders off in the middle of a song
or story to play with a toy. It does not mean they are not following what is
going on; it is probably because some other child had the toy before and they
see this as their only opportunity to get hold of it. We must not take it as a
personal rejection. It is very difficult to hold the attention of a whole group
of small children and the best way to do it is to ring the changes every five
to ten minutes –unless you see that they are all really absorbed in what they
are doing, in which case the teacher can let it go on a bit longer.
Young
children may spend a long time absorbing language before they actually produce
anything. It is not a good idea to try to force them to speak in the target
language as this can create a lot of emotional stress. By doing repetitive
songs, rhymes, games and plenty of choral work, children will be able to
produce language without the stress of having to speak individually.
Children
of this age are less inhibited. They are not afraid to be imaginative and they
are not yet bound by the constraints that demand that adults be logical. As
they are so young, they are not carrying any negative attitudes left over from
previous school experiences. They are curious about everything, keen to learn,
and very receptive. However, they can be selfish and uncooperative. If they
want something, they will push another child over to get it and show little
concern for the other child’s feelings. Some of them will use temper tantrums
to try and get their own way, and may scream or bite. Some may need help with going
to the toilet and there could be occasional accidents with incontinence.
In
the primary school years (6-11 years), children are in the concrete operational
stage, that is, they are not as egocentric as before, they can perceive
something else beyond their own realities and point of view, and have an
incipient comprehension of physical and mechanical realities and causal
relationships, though they cannot yet carry out abstract operations. Their
memory techniques are progressively developed, being able to review, organize
and use imagery, recall and scripts for learning. The first metacognitive
abilities appear, so that they can start learning how to carry out intellectual
processes such as planning, decision-making and strategic choice for solving problems.
Linguistically
speaking, they have learnt nearly everything regarding the oral aspects of the
language, including discourse and pragmatic skills such as illocutionary
intentions, speech registers and topic shifts. Nevertheless, some grammatical
aspects are still in the process of being learnt, such as the full use of
co-ordinators, conditionals, and relative clauses. Another very important task
ahead is the achievement of complete proficiency for the symbolic communication
represented by reading and writing, which, for the English learners, has an
added degree of complexity, due to its deep orthographic system.
This is the situation of prospective Primary learners, whose job is
learning a new language with the cognitive and linguistic tools they
have and with the help of the teacher (and probably a textbook). APPROACH, METHOD, TECHNIQUES AND STRATEGY
APPROACH
o
A set of assumptions
dealing with the nature of language, learning, and teaching.
o
Theoretically
well-informed positions and beliefs about the nature of language, the nature of
language of learning, and the applicability of both to pedagogical settings.
METHOD
o
Described as an
overall plan for systematic presentation of language based upon a selected
approach.
o
A generalized set of
classroom specifications for accomplishing linguistic objectives.
o
Tend to be concerned
primarily with teacher and student roles
and behaviours and secondarily with such features as linguistic and
subject-matter objectives, sequencing, and materials.
o
An approach is
axiomatic, a method is procedural.
TECHNIQUE
o
Implementational –
that which actually takes place in a classroom. It is particular trick,
stratagem, or contrivance used to accomplish an immediate objective.
o
Must be consistent
with a method, and therefore in harmony with an approach as well.
STRATEGY
o
Specific methods of approaching a problem or
task, modes of operation for achieving a particular end, or planned design for
controlling and manipulating certain information.
METHODOLOGY
o
Pedagogical
practices in general (including theoretical under-pinnings and related
research), it is How to teach.
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