The Characteristics of Very Young Language Learners
c. Their understanding comes not just from explanation but also from what they
see and hear, d.
They generally display an enthusiasm for learning and a curiosity about the world around them,
e. They have a need for individual attention and approval from the teacher,
f. 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 and g.
They have limited attention span. Unless activities are engaging, they can easily get bored losing interest after ten minutes or so.
Scott and Ytreberg 1990:5 propose some principles concerning teaching foreign language to children. The first principle is that words are not enough.
Teachers should not rely on the spoken words only. They need to have plenty of objects and pictures to work with and to make full use of the school and
surrounding. Teachers also need to prepare activities which include movement, and involve the sense because appealing to senses will always help children to
learn. The second principle is play with the language. Playing with the language
is very common in first language development and is a very natural stage in the first stages of foreign language learning too. Teaching should let the learners talk
to themselves, talk nonsense, have experiment with words and sounds, make up rhymes, sing songs, and tell stories also work fine for foreign language teaching
and learning. The third principle is that language as language. Most eight to ten years
old have awareness in their own language. The spoken word is often accompanied by other clues to meaning–facial expression, movement, etc.
The fourth principle is variety in the classroom. Since concentration and attention spans are short, variety is a must. The varieties can be in form of
activities, paces, organization and of voice varieties. The fifth principle is routines. Teachers should use both familiar situation
and familiar activities. Children benefit from knowing the rules and being familiar with the situation. Teachers may repeat stories, rhymes, etc.
The sixth principle is cooperation not competition. Teachers should avoid rewards and prizes. Other forms of encouragement are much more effective.
Teachers should group the children together whenever possible. It is because most children like to have other children around them, and sitting with others
encourages cooperation. The next principle is grammar. Teachers should only include the barest
minimum of grammar taught as grammar. Children may be very aware and clear about foreign language, but they are not usually mature enough to talk about
grammar rules. How good children are in foreign language is not dependent on whether they have learnt the grammar rules or not.
The last principle is assessment. Even though formal assessment may not be compulsory part of teachers’ work, but it is always useful for them to make
notes about each child’s progress. For the beginning teachers may stress the positive side of things and playing down what the pupil has not been able to
master.
In the learning process, children will need some helps. Teachers must understand well how they can help their pupils. Moon 2000:78 summarizes
some different types of support which teachers can use to help their pupils