TEACHING GRAMMAR TO YOUNG LEARNERS USING INTERACTIVE WHITEBOARD final

MASARYK UNIVERSITY IN BRNO
FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

TEACHING GRAMMAR TO YOUNG
LEARNERS USING INTERACTIVE
WHITEBOARD

MASTER THESIS

BRNO 2012

Supervisor: Mgr. Ivana Hrozková

Written by: Alexandra Povjakalová


Acknowledgement
I would like to express my thanks to Mrs. Mgr. Ivana Hrozková for her helpful comments and
encouragement.
2


Declaration

I hereby declare that this diploma thesis was done by my own and I used only the materials
that are stated in bibliography.
I agree with the placing of this thesis in the Masaryk University Brno Information system, in
the library of the Department of English Language and Literature and with the access for
studying purposes.

In Brno ............................................

........................................................
Alexandra Povjakalová
3


Bibliography
POVJAKALOVÁ, Alexandra. Teaching Grammar to Young Learners using Interactive
Whiteboard; diploma thesis. Brno: Masaryk University, Faculty of education, Department of
English Language and Literature, 2012. 82 pages, the supervisor is Mgr. Ivana Hrozková.

Resume
The main aim of my thesis “Teaching Grammar to Young Learners using Interactive
Whiteboard” is to design teaching objects for Interactive Whiteboard to teach English
grammar in the 5th grade of primary school and to find out, based on practical examination in
lessons, how this technical tool helps learners in the complex process of education.

The thesis is divided into theoretical and practical part. The theoretical part deals with
the theory of motivation and its role in education, the use of modern technology in today’s
school. This section is also dedicated to the characteristics of young learners, learning styles,
key competencies and expected outcomes in teaching English grammar at primary school,
aspects that are important theoretical basics for the practical part of my thesis. In the practical
part I conducted a market research on the availability of materials for teaching English using
Interactive Whiteboard. On its basis I did a questionnaire survey at schools. The main part
I dedicated to teaching objects that I designed and then applied in lessons. Finally I stated the
criteria for designing teaching objects which I reached when designing the objects and in their
actual use in lessons.

Keywords

motivation, interactive whiteboard, young learners, grammar, grammar teaching, learning
styles, market research, school survey, teaching object, designed material, key competencies

4


Resume
Hlavním cílem mé diplomové práce “Teaching Grammar to Young Learners using
Interactive Whiteboard” je vytvoření výukových objektů pro práci s interaktivní tabulí
k výuce anglické gramatiky v 5. ročníku základní školy a na základě praktického ověřování
ve výuce zjistit, jak tato technická pomůcka pomáhá žákům v komplexním procesu
vzdělávání.
Práce je rozdělena na teoretickou a praktickou část. V teoretické části se zabývám
teorií motivace a její roli v procesu vzdělávání, využití moderní technologie v dnešní škole.
V této části se dále věnuji charakteristice mladších žáků, učebním stylům, klíčovým
kompetencím a očekávaným výstupům v oblasti výuky anglické gramatiky na prvním stupni
základní školy, tedy aspektům, které jsou důležitými teoretickými východisky pro praktickou
část mé práce. V praktické části jsem provedla průzkum trhu týkající se dostupnosti
výukových materialů pro výuku anglického jazyka a následný dotazníkový průzkum
na školách. Hlavní součástí praktické části práce jsou výukové objekty, které jsem vytvořila
a následně aplikovala v hodinách. V závěru jsem uvedla kritéria pro tvorbu výukových
objektů, ke kterým jsem dospěla při vlastní tvorbě materiálů a jejich použití v hodinách.

Klíčová slova
motivace, interaktivní tabule, mladší žáci, gramatika, výuka gramatiky, učební styly, průzkum
trhu, školní průzkum, výukový objekt, vytvořený materiál, klíčové kompetence

5

Content

Introduction ...................................................................................................................... 8
I
1

2

3

Motivating learners to learn ............................................................................................. 10
1.1

Role of motivation in terms of educational psychology ............................................ 11

1.2

Factors influencing motivation .................................................................................. 12

Interactive teaching .......................................................................................................... 14
2.1

What interactive teaching means ............................................................................... 14

2.2

What supports interactive teaching............................................................................ 15

2.3

Using technology in a classroom – Interactive Whiteboards .................................... 15

2.4

Advantages and disadvantages of Interactive Whiteboards ...................................... 17

Learning styles ................................................................................................................. 19
3.1

4

Theoretical part .......................................................................................................... 10

How can Interactive Whiteboard help? ..................................................................... 20

Teaching grammar to young learners ............................................................................... 21
4.1

Young learners ........................................................................................................... 21

4.2 What is grammar ........................................................................................................... 23
4.3

The role of grammar in teaching young learners ....................................................... 23

4.4

Ways of teaching grammar ........................................................................................ 24

4.5 Stages in teaching grammar .......................................................................................... 24
5

Grammar structures in primary teaching .......................................................................... 26
5.1

Framework Educational Programme ......................................................................... 26

5.2

Expected outcomes according to the Framework Educational Programme .............. 28

II Practical part .............................................................................................................. 29
6

Market research ................................................................................................................ 29

7

School survey on using IWBs .......................................................................................... 32

8

7.1

Questionnaire ............................................................................................................. 32

7.2

Questionnaire summary ............................................................................................. 43

Grammar in 5th grade of primary school ......................................................................... 44
8.1

Designing teaching objects ........................................................................................ 44

8.2

Designed materials in use .......................................................................................... 46

8.3

Evaluation of the lessons ........................................................................................... 64
6


8.4

Criteria for designing interactive teaching materials ................................................. 66

Conclusion ....................................................................................................................... 71
Bibliography ................................................................................................................... 72
Appendix ......................................................................................................................... 74

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Introduction
Teaching, its methods and forms got through many innovative changes during a period
of several years. Mass development of information and communication technologies, new

education programmes, multimedia technology and especially Interactive Whiteboards allow
teachers to improve English language teaching. Teachers have amazing tool to make their
teaching more motivational, funnier and effective.

I worked out my thesis by drawing on the teaching methods and forms that lead pupils
to achieve learning outcomes and to the creation of key competencies in accordance with the
Framework Educational Programme. The methods that I have chosen correspond with the
style of my work and level of teaching experience and knowledge that I have reached in my
experience. From pupils’ perspective I put emphasis on the methods to be interesting, fun and
motivating. I tried to choose methods so that pupils’ skills and knowledge are related to their
practical life.

If we design teaching materials for the age group of young learners, we have to take
into account the many factors that I mentioned in the theoretical part of my thesis. The
Interactive Whiteboard is undouptedly excellent technical tool, but it cannot work alone
without teacher and quality preparation. If we want to design educational material that works
and pupils get the most out of it in terms of skills and knowledge, we must take into account
these aspects. One of them is motivation which I gave a lot of attention in my thesis, because
it is one of the most important driving forces in the lerning process. I outlined the factors that
increase motivation and I followed by technical tools which are for pupils, in today’s world
technology, very motivating and natural to use. The Interactive Whiteboard is one of the most
modern teachers’ tools in education. Its use has both advantages and disadvantages to which I
pointed out. Another unforgettable factor is a learning style that pupil prefers. Learning styles
play a big role in the learning process in view of the fact that pupils are different and prefer
different approaches. Based on these finding, I also tried to design my teaching objects to suit
pupils with different learning styles. Further I devote to the characteristics of young learners,
the issue of grammar and its role in teaching young learners.

In today’s school the

8


importance is placed on the Framework Educational Programme. Therefore I proceeded from
the key competencies and expected outcomes that are enshrined in this document.

In i crucial part of my thesis, the practical part, I conducted market research. I focused
on interactive educational materials for teaching English in primary school available. Based
on the results of the survey I conducted a questionnaire survey in schools on Interactive
Whiteboards and interactive educational materials, where I also determined what of the
materials available on the market are actually used at schools. Then I designed teaching
objects for teaching English grammar to young learners, which I verified in practice and made
reflection of the lessons. Finally I outlined the criteria that should be accomplished in
designing teaching materials, so as to be most effective.

9


I

Theoretical part

1

Motivating learners to learn

“You were not born a winner, and you were not born a loser.
You are what you make yourself be.”
Lou Holtz

From a pedagogical point of view, according to Hanuš and Chytilová, motivating
learners in education is considered to be one of the most important fields. Pupil´s success in
the educational process is not determined only by his innate abilities but also by other stimuli.
The task of the teacher is to support and develop these impulses. Motivation is one of these
stimuli. Motivation helps to develop pupils positively. Suitable motivational activities of
teachers can raise and maintain pupil´s interest in learning, particular subject or other learning
activities. (Hanuš, R., Chytilová, L. ,2009)
The word motivation can be explained in this way: “The word motivation comes from
the Latin word ‘moveers’ which to move. Motivation is the energizing force that directs and
controls our behaviour towards the achievement of our goals. It refers to those factors, which
increase the vigour of an individuals’ activity. It energizes the person, prompts and compels
him to act and behave in particular way so as to satisfy his needs. In education, motivation is
arousal of interest in learning and is required for effective management of the learning
process.” (Available on World Wide Web: <

http://59.163.61.3:8080/GRATEST/

SHOWTEXFILE. do?page_id=user_image&user_image_id=827>)
In pedagogical activities motivation has an irreplaceable and indispensable role.
Motivated child explores the world, asks the questions, disarrange what he can only to
discover how it is.

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1.1 Role of motivation in terms of educational psychology
Skalková in her book Obecná didaktika deals with the theories of motivation. I agree
with her theories that teachers use motivation to lead pupils to the chosen target. If teacher
motivates pupils inappropriately, their relation to school and also to particular subjects has a
negative effect on their positive relation to learning. It often causes pupils´ lack of interest in

given subject. Pupils in the beginning of their education look forward to school. Pupils who
are getting ready for school are motivated by the vision of school, where they will learn how
to write, read, count, paint, find out many interesting things in particular subjects. But it may
happen that due to the inappropriate motivating activities of some teachers the opposite can
occur, a pupil is afraid of school.
Skalková states that in teaching terms it is very important to divide the primary and
secondary motivation. Primary motivation is based on the natural pupils´ needs. All children
are naturally inquiring and try to learn everything new. If we set pupil a task or if he tries to
learn something new, we get to know that energy inherent in every human inspires effort to
perform the tasks and discover them. (Skalková, J. 2008)
Secondary motivation encourages a pupil up to achieve something. Motivational
factor in this respect is a good mark or teacher praise. Punishment or prohibition can also be
good secondary motivational factors. Teachers can very well affect secondary motivation
either positively or negatively. (Skalková, J. 2008)
In the learning process, both primary and secondary motivation motives shade into
each other. Primary motivation works in close conjunction with secondary motivation in view
of the fact that pupils in learning process have to learn also what does not arouse their natural
interest. In these cases it depends on the teacher and motivational activities that he choose, the
way that he choose to achieve the goals so that the curriculum is meaningful for children. I
also agree with the opinion of Starý, who says that it is important for teacher to be aware of
the real function of motivation. If he teaches young children he has to use immediate
motivation, can take advantage of an interesting game, use an interesting pictures, praise or
change activity. This kind of motivation enables teacher to achieve the goals better and
increase children´s interest in learning. (Starý, K. A kol., 2008)

11


Document Interactive Whiteboards and Learning states that “another types of
motivation are intrinsic and extrinsic motivation. Motivation in the context of the classroom is

measured by a student´s drive to participate in the learning process. Although students may
be equally motivated to perform a task, the sources of their motivation may differ. Some
students are intrinsically motivated do learn because they are driven to understand through
reflection and enjoy participating in learning activities. Others are extrinsically motivated by
enticements, rewards or teacher-defined objectives.”(Available on World Wide Web:
< />paper.pdf>)

1.2 Factors influencing motivation
The teachers’ task is to increase the motivation of learners that they already bring into
the learning process. Motivational factors, which should always be in the spotlight when
teachers prepare their lessons, Petty1 states in his book Teaching Today.
These are the factors:


Fantasy

Lessons should be variable and enjoyable and teachers should:
-

give sufficient space for pupils´ activities, that should be funny.

-

direct learning so that it is related to pupils´ real life.

-

use personal dimension.

-

give pupils opportunities for expressing themselves and their creativity.

-

give pupils opportunities to become enthusiastic about the subject.

-

be mindful of having a good relationship with pupils.



Appreciation

-

Pupils´ effort should be often appreciated in the form of marks, praises,
encouragement etc.

-

Success should be appreciated only when it is achieved.

1

Petty, G.: Moderní vyučování, Portál, 2006. According to Hanuš, R., Chytilová, L.: Zážitkově pedagogické
učení, Praha: Grada, 2009.

12



Goals

Teachers should:
-

place demands on pupils so that they can achieve the goals.

-

set goals so that pupils do not lose the desire to reach the goals.

-

motivate pupils by unpleasant consequences if they do not learn.

-

assign individual targets and praise pupils when they accomplish them.

-

encourage pupils to take responsibility for their own learning



Success

-

Teachers should keep in mind that the level and pace of work have to be suitable for
all pupils of different abilities.

-

Each pupil should have such a work programme so that it corresponds with his
abilities, current knowledge and experience.



Sense

-

Pupils should understand the personal benefits that learning brings.

-

Pupils should be aware of the importance of learning for their success in life.

-

Teachers should sell what they teach.

Pupils’ creativity, development of key competencies and motivation are in the educationa
process positively affected by the factors mentioned above. (Hanuš, R., Chytilová, L., 2009)

The British Educational Communications and Technology Agency (Becta) in its ICT
Research refers to the fact, that the right choice of teaching method significantly contributes
to increase pupils´ motivation, development of key competencies and pupils´ creativity.
Interactive Whiteboard (IWB) is one of the means and teachers’ tools that can motivate pupils
in learning. Increasing motivation is one of the most important benefits that using IWBs
brings. Reasons for this are:
-

things that pupils love like videos and websites can be easily integrated into
lessons

-

the high level of pupils involvement in lesson – pupils love being physically in
touch with the board , manipulating texts and images
13


To enable pupils to use the board so that they are engaged with learning materials is
fundamental in increasing motivation and learning gains. (Available on World Wide Web:
< />
2

Interactive teaching
What do we imagine when somebody says interactive teaching?

The free

encyclopedia Wikipedia explains as one of the possibilities of the word interaction “a kind of
action that occurs as two or more objects have an effect upon one another.” (Available on

World Wide Web: < />
2.1 What interactive teaching means

From the previous definition of the word interaction is possible to derive concept of
interactive teaching as two-way influence of two factors. In the school environment it is the
interaction between teacher and pupil, pupil and technical equipment (interactive whiteboard
or computer) or between pupils themselves. Years ago teachers used in lessons just books for
explaining new curriculum. Teachers mostly presented new curriculum through explanation
or lecture. Pupils were forced to listen and make notes in their exercise books. Currently the
method of teaching through interactive activities is very desirable. Teachers try to assist
students in obtaining knowledge and support pupils´ effort to achieve knowledge. Pupils do it
not only through listening but mainly through active approach in lessons.

Teacher´s work is currently much more demanding than it was once. If the teacher
wants to use interactive approach and interactive forms of teaching, if he wants to involve
pupils into the educational process, he has to prepare for this activity. He has to prepare
activities which support pupils´ interactive approach. It is necessary to find and classify
information that are usable in lessons and are connected with the practical life. The benefit of
present time is that teachers can illustratively and actively work with materials designed in
digital environment and save them for later use.
14


Nowadays modern technologies are used in school educational process. Interactive
teaching is mediated through the “interactive learning object”. Interactive learning object is an
integrated whole and didactical complex of teaching elements (sounds, charts, texts, pictures,
images, videos, graphs), assembled into one unit, that enables interaction between the teacher
and pupils.

2.2 What supports interactive teaching

On the basis of the previous facts we can say that interactive teaching supports pupils’
active approach to their education and learning. Teachers work with materials which pupils
can apply in their real lives and that is why they are close to them. This form of learning
supports pupils´ independence, cooperation, creativity and helps pupils to express their own
opinions and ideas. It creates a sense of responsibility for collective task.

Modern

technologies used in interactive teaching help teachers to mediate the relations between
subjects more illustratively. It helps to improve cross-curricular links. Various types of
interactive teaching help pupils to remember and understand new things.

2.3 Using technology in a classroom – Interactive Whiteboards
According to Dudeney and Hockly using technology in teaching language is not new.
Technology has been used in teaching many years ago. Tape recorders, later CD players,
videos, overhead projector and video have been used and they are still used in classrooms
around the world. (Dudeney, G., Hockly, N., 2007)
Computer –based materials for language teaching called as CALL (Computer Assisted
Language Learning) started to appear in the 80’s. These programmes usually required learners
to respond to stimuli on the computer screen and perform tasks such as filling in gap texts,
matching halves of sentences and doing multiply choice activities. When Information and
Communication Technology (ICT) spread more, computer-based materials for language
teaching started to use the Internet and web-based tools. The term TELL (Technology
Enhanced Language Learning) appeared in the 1990s, in response to the growing possibilities
15


offered by the Internet and communications technology. Although teachers still do not use
technology so much, the use of technology in the classroom is growing so fast, that soon it
will be an usual part of English Language Teaching (ELT). One of the significant reasons is

that young learners are growing up with technology and it is a normal and natural part of their
lives. I teacher uses technology with these learners, he brings the outside world into the
classroom. Other reasons for this are:


Internet accessibility – nowadays you can connect to the Internet almost everywhere –
at home, in school, in cafés, in a bus, in a shopping centre



English as an international language is being used in technologically mediated
contexts



Technology, especially the Internet offers many opportunities for real tasks and
materials and almost infinite number of ready-made teaching materials



The Internet enables great opportunities for making contact with learners around the
world



Technology is usually connected with published materials such as course books and
teacher´s books.



Learners come to school with expectation of using technology in learning



Technology opens new ways of language practice and success evaluation



Using a variety of ICT tools enables learners to practice all the four main language
skills – speaking, listening, writing and reading. (Dudeney, G., Hockly, N., 2007)
Dudeney and Hockly say: ”As there is not enough ICT training for teachers, they

avoid using technology in language teaching although the use of technology nowadays is so
natural as the use of books or pencils or paper”.( Dudeney, G., Hockly, N., 2007)

One of the ICT tools is the interactive whiteboard (IWB). It is an irreplaceable
technological tool that has its place in teaching. According to the document Interacctive
Whiteboards and learning published by SMART Technologies, Inc.2
2

the interactive

Smart Technologies, Inc., a full service computer and networking center.

16


whiteboard is “ a touch-sensitive screen that works in conjunction with a computer and a
projector. The first interactive whiteboard was manufactured by SMART Technologies Inc. In
1991”. (Available on World Wide Web:< />smart/Int_Whiteboard_Research_White paper.pdf>)

IWB is a modern teachers’ tool that influence learning process in many ways. It helps
in the field of pupils’ engagement in a classroom, it increases pupils’ motivation and
enthusiasm. IWB’s can be used with learners with various learning styles so that they can
support pupils with different learning needs.
“The effective use of interactive whiteboard technology can radically transform the
interaction between teachers and learners and allows for discussing and analysing in a
visual, auditory and kinaesthetic medium”. (Available on World Wide Web:< .”(Available on
World Wide Web:< />
2.4 Advantages and disadvantages of Interactive Whiteboards
IWB is undouptedly excellent tool and if the teacher knows how to use it, he can
transform his teaching style and support his pupils to learn more effectively. The use of IWB
in teaching has certainly its advantages as disadvantages. Both teachers and pupils can benefit
from using IWB in classroom. In the document Getting the most from your interactive
whiteboard – A guide for primary schools, published by Becta3, some benefits of whiteboards
are mentioned.
IWB as a teaching tool:

3

-

is well adapted to whole class teaching (Glover, D., Miller, D., 2001)

-

encourages an interactive approach in that setting (Ball, 2003)

-

enables to use a variety of multimedia resources (Levy, P., 2002)

-

enables faster pace through the use of prepared materials

-

encourages sharing materials among other teachers (Kennewell, S., 2001)

-

teacher can control and lead all activities on the touch board

Becta, British Educational Communications and Technology Agency

17


-

gives teachers possibility to use a wide range of resources in preparating the materials

-

through the new technology encourages teachers in trying out new ways of teaching,
using more ICT (Smith, H., 2001)

-

supports demonstrating and modelling

-

gives great opportunity to integrate ICT in lessons while teaching from the front of the
class (Smith, H., 2001)

-

enables to increase spontaneity and flexibility if teachers can draw on a variety of
internet resources (Kennewell, S., 2001)

-

enables teachers to save and print whatever on the board, notes written in the lesson
(Walker, D., 2002)

IWB as a learning tool:

-

support pupils of a variety learning styles

-

increases pupils’ motivation and engagement in learning

-

increases pupils’ interest with visual stimuli

-

keeps pupils focused on the board for a longer time

-

makes pupil’s attention and concentration better

-

develops pupils’ personal and social skills (Levy, P., 2002)

-

pupils do not have to use a keyboard to engage with the technology, increasing access
for younger children and pupils with disabilities (Goodison, T., 2002)

Like everything, the IWB has also its disadvantages in addition to its benefits. Some
deficiencies in using IWB that I have found during my teaching experience and using IWB
are:
-

getting IWB to school is usually a question of money, they are more expensive than
other teaching tools

-

if IWB is used too often, it is no longer so attractive for pupils

-

excessive use of IWB can suppress abstract thinking of pupils

-

IWB is usually installed permanently and its height may not be suitable for different
pupils and teachers

18


3

Learning styles
Pupils are different, have different values, needs and to acquire new knowledge they

use a variety of methods. These methods are called learning styles. Due to the fact that the
emphasis is put on individual approach to pupils nowadays, teachers should be aware, that
pupils prefer different learning styles. According to Seifert and Vedralová4, the new
approaches and habits regarding drawing new information appear. Today’s pupils are from
birth in contact with the computer and the Internet, the world of information technologies
affects them from all sides. The value of new information declines proportionally to
increasing availability and quantity of information. (Seifert, M., Vedralová, A., 2010)

The best ways of learning differ. Pupils prefer variety of learning styles, but there is
not usually just one style that pupils prefer, it is mix of styles that pupils use in learning
process. One learning style may be dominant, but it is accompanied by less dominant styles.
Dominance of individual learning style is not a constant thing, it may change during life.
(Seifert, M., Vedralová, A., 2010)

When transferring information to pupils, teachers should find appropriate ways of
doing that, they should try to diagnose pupils’ learning styles. They can use standardized tests
or their own pedagogical diagnostics. Study of pupils’ learning styles can help to make
teaching more efficient and supports the idea of diversity in teaching. (Seifert, M., Vedralová,
A., 2010)

Pupils can prefer following learning styles:


Verbal (linguistic) – ability to learn through words and language – reading, speaking,
writing.



Logical (mathematical) – ability to learn through data – collecting, organizing,
analyzing and interpreting.



Visual (spatial) – ability to learn through movies, pictures, images, videos and
demonstration.

4

Seifert, M., Vedralová A. Učební styly žáků - výzva pro české učitele? Rodina a škola, 2010, vol.57, no. 7,
p. 22-23

19



Bodily (kinesthetic) – ability to learn through body, hands, sense of touch, sports and
physical activites.



Naturalistic – ability to recognize plants, animals, minerals, learn through
classification activities.



Musical (aural) – ability to learn through music, sounds, rhythm and tones.



Interpersonal – ability to learn with others, in group.



Intrapersonal – ability to learn through own emotions and motivation, self-studying.
(Available on World Wide Web:<

/>
title=Multiple_Intelligences_and_Learning_Styles>)

3.1 How can Interactive Whiteboard help?
Smart Technologies, Inc. in its document deals with the question of how to help in
educational process with using IWB. Educators constantly try to develop approaches and
tools for pupils with different and various learning needs. As mentioned above, IWB is a

teaching tool that can support different pupils learning styles. IWB can help pupils that
require visual, hearing-impaired and other special needs. Pupils with different learning styles
and needs can be:
“Visual learners - benefit from notes taken on the interactive whiteboard in addition to
diagramming and manipulating objects or symbols. As the IWB is easy to use, it enables
pupils of all ages to see their own writing ond objects of their own creation.
Kinesthetic or tactile learners – are typically difficult to engage in traditional classroom
activities that are usually more visual or auditory in nature. They are able to reinforce
learning through exercises involving touch, movement and space on IWB.
Deaf and hearing-impaired learners – rely primarily on visual learning, and the IWB
facilitates the presentation of visual material with the use of sign language simultaneously in
front of students.
Visually impaired learners – with some vision ability can manipulate objects and use large
text on an IWB’s big surface and participate in computer-based learning in ways that would
not be possible on a smaller computer screen.

20


Other special needs learners with learning challenges, such as physical ability needs and
behavioural issues, Attention Deficit Disorder (ADD), also find the large interactive surface
helpful. Its large size and touch sensitivity facilitates ICT learning beyond the standard
keyboard and mouse type of computer interaction, and its appeal can be used to promote
good behaviour.”(Available on World Wide Web:< />media/ research/whitepapers/int_whiteboard_research_whitepaper_update.pdf>)

4

Teaching grammar to young learners

4.1 Young learners

Children around the world begin to learn English at different ages. Different children
have their differences, weaknesses, strengths, prefer different learning styles. So if we want to
characterize the young learner, we have to focus on average child.

Scott and Ytreberg in their book Teaching English to children, divide young learners
into two groups, because there is a difference between what children of six can do and what
children of eleven can do. Differences between these children are undouptedly large and the
teacher has to be aware of the characteristics of particular age group of children, their needs
and adapt to these aspects to his teaching style, methods and activities. Children under seven,
specifically, the five to seven years old, belong to the first group. According to Slattery and
Willis, this group is also called “very young learners”. The second group – young learners –
are the eight to ten year olds or children between eight and twelve. (Slattery, M., Willis, J.,
2006)
As said before, pupils of different ages can do different things. There are some
abilities that pupils can do at their own level.
Very young learners:

-

learn through hearing real English, the same ways as they learn their native language

-

learn through actions, games, playing, they learn new words naturally

-

learn through sounds, playing with words and phrases, songs
21

-

like having fun and need not to be aware of learning a foreign language

-

usually cannot read and write, so they need to learn new words through talk and games

-

are not able to understand grammatical rules, they need to hear lots of English, words
and phrases so that their grammar will develop on its own (Slattery, M., Willis, J.,
2006)

Children between seven and twelve:

-

usually can read and write or are in process of learning it

-

develop their ability to think

-

are becoming aware of the real worlds and the world of fantasy

-

are able to plan and do the activity in the best way

-

can work with others and learn from others

-

are aware of the importance of reliability and responsibility for the whole class
activities

-

are able to make the most of reading books in English

-

can understand very simple explanation about how language works

-

are able to experiment with language, working with language creatively

-

can help teacher with organization of activities (Slattery, M., Willis, J., 2001)

Slattery and Willis say, that generally we can characterize all young children by these
characteristics, they:

-

are developing very quickly as individuals

-

learn in variety of ways, by watching, listening, imitating, doing things

-

are not able to understand grammatical rules and explanations about language

-

try to make sense of situations by making use of non-verbal clues

-

talk in their mother tongue about what they understand and do – this helps them learn

-

can generally imitate the sounds they hear quite accurately and copy the way adults
speak

-

are naturally curious

-

love to play and use their imagination

-

are comfortable with routines and enjoy repetition

-

have quite a short attention span and so need variety (Slattery, M., Willis, J., 2001)
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4.2 What is grammar
According to Longman Dictionary of contemporary English grammar is:
“The rules by which words change their forms and are combined into sentences, or the study
or use of these rules.” (Longman Dictionary of contemporary English, 2001, p. 619)

The question is, if it is important to study grammar, if we need to know grammatical
rules if we want to speak any language. The answer for this question is “No, we do not have
to study grammar”. People around the world speak their first language without studying
grammatical rules. Small children begin to speak without being aware of grammar. But if
people want to use foreign language, grammar is necessary in a way of learning the language
more quickly and efficiently. If people know grammatical rules and structures, they are able
to understand things themselves. Grammar is essential language skill and it is important for
learning foreign language.
According to Jim Scrivener, “grammar is not just a dry list of facts and rules. It is in
our heads and it is a living resource that gives us the ability to communicate our ideas and
feelings and to understand what other people say or write to us.” (Scrivener, J., 2003)

4.3 The role of grammar in teaching young learners
Young children are wonderful in absorbing new languge. They can get maximum of
language through games and activities that they find funny. Their success in learning foreign
language does not depend on their knowledge of grammar. They can use grammatical
structures very well, they can speak language clearly, but they are not able to say why they
use particular structure. Some pupils are able to deal with simple grammar at the age of ten or
eleven. Teachers, of course, should be aware of grammar and structures that they want their
pupils to know. But they should teach just a minimum of grammar and what is important, the
older pupils only. (Scott, W., Ytreberg, L., 1990)

If teachers teach grammar, it is very important to do it in context. For children it is
necessary to have lots of opportunities and chances to use the new languge in their real lives.
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Pupils have to learn new structures and rules in depth, they should feel that they can use what
they have learnt for everyday communication. (Phillips, S., 1993)

4.4 Ways of teaching grammar
There is a question “How do pupils learn grammar?”

It is not easy to answer.

According to Jim Scrivener learning is “a slow, messy business. It is better to acknowledge
that, because then you will not come out of class angry with yourself and saying things like
I taught it well, but they did not learn it!” (Scrivener, J., 2003)

There are two different ways of teaching new grammatical structure. The grammar can
be covert or overt. There is a fundamental difference between teaching grammar through
these two ways.



covert/inductive grammar – indirect grammar teaching, teacher does not provide
grammar rules. There is a text where new grammatical structure is introduced. Pupils
read the text and find out the new structure. Pupils’ attention is not focused on the new
structure, but on the text. Pupils work with the text, they practise new language and
the focus does not have to be on the grammar. Pupils play with the words, sentences
and they can take the new grammar in incidentally.



overt/deductive grammar – explanation of the new grammatical rules and structures to
pupils.

4.5 Stages in teaching grammar
Grammar teaching includes four stages that pupils should go through before being able
to use a new grammar item. (Scrivener, J., 2003) They need to:


notice the grammar item in presentation

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Presentation should be:
-

clear – there should not be any difficulties in understanding, pupils should understand
the text

-

efficient – there should be a maximum of new grammar, pupils should be forced to use
new language

-

enjoyable and interesting – pupils should be motivated on the highest level and be
interested in the activity. Doing things that they find enjoyable and are interested in
them is the best motivation to learn.

-

appropriate – it has to be proper for language that is presented

-

productive – pupils should be allowed to make own sentences and questions using the
grammar that they have learnt (Harmer, J., 1998)

All previous characteristics can be achieved through following activities:
-

using charts

-

texts

-

stories

-

songs and rhymes

-

dialogues

-

visuals for situations (Harmer, J., 1998)

It is not easy to learn a new structure the first time pupils meet it. The more times pupils
are exposed to the structure, the more sense it will give them. Teachers should plan activities
so that there are as many grammar items, he wants pupils to learn, as possible. (Scrivener, J.,
2003)


understand the form of the structure – the way it is made up, how the words fit
together, what the endings are. They should know the meaning and use of new
grammar item. Teacher should show the structure in context, introduce it in the typical
situations.



practise new language – pupils should be allowed to try the language in safe
environment, they need to practise structures as much as possible. There are some

techniques that allow pupils to practise grammatical rules.
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