This document discusses teaching grammar to young language learners. It argues that grammar is important for communication but should be taught in a simple way using short conversations. It provides principles for learning-centered grammar teaching, such as introducing grammar implicitly through classroom language and conversations rather than explicit instruction. Techniques include noticing activities, information gap activities, drills, and introducing metalanguage through explanation rather than technical terms. The overall message is that developing grammar skills in a new language is complex, so instruction for young learners should keep explanations simple.

1. • Azza Maulida
• Elok Arina Yunita
• Evi Astuti
• Fadkhuli Muthmainnah
• Inayah Fajrianti
• Isna Rafika Dewi
• Lita Nurfiana
• Noraini Mustofiah

2. 5.1 A Place for Grammar
Grammar is closely tied into meaning and
use of language and is inter-connected in
vocabulary. However, Grammar also
important for young learners. But we can
make it easy to learn, such as talk to them
with short converstion.
We will then see how some current
methods of helping learners develop their
Grammar can be adpated for younger
learner.

3. Several starting points for thinking about
grammar and young learner :
•Grammar is necessary to express precise
meanings in the discourse;
•Grammar ties closely into vocabulary in
learning and using the foreign language;
•Grammar learning can evolve from the
learning of chunks of language;
•Talking about something meaningful with
the child can be a useful way to introduce
new grammar;
•Grammar can be thaught without technical
labels, (e.g. ‘intensifying adverb’).

4. 5.2 Different meanings of ‘grammar’
 The grammar of language
The language is constanty changing it’s dynamic.
In contact with teenagers and listen how they
talk to another
 Theoretical and pedagogic grammars
Are explicit description of patterns or rule
language, presented in ways than are hopeful to
teacher and learners
 Internal grammars
Every learners internal grammar is different
from every others because each has a unique
learning experience. Internal grammar is
sometimes referred to as interlanguage or as
linguistic competence

5. 5.3 Developing of the internal grammar
 From words to grammar
Learners seem to use words or chunks strung
together to get their meanings across, with
little attention paid to grammar that would fit
the words or chunks together in conventional
patterns
 Learning through hypothesis testing
Errors in language use can often act as a
window on to the developing internal grammar
of the learners, and are signals of growth.
 Influence of the first language
It will be apparent that constructing
hypothesis about the foreign language is much
more difficult than for the first language,
simply because the learner has relatively little
amounts of data to work on.

6. 5.4 Learning centred approuch to teaching
grammar
 Young learner that sweep through foreign
language teaching.
 The nation that the most important part of the
language is its grammar
 Grammar rules are introduced one by one
explicit to the learners .
 For teach the language
 In CLT method student listen to commands in
the foreign language and respont only through
movement and action.
proceduralizing
 Pattern or structures
structuring
noticing

7. 5.5 Principle for learning-centred grammar
teaching
 The need for grammar
Grammatical accuracy and precision matter for
meaning
 Potential conflict between meaning and
grammar
If learners attention is directed expressing
meaning, they may negles attention to accuracy
and precision
 Importane of attention in the laerning
process
Noticing as aspect of form is the first stage of
learning it

8.  Learning grammar as the development
of internal grammar
Grammar learning can work out wards from
participation in discourse, from
vocabulary
 The role of explicit teaching of
grammar rule
Teaching grammar explicit requires the
learner to think about language in very
abstract, formal ways that some enjoy
and some find difficult

9. 5.5 Teaching techniques for supporting
grammar learning
1. Working from discourse to grammar
a. By the language of classroom management
When children begin learning english, some
very simple phrases for classroom
management can be introduce
a. By talking with children
For example
Children : My mom hospital
Teacher : Oh, your mom’s in hospital, why?
2. Guided noticing activities
a. By listen and notice
Pupil listen to sentences or to connected
piece or talk
a. By presentation of new language with puppets
the teacher can construct a dialogue with a
story-line

10. 3. Language practice activities that over
structuring opportunities
a. By questionnaires, surveys and quizzes
Eg. Children are asked to interview their
friend to fond out their favorite food
a. Information gap activities
b. Helping hand
Children may give 2 or 3 sentences about
activities at home
a. Drills and chants
4. Proceduralising activities
• Polar animal description re-visited
• Dictogloss
a. Introducing metalanguage
a. Explit teaching talk
Here is a teacher doing some metalanguage
work with 11 y.o pupils on plular form in english
• Cloze activities for word class
usually in the closing activities we use a song
or poem

11. 5.7 Summary
 Developing the grammar of a foreign
language is along and complicatedprocess.
 Grammar does have a place in young learner
classrooms.
 To teach this well requires considerable
knowledge and teaching skills