teacher can also encourage them to learn the language indirectly through problem solving activities and the like.
In learning language, children begin learning simple expressions. Broadly speaking, children learn abstract rules of language from which
they listen, and even they also learn expressions that they have never heard before. It is extremely important that teachers not only get children to learn
language, but they also encourage them to learn it positively. Teaching of English for Children has been of particular concerns. For this reason, in
teaching children English, there are some characteristics of whom presented by Scott and Lisbeth 1992: 38.
Children aged 8-10 are mature enough; They have a particular point of view;
They are able to describe the difference between facts and fictions; They are curious of asking questions;
They believe in what is said and the real world to express and comprehend meaningmessage;
They have distinct opinions about what they like and what they dislike; They are open to what happens in the classroom and begin asking
teachers ’ decision; and
They can cooperate with each other and learn from others.
b. Principles of Teaching English to Children
The comparison of processes and conditions between L1 and L2 learning shows there are certain principles which teachers need to be
aware of and make use of wherever possible. Some of the most important ones are summarized below.
1 Children are excellent observers and have natural ability to grasp meaning in their L1 from a variety of sources: body
language, intonation, gesture, facial expression and the social context as well as language itself. Teachers can help learners draw
on this skill in the L2 by ensuring language use is contextualized and has visual support wherever possible.
2 Children learning their L1 often repeat words and phrases in order to become completely comfortable with their sounds and
meaning. Incorporating repetition, especially with variety, is important but teachers must be guided by the children’s reactions
to know when it is enough. 3 In acquiring their L1, children have spent years honing their
puzzling-out, hypothesis-testing skills. Teachers need to ensure there is enough contextualized, motivating language ‘data’ for
them to work with. 4 Children are skilled at guessing and predicting and teachers can
usefully draw in these skills and the other thought processes. 5 Children like to talk, even if they do not know much language,
often with only two or three words plus key intonation patterns. This is also a useful tactic they can use in L2 development.
Learners should be encouraged to do the same, using whatever
means to get their meaning across. Although this may lead to over- generalizing of rules, grammatical or lexical inaccuracies, teachers
should try to provide opportunities for meaningful communication activities wherever possible.
6 Teachers need to create a balance in their classrooms between providing support and providing a challenge. If all language work
is over-guided then it becomes too easy, safe or repetitive. Similarly, if all work is so challenging, too difficult or threatening,
learners become demotivated. 7 When learning their L1, children seem to be good risk-takers
and experimenters. Their willingness to ‘have a go’ should be encouraged and should not be dampened too much by constant
correction or an overly strict atmosphere Brewster, Ellis, and Girard, 2002: 40
2. The Teaching of Listening Skill a. The Nature of Listening
