Children's English teaching is not just language teaching. When we teach English to children and adolescents aged 5 to 12, we must give full consideration to such factors as the social, cognitive and linguistic level of development of this group. From the study of children's growth and the development of children's first and second languages, it is found that there are certain rules and some crucial factors in the development process. Therefore, when teaching children English, these factors must always be in mind. Some of the principles in this article may be just common sense, or have been practiced by some teachers in the classroom. Well, it also shows that these principles are not neglected in children's English teaching. Kunshan children English
First, from the children themselves have all kinds of ability to start
The abilities that children have before they begin to learn English are often overlooked or underestimated. In fact, they already have some life experience, have their own world, are good at understanding things around them in their own way, and have learned at least one language. In addition, their motivation to learn is usually high. The level of children's cognitive development depends not only on their age but also on the external stimuli that support and stimulate this development. When children's potential and existing abilities are neglected and they are only treated as "empty cans," a plight of English teaching for children arises. The reason for this teaching dilemma lies in the fact that the design tasks or activities only proceed from an adult point of view and do not reflect the child's world. This situation makes children unable to access these tasks and activities, but does not mean that they can not complete such activities. The challenge for teachers then lies in having to walk into the children's world and design the tasks and activities that suit them. Gardner believes that people have seven different or interdigitated intelligences, namely: linguistic intelligence, mathematical logic intelligence, visual / spatial intelligence, musical intelligence, physical movement intelligence, interpersonal intelligence and self-intelligence. Therefore, the design of children's English classroom activities must take full account of each child's intelligence advantages, so that each child can fully participate in and continue to progress. In addition to intellectual factors, teaching materials and supporting materials for children's English teaching must be appropriately balanced in terms of vision, hearing and kinesthetic so that children with different advantages have the opportunity to show their talents. Due to children's cognitive limitations, they may not yet realize that language is a system. Therefore, English classroom teaching needs the help of topics to form the language environment of the target language. These topics should be meaningful, interesting and engaging, and must also be within the child's life experience and mindset.
Second, encourage mutual aid
Learning is an interactive process. When it comes to the general development of children, Piaget believes that the quality and quantity of social interactions that children receive will greatly affect his own growth and development. Vygotsky's zpd: zoneofproximaldevelopment also emphasizes high-quality, interactive interactions such as adult-led interactions or interactions with their own peers. Bruner compared this zpd theory to "scaffolding," suggesting that children's guidance and help are as essential as scaffolding in building their own knowledge and abilities. Halliday also supports the concept of interaction, he said: "The study of mother tongue and second and third languages is a cognitive process, but also an interactive process, and its manifestation is the continuous communication between self and others." Language teaching law will understand and transmit information as its core idea, its importance even exceeds the accuracy of the language.
Third, to support a variety of understanding and discussion of meaning and collaborative conversation
The meaning of language is not constant. We are constantly re-understanding and updating the meaning of language in our interactions with others. Vygotski had proposed "cultural toolbox." He believes that the concept and meaning of a child's acquired mother tongue comes from his own culture. Differences in cultural backgrounds result in differences in linguistic meanings. Wells believes that collaborative conversations can help children gain the meaning of language and reach a common understanding. Fisher also stressed the importance of conversations in the development of human mind. This is echoing Vygotsky's other point of view: the process of turning thinking into language is very important to stimulating overall development. "The structure of his knowledge can only be renewed through the interaction of knowledge provided by a variety of vehicles (such as observing, listening, reading or using references) with the understanding of the student's language." The importance of negotiating and collaborating on the meaning of language The principle should be fully reflected in the real life-related tasks and activities advocated by communicative language teaching. In this real activity, students exchange ideas, solve practical problems and reach a common understanding. Obviously, all students need to think. Exchanging ideas is not just an expression of objective facts; a collaborative conversation should have real meaning, which motivates the participant's conversation.
Fourth, let the children become active participants in the learning process
Learning is a positive cognitive development process. Children should no longer be treated as "empty jars" of waiting to be filled, but rather as active explorers of language and thinking. As mentioned above, children have multiple abilities, all of which form the cornerstone of a new capacity building. Constructivism is argued by Barnes in the following way: "Each of us must strive to achieve our learning goals by constantly understanding our surroundings and actively building our own world." Foster believes that focusing on children's problem-solving activities enables them Actively participate in and explore the meaning and answer of language. For children who can actively participate in the learning process from a cognitive perspective, they need challenges and adventures. If given the task or activity is not necessarily challenging or adventurous, the child will never be independent, and sometimes even stagnation, loss of motivation to learn. However, these challenges must also be properly supported by teachers or classmates. At the same time, the new knowledge that is proposed by the zpd theory must be within the area close to the level of children's development, that is, the "recent development zone." The importance of active participation in this learning process in second language learning is self-evident. "Task-centered teaching thought regards the learning process as the process of" learning from doing "- the development and formation of the student language system is mainly achieved by actual participation."
Fifth, according to zpd theory of new knowledge input positioning
Krashen uses "input + 1" as a key factor in the learning process. As new input of knowledge or information remains understandable or approachable, the "difference" between the original knowledge level and the input knowledge level further stimulates the student's linguistic development. This coincided with Vygotsky's zpd theory and Bruna's "scaffolding" theory coincide, that is, adults or their peers at the appropriate level beyond the child's existing level of knowledge given by the support and guidance is the child Director and the core of development. But in many cases, whether adults or children learn languages, they are inculcated with simplistic language at the level of their existing language rather than with new languages in a broader language context. This principle is in fact linked to the importance of challenge and adventure. If the input of language is always maintained at the student's current language level, students will not be challenged and adventurous, leaving behind the necessary conditions for successful language learning.
VI, the language should be complete form
For years, people have been teaching students little by little to separate the language into separate units - traditionally structural units or grammatical units. The students then spell these intermittent fragments together like a puzzle to understand the language. However, it is not such a process for children to learn their mother tongue. They are exposed in a vast language environment, absorbing and using the complete language, and gradually understanding their structure and grammar in a deeper subconscious. Lewis advocates that foreign language teaching should be based on "multiple lexemes or complete languages" to develop students' ability to successfully use the complete language (paragraphs). Tough (brumfit) also talked about the role of "systematic language" in class teaching. In his opinion, teachers should always replace some of the lexical forms used by children in conversation, as the mother is at home, to form a new, complete language. Unfortunately, the language that most adults and children touch and practice in class learning is limited to "already digested" sentence levels. However, I think teachers should not simplify the learning process in this way, but should expose students to more complex linguistic environments by embodying the structured learning path. Students can adapt to this learning method regardless of their learning style, preferences, abilities, levels of general development and level of language development. In children's English teaching, teachers can use more stories, songs and skits so that children can access and learn the complete language in an understandable and meaningful language environment.
VII. Design practical and targeted activities in a clear and familiar environment
Children do not choose a language environment when learning a first language, and learning a language is only part of his everyday life. They use the old knowledge to understand new linguistic phenomena, establish unknown from known, and constantly adjust their way of thinking by "absorbing or assimilating new knowledge." Likewise, in the English classroom, children need a clear and familiar locale to conduct meaningful and well-marked activities. They need to know why they should do something, and the reason for them should be understandable. Then, teachers should keep close to their children and gradually explore their children's interest and understanding, and select the appropriate topics and tasks in turn.
Eight, to help children gradually independent and independent learning
Children rely on teachers is a very natural thing. However, if you want your child to become an active participant in the learning process and have your own understanding, classroom activities must be designed to foster student independence. In the children's English class, two-stage or group activities, as well as the use of dictionaries and reference materials, can help to do this.
Nine, to create a relaxed, enjoyable and supportive learning environment
Children need a sense of security, the right place and a delightful study. To create a positive learning environment for children, there are several factors to be aware of: keeping all children child-friendly; supporting challenging activities and adventures; engaging topics that are interesting and relevant to students' lives; activities that are meaningful and objective Clear; applaud the student properly at any time; discipline is strict and fair. Such an environment not only has a positive positive impact on language learning, it also helps to train children to tolerate the quality of others.
Ten, the test should be consistent with the way of learning
If we take the above nine as the key to successful learning, these principles should be reflected in the testing and evaluation. This is also the supplement and improvement of these principles. Unfortunately, this is not the case. Many language learning planning and development did not consider the testing process.
