Tutorial.

1. Grammar for young learners.

The age of students is a major factor in our decisions about how and what to teach.
People of different ages have different needs, competences, and cognitive skills.
According to Harmer (2005), young learners are different because they respond to
meaning even if they do not understand individual words and they often learn indirectly
rather than directly. Next, their understanding comes from explanation as well as from
what they see, hear and interact with. They also find abstract concepts such as grammar
rules difficult to grasp. Lastly, young learners have a limited attention span but they will
give more attention if the activities are extremely engaging and fun.

Brown (2007) stated that, explicit grammar teaching is more affective at the
intermediate to advanced levels than beginning levels. This is because incidental focus
on form is valuable as it treats errors that occur while learners are engaged in meaningful
communication. Of all the things that the teachers teach, most would agree grammar is
one of the most challenging. This is because it is not easy to motivate students, especially
young learners to learn grammar. Simply sitting kids down and explaining rules is not an
option because they possess certain characteristics that make their learning different from
adults.

Teaching grammar for young learners need to be clear. Children are not good at
understanding abstract concept and grammar rules. That is why teachers need clear
context that help them connect and associate with the language. One way to achieve this
is through theme based instruction. It is important because in early language learning it
provides an ideal environment for constructing meaning. In theme based teaching, the
curriculum is organised around a theme. Then, within a thematic framework, all the
language concepts are interrelated and presented as a whole. Teachers also need to
adapt the language to the developmental level of the students and choose the activities to
suit a variety of learning styles and multiple intelligences. The advantage is that by working
around a theme students have many opportunities to find patterns and connections,
experience attractive activities with varied content. All this facilitates interaction with other
kids their age.
 Then, teaching grammar to young learners also need to be motivating and
interesting. While learning in general, students need to feel as if they are progressing but
there also needs to be some challenge. If it is too difficult, they will be disheartened and if
it is too easy they will lose interest. Using games to teach grammar is an incredible option
because they give kids an opportunity to interact with others in a natural way. This is
important since the construction of meaning also has a social dimension, especially in a
language classroom. Games, role-plays and group activities motivate students and
enhance learning too. The social dimension of games and classroom rituals is another
way in which the brain can attach meaning. The brain searches for meaning through
patterning. It looks for patterns as it organises information. Since young learners search
for meaning in the activities we provide for them, we must be sure to create meaningful
experiences from which they construct their own patterns of understanding. Once the
students have learned a concept, they can practice it in partners and small groups. The
social relationships of partner and small group activities add to the richness of the learning
experiences.

There are two ways in teaching grammar; deductive and inductive methods.
Deductive method is a teaching format in which teachers start the learning from the
presentation of topic discussion followed by samples and practice. For example, a teacher
wants to explain about simple present tense. He or she will start the class by introducing
the topic discussion i.e. simple present tense. Having finishes explaining the topic, the
teacher gives sample, practice or homework to end the class. On the other hand, inductive
method is in reverse. Teachers commence the class by using samples or questions to
brainstorm the class. This technique is beneficial to recall their memories about the related
discussion topic. At the end, the teachers and students conclude to language knowledge
that they have learned in the class. For example, a teacher starts a class with a grammar
game. Students participate actively in pronouncing words, responding questions or
initiating ideas. The game serve students both as an ice breaker and as practice activity.
Finally, the teacher and the students conclude the language learning at the end of their
class.