NAME : RAHAYU INDRA

NPM : 20040015

English for Young Learners

Ways of motivating EFL/ESL students in the classroom

The word "motivation" is typically defined as the forces that account for the arou
sal, selection, direction, and continuation of behaviour. Actually, it is often used to descr
ibe certain sorts of behaviour. Motivation can be defined as a concept used to describe t
he factors within an individual which arouse, maintain and channel behaviour towards a
goal. Another way to say this is that motivation is goal-directed behaviour.

1) - “Pair work” or “Group work”

One of the successful ways, if the teacher is resourceful and skilful enough, to motiva
te his/her students to participate in the lesson is to use “pair work” or “Group work”
appropriately.
Language is best learned through the close collaboration and communication among st
udents. This type of collaboration results in benefits for all or both learners. In fact, lear
ners can help each other while working on different types of tasks such as writing dialog
ues, interviews, drawing pictures and making comments about them, play roles, etc

2) The seating of the students

The way the students are seated in the classroom will often determine the dyna
mics of the lesson. Indeed, a simple change in the seating pattern can make an incredibl
e difference to group coherence and student satisfaction, and I’ve seen many other cas
es where seating has been a crucial element in the success or failure of the lesson.
The seating pattern you use may, in some cases, not be fully under your control – if for e
xample the desks are fixed to the ground or the school has strict rules about not moving
the furniture. Student numbers are also going to be an issue.

3) The Error Correction

It is always asked whether we should correct all students’ errors, whenever the
y occur. The reasonable answer is that if we stop at every single error and treat it with n
o room for errors to take place, this will lead to a gap of communication and students wi
ll be too much afraid of making mistakes. Hence, due to being too much obsessed with
making errors, students will be too much reluctant to participate.
Thus, Teachers should be aware of when to correct errors and how to do that without an
y hurt and humiliation. In a learner- centered classroom, it should be better to correct er
rors, which students make unconsciously, whenever there is a gap of communication or
when not treating the error will result in a misunderstanding of the idea expressed.

4) Role play

This is another technique to vary the pace the lesson and to respond to the funda
mental notion of variety in teaching. Teachers are advised to use the role- play activity i
n order to motivate their students and to help the less motivated learners take part in th
e lesson. Besides, certain tasks in the student’s book are followed by a role- play activit
y where it becomes a necessity to undergo such an activity. As good examples of that we
can state: the hide (item) and guessing game, dramatizing an interview of customer and
shop assistant, doctor and patient conversation, etc

5) Using realia, flash cards, Stories and songs in teaching

Realia and flash cards are considered as important tools in teaching especially a f
oreign language, since they play the role of a facilitator in teaching new vocabularies su
ch as fruits, vegetables, clothes items, etc. Besides, they are very helpful in drawing espe
cially beginners’ attention to follow and match new words to items. In addition, realia i
s an authentic material that helps the teacher to overcome classroom artificiality.
6) Using audio visual material: cassette player, video, computer.

Since our schools are equipped with various audio visual materials such as casse
tte recorders, videos, computers, projectors, magic boards and many others, teachers s
hould use these materials when teaching. Indeed, they should include the appropriate
material to use while planning their lessons. For instance, we should include a cassette
player in a lesson based on listening, while we need to include a computer in any e-lesso
n or a lesson about designing a website or an internet page about your school. Whereas,
we can use an overhead projector in presenting writing drafts for classroom correction o
r to read.

7) Using the L1 in the EFL/ ESL classroom

Should we or shouldn’t we use the students’ first language in the classroom?

This is one of the questions which most divides EFL/ESL teachers, whether they are for it
or against it.
The main argument against the use of the in language teaching is that students will bec
ome dependent on it, and not even try to understand meaning from context and explan
ation, or express what they want to say within their limited command of the target lang
uage.

How ESL and EFL classrooms differ

An ESL classroom is in a country where English is the dominant language. The stud
ents are immigrants or visitors. The class is usually of mixed nationalities, so student
s don’t share a native language or a common culture. Outside the classroom, stude
nts have a specific, practical need for English, and ample opportunity to use it. Stud
ents have extensive daily exposure to English-speaking culture, although their under
standing may be limited by their language skills.
An EFL classroom is in a country where English is not the dominant language. Stude
nts share the same language and culture. The teacher may be the only native Englis
h speaker they have exposure to. Outside of the classroom students have very few o
pportunities to use English. For some, learning English may not have any obvious pr
actical benefit. Students have limited exposure to English-speaking culture, most of
ten through a distorted lens like TV or music.

Definition of English as a Second Language (E

SL)
English as a Second Language (ESL or TESL) is a traditional term for t
he use or study of the English language by non-native speakers in an Englis
h-speaking environment (it is also known as English for speakers of other l
anguages.) That environment may be a country in which English is the mot
her tongue (e.g., Australia, the U.S.) or one in which English has an establis
hed role (e.g., India, Nigeria). Also known as English for speakers of other l
anguages.
 Observation
"Basically, we can divide up countries according to whether they have Eng
lish as a native language, English as a second language, or English as a fo
reign language. The first category is self-explanatory. The difference betwe
en English as a foreign language and English as a second language is that i
n the latter instance only, English has actual assigned communicative stat
us within the country. All told, there is a total of 75 territories where Englis
h has a special place in society. [Braj] Kachru has divided the English-spea
king countries of the world into three broad types, which he symbolizes by
placing them in three concentric rings.

Characteristics of Young Learners

For the successful teaching of English in primary schools, above all, it is essential
for the teacher to understand the young learners’ characteristics, instincts, and
interests in their cognitive, linguistic, and emotional aspects, because this will pl
ay a crucial role in how the teacher builds a lesson, how he or she can make sure
that the young learners are fully involved in the learning process, how he or she a
chieves the objectives of a lesson, and how they respond. In this respect, these li
nes, in the first place, get the English teacher not only to understand general cha
racteristics of the young learners, but also to recognize the qualifications as a pri
mary English teacher. Secondly, the goals, the contents, and the syllabuses of pri
mary English teaching are roughly discussed in terms of the English curriculum i
n primary schools. And finally, as the main topic of this paper, how to build a less
on for primary English teaching is more specifically discussed, in terms of teachi
ng procedures including its key stages and their sub stages, the learners’ intera
ctions and activities at each stage, and teaching skills and techniques at each su
b stage, and so on.

Teaching Vocabulary to Young Learners

Children are clearly capable of learning foreign language words through partici
pating in the discourse of classroom activities; thus, vocabulary teaching has a
centre stage in foreign language teaching. Besides, although opinions differ in
how much grammar can be taught, vocabulary learning can be a stepping stone
to learning and using grammar.
Very young children learn vocabulary items related to the different concepts the
y are learning. When children learn numbers or colours in their native language, t
hey are adding concepts as well as vocabulary items.

When vocabulary items are taught before an activity, the students may benefit fr
om it in two ways:

1. It helps them comprehend the activity better.

[Link] is more likely that they acquire the target vocabulary words.