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Meaning-Focused Grammar Instruction For Young Learners

Meaning-Focused Grammar Instruction For Young Learners
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
I. Introduction ● Purpose: To create an English grammar textbook for young learners that will help students become aware of how grammar rules are used in context and to help them use language effectively when speaking and writing. ● Rationale: Grammar is best learned when used for meaningful communication. However, current textbooks for young learners in Korea teaches grammar through language drills and decontextualized practice. Without using target grammar in authentic context, grammar learning is meaningless and can be demotivating for young language learners. Therefore, this textbook is designed to help students use English grammar in communication. ● Target learner: Elementary school 6th grade EFL learners ● Proficiency: Studenst’ reading and listening level is 3 (Developing) and speaking and writing level is 2 (Emerging) according to the WIDA Standard. ● Learning context: Private English Institute in Korea Ⅱ. Method. ● Focus on Form Long (1991) refers to Focus on Form as bringing grammar to the attention of language learners as part of communicative language practice. Recent researches on meaningful grammar notice that the necessity of grammar which concentrates on focus on form can be effective when we incorporate attention to form in a meaningful context. Loewen (2005) reported that incidental focus on form helped learners recall targeted linguistic information provided for them. This textbook provides students with activities that will help them notice how grammar is used in passages and encourages students to practice using the grammar in their speaking and writing. Ⅲ. Expected outcome ● Students will become aware of English grammar by seeing how the language works in context. ● Students will be given the opportunity to use the target grammar with communication for meaningful communication. ● Students will be able to increase their motivation in learning English by engaging in various meaning-focused activities. References Long, M. (1991). ‘Focus on form: A design feature in language teaching methodology’ in K. De Bot, R. Ginsberg, and C. Kramsch (eds.), Foreign language research in cross- cultural perspective. Amsterdam: John Benjamins, 39-52. Loewen, S. (2005). Incidental focus on form and second language learnig. Stusdies in Second Lanuage Acquisition 27(3), 361-386.
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