สมัครเข้าร่วมโครงการ English We Canและได้รับประโยชน์มากมายจาการเรียนออนไลน์ค่ะนี่ก็บทที่ 2 แล้วค่ะ ได้นำความรู้ที่ได้ไปแลกเปลี่ยนกับเพื่อน ๆ ทั้งที่เรียนด้วยกัน และเพื่อนครูในโรงเรียนจึงเกิดความคิดที่ว่าน่าจะนำมาลงไว้ในบล็อค เผื่อจะมีประโยชน์ต่อเพื่อน ๆ ที่เข้ามาอ่านบ้าง ไม่มากก็น้อยค่ะ

Question: How useful arethe terms ofgrammar terminologyfor primary learners?

Teaching English in primary school is similar in some ways to teaching your own children to speak their native language. You don't normally start by discussing grammar terminology. You just talk with them naturally. This allows them to feel comfortable enough to speak, enabling them to learn the language automatically and without difficulty. Over time, you’ll find that the children will feel free to speak, and can use their own language perfectly.

Primary learners of a second language like English tend to learn best through a similar process of immersion. They absorb language quickly by listening, repeating and eventually forming their own sentences, rather than trying to remember complex grammar rules. So, even though grammar terminology is important, the first step is to allow young children to learn by listening, reading, speaking and writing, and then progressing to other skills. When students can use English in their daily life, then it is time for the teacher to provide more information about grammar terminology, which really just describes what the children are already doing naturally. Personally, I believe that using this method of teaching is a lot easier and more effective than starting with grammar terminology right away.

Question: Do learners need to know what parts of the sentence are called?

I don’t think so, at least not initially. For primary learners, it is less important to remember the names of parts of a sentence than to actually start speaking and writing.

So, how should we teach young learners then? The techniques I find most effective in class tend to be active and engaging. They include using games, songs, storytelling, pictures, and short paragraphs to create suitable activities for the students, and controlling the activity by object learning. I write a lesson plan in order to have a clear set of steps towards a particular learning objective. Additionally, I make sure to encourage learners so they feel willing to participate in class, learn the subject matter, discuss any issues raised, and conclude the activities after learning .

I repeat this cycle of learning again and again. I try calling out parts of the sentence's name without telling them to repeat, but using the elicitation technique to get the answer. I find that, over time, students learn automatically about parts of sentences. In my experience, the most important thing for young learners is not so much knowing grammar terminology, but how to use the language to communicate effectively and correctly. Once this is achieved, it is easy to give students the terminology to describe what they are already doing.