亚洲免费av电影一区二区三区,日韩爱爱视频,51精品视频一区二区三区,91视频爱爱,日韩欧美在线播放视频,中文字幕少妇AV,亚洲电影中文字幕,久久久久亚洲av成人网址,久久综合视频网站,国产在线不卡免费播放

        ?

        Characteristics of Young Learners and Implications for Teaching Young Learners

        2016-05-14 23:11:55陳佳燕
        山東青年 2016年6期
        關(guān)鍵詞:廣東外語外貿(mào)大學(xué)南國商學(xué)院

        陳佳燕

        Abstract:Teaching young learners is much more difficult for teachers because learners at this age have their own characteristics and needs and are difficult to manage. For example, they are more easily distracted, they may suffer from more peer pressure and they have less knowledge about the world, which results in their great curiosity about this world and anything new. In order to get along well with young learners and teach them effectively, it is necessary to explore these characteristics and draw implications from them. Therefore, this paper intends to explore the three most important factors which make teaching young learners different from teaching adults and gives suggestion to the teacher of young learners.

        Key words: children characteristic emotional metalanguage person-centered

        As Halliwell (1992) mentioned that “young children do not come to the language classroom empty-handed. They bring with them an already well-established set of instincts, skills and characteristics”\+①, which should be identified and made the most of. Young learners in this paper will refer to learners in primary school, namely approximately aged seven to twelve.

        First of all, primary learners are very emotional. Entering primary classroom, it is common to see children are exciting and energetic and usually they are not able to discipline themselves. Young learners are enthusiastic for learning and curious about the world around them\+②(Harmer, 1991:38). However, primary learners have a very short concentration span. They can be easily distracted and are hardly concentrated on one thing for long, let alone the tasks they find difficult.

        Therefore, in the light of this characteristic, “a rich diet of learning experiences” should be provided, which tries to engage students (Harmer, 1991:39)\+③, satisfy the curiosity of the learners and thus to keep motivate them.

        Secondly, unlike adult learners, “children do not find it as easy to use language to talk about language. They do not have the same access as older learners to metalanguage that teachers can use to explain about grammar or discourse\+④” (Cameron, 2001). According to Piagets stages of development of children, the young learners discussed in this paper are mainly at the concrete operational stage (12-15 years). At this stage, “l(fā)earning is logical but depends on concrete referents”. Thus, it is hardly possible for primary learners to learn to analyze sentence structures and other grammatical points, which is still beyond their cognitive ability. “Their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with”\+⑤(Harmer, 1991:38). Showing real objects to teach new words is a good example of this.

        Apart from learning from objects and grasping meaning from the environment, Halliwell (1992:8) showed that children have an instinct for interaction as well as talking.\+⑥In addition, Harmer demonstrated that young children “often learn indirectly - that is they take in information from everything around them rather than only focusing on the precise topic they are being taught” (Harmer, 1991:38). \+⑦

        All in all, both conscious direct learning and subconscious indirect learning are helpful for internalizing a new language.

        Besides, the last characteristic of young learners at this age is person-centered. Hamer claimed that “they have a need for individual attention and approval from the teacher” and “they are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom”\+⑧(Harmer, 1991:38).

        What implications can be drew to the teaching young learners from this characteristic? To begin with, Lewis (2007) suggested that teachers should be interested in students lives. “Ask questions about the student. How do they feel? What do they think? Treat the teen as a mature thinker, even if the ideas he or she expresses are very dogmatic and one-sided”\+⑨(Lewis, 2007:10).

        In addition, make the most of this egocentrism to teaching. “To understand young teenagers, it is important to know that the most important thing in their lives at this point is themselves. This natural egocentrism is paired with lots of emotion. Young teenagers will feel that nobody understands them because they feel nobody has ever felt the way they do. This can lead to quite a bit of melodrama-a characteristic which can be very useful in a language classroom if it is organized in an unthreatening way”\+⑩ (Lewis , 2007).

        What is more, teenagers strive to be independent. They want more responsibility. Grant this responsibility and all the rights and obligations it implies, but hold students accountable for both their work and their behavior. Negotiate rules with the students. Let them have input, and then hold them to the decisions that have been made.\+B11 (Lewis , 2007:9)

        Another suggestion from Lewis (2007:9) is that “in talks with teenagers, one of the most important points they make is that they want to be treated with respect. To condescend or ‘teach down to teenagers will have a very negative effect on discipline.\+B12”. However, “treat teen with respect, but take advantage of the fact that you are the adults to maintain control. Despite teen rebelliousness, you are still the authority figure and you need to make clear that the respect you show to them must be returned back to you in the form of appropriate classroom behavior. In other words, be friendly, but dont expect to be your students friend.\+B13” (Lewis 2007:9).

        All in all, “as a teacher, you walk a fine line with this age group. You must give them responsibility, or else they may be offended and withdraw. However, it would be equally problematic to treat teenagers as adults. They still need guidance.\+B14” (Lewis, 2007:7).

        In conclusion, the young learners are very emotional. They are enthusiastic and lively but at the same time they have a very limited attention span. Given this, a constant change of activity is needed to keep motivate them. Besides, at the concrete operational stage, the young learners are still unable to analyze language. In this case, conscious direct learning as well as subconscious indirect learning can be made full use of to help teaching young learners. Finally, the young learners are very person-centered. Thus, teachers should show their interest in students lives, make the most of this egocentrism to teaching, give the young learners responsibility as well as treating them with respect.

        [Annotaion]

        ①Halliwell, S., & Halliwell, S. (1992). Teaching English in the primary classroom (pp. 130-131). London: Longman.

        ②Harmer, J. (1991). The practice of English language teaching. London/New York.

        ③Harmer, J. (1991). The practice of English language teaching. London/New York.

        ④Cameron L, 2001. Teaching Languages to Young Learners. Cambridge: CUP.

        ⑤Harmer, J. (1991). The practice of English language teaching. London/New York.

        ⑥Halliwell, S., & Halliwell, S. (1992). Teaching English in the primary classroom (pp. 130-131). London: Longman.

        ⑦Harmer, J. (1991). The practice of English language teaching. London/New York.

        ⑧Harmer, J. (1991). The practice of English language teaching. London/New York.

        ⑨Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        ⑩Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        B11Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        B12Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        B13Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        B14Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        [Reference]

        [1]Cameron L, 2001. Teaching Languages to Young Learners. Cambridge: CUP.

        [2]Harmer, J. (1991). The practice of English language teaching. London/New York.

        [3]Halliwell, S., & Halliwell, S. (1992). Teaching English in the primary classroom (pp. 130-131). London: Longman.

        [4]Lewis, G. (2007). In Teenagers, Oxford; New York: Oxford University Press.

        (作者單位:廣東外語外貿(mào)大學(xué)南國商學(xué)院,廣東 廣州 515041)

        猜你喜歡
        廣東外語外貿(mào)大學(xué)南國商學(xué)院
        紅豆生南國
        南國神草金不換
        Report on Introduction to art and literature in Renaissance
        巴黎高等商學(xué)院榮登《金融時(shí)報(bào)》歐洲商學(xué)院排名榜首
        My Life as a Waiting Dog
        An Evaluation of Two Pedagogical Applications of Video in an ESP Context
        商學(xué)院撞上新媒體
        南國牡丹
        海峽姐妹(2018年4期)2018-05-19 02:12:37
        紅豆生南國
        歌海(2016年6期)2017-01-10 01:35:46
        Pour une puissance culturelle chinoise
        午夜宅男成人影院香蕉狠狠爱| 亚洲国产精品久久久久秋霞1| 久久88综合| 永久免费在线观看蜜桃视频| 国产一区二区三区视频地址| 久久不见久久见免费影院| 国产精品久久婷婷六月丁香| 91精品综合久久久久m3u8| 国产午夜精品久久精品| 女人高潮久久久叫人喷水| 欧美丰满熟妇aaaaa片| 亚洲精品中文字幕观看| 日本高清不卡二区三区| 国产欧美日韩va另类在线播放| 亚洲18色成人网站www| 亚洲av影院一区二区三区四区| 日韩三级一区二区三区四区 | 亚洲爆乳少妇无码激情| 久久久久久免费播放一级毛片 | 蜜桃传媒免费在线播放| 久久综合国产乱子伦精品免费| 精品国产18禁久久久久久久| av男人操美女一区二区三区| 精品久久有码中文字幕| 男女啪啪永久免费观看网站| 久久免费精品国产72精品剧情| 国产精女同一区二区三区久| 狠狠躁18三区二区一区| 伊人色综合九久久天天蜜桃| 2020最新国产激情| 久久精品国产亚洲av不卡国产 | 国产一区二区三区av在线无码观看| 中文一区二区三区无码视频| 国产一区二区三区成人| 色综合久久精品亚洲国产| 精品人无码一区二区三区| av天堂一区二区三区精品| 在线麻豆精东9制片厂av影现网 | 97cp在线视频免费观看| 熟女人妇交换俱乐部| 四虎影视国产884a精品亚洲|