2020-2021 SPRING

ENGLISH LANGUAGE TEACHING

TEACHING ENGLISH TO YOUNG LANGUAGE LEARNERS II
DEADLINE: 12.07.2021 / 17:00
Answer the following questions
USE ONLY YOUR COURSEBOOK

1. Explain what it means “to know a word” by relating it to “metacognitive awareness”

and give examples for each. (20 p.)
2. Compare and contrast listening and speaking skills. (30 p.)
3. Compare and contrast reading and writing skills. (30 p.)
4. Write the importance of using songs, games and storybooks while teaching English to
young language learners. (20 p.)

(For each question between 250-500 words, in Times New Roman, 12 puntos, 1,5 line
spacing and, for each question follow the instructions below)

1. Choose your argument. (Decide what your argument is!)

2. Define your thesis statement.
3. Write the supporting sentences.
4. Give examples.
5. Write a unified conclusion.

Assessment Criteria:

20 p.
Presenting your argument clearly
20 p.
Defining your thesis statement indirectly
20 p.
Giving proper examples
20 p.
Analyzing the information
20 p.
Synthesizing the information
100 p.
TOTAL

Good Luck!

Dr. Dilek Tüfekçi Can

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 1. Explain what it means “to know a word” by relating it to “metacognitive
awareness” and give examples for each. (20 p.)

Metacognitive awareness is what people know as cognitive processors about

themselves and others. Metacognition refers to a degree of thinking that actively controls the
cognitive process utilized in learning settings. Planning the approach to a learning activity,
monitoring understanding and assessing progress in the fulfillment of a task are metacognitive
skills in nature.

We may split metacognitive awareness into four distinct branches in young EFL
students. These are language awareness, cognitive awareness, social awareness, and cultural
awareness.

The various forms of knowledge may or may not be equally necessary for "knowing a
word." For example, we may anticipate that in the early stages of learning, less emphasis will
be placed on characteristics of form such as spelling, grammatical description, and the
grammatical modifications that can be made to a word. More emphasis is likely to be placed
on how a word is spoken, its meaning, and its application. The importance will also rely on
whether it is necessary for active or receptive usage, as well as its utility for future use.

A realistic target for children learning a foreign language might be around 500 words a
year but this depends on many different factors such as learning conditions, time available,
and learnability of a word.

Metacognitive Awareness Involves and/or Examples

Language Awareness

Receptive Awareness Understanding a word whether it is spoken or written.

Remembering and recalling a word when needed – Not

Conceptual Awareness
referring to a table as a chair.

Using a word in a grammatically acceptable manner - She is

Grammatical Awareness
an excellent dancer (not She dances very good)

Correctly pronouncing a word so that others can comprehend

Phonological Awareness
it

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 Knowing which other words it can be used with – not a
Collocational Awareness
handsome girl.

Orthographic Awareness Spelling a word correctly

Cognitive Awareness

Awareness of Effective
Remembering a word and recalling it when needed.
Memorizing

Cultural/Social Awareness

Pragmatic Awareness Using a word in the right situation

Connotational Awareness Knowing a word if it has positive or negative associations

2. Compare and contrast listening and speaking skills. (30 p.)

Speaking refers to the act of speaking words from your lips in order to convey a
message to the listener. Listening is the process of hearing the words of another person
through your ears. While listening, we focus on the speaker's words and then react in line with
those words. Then we speak in response to the words. This is the way of conversation.

Listening is an active process in which we hear and respond to spoken words. When
someone listens, he or she deliberately chooses to focus on what they are hearing, followed by
further processing the information to develop knowledge.

We should not expect every child to grasp every word, but we must explain why they
must listen. The more they listen, the more confident they get in their ability to grasp a
language. We must keep in mind that constantly urging children to remember anything, i.e.
listen to something, might get tedious.

Most foreign language learners expect fast results, and they may want to demonstrate
other kids in school or members of their family that they can speak some English even after
the first class. If children want to retain their initial motivation, they must be provided
opportunities to speak English as quickly and as often as possible, so that they can feel like
they are making progress and meeting their expectations, avoiding disappointments.

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 Listening is the first stage in speaking; without it, you cannot talk, but with it, you can
speak more effectively.

3. Compare and contrast reading and writing skills. (30 p.)

Reading and writing are both forms of communication. Both make use of words and
symbols.

Reading necessitates the decoding of words through the use of phonics to read the
sounds of words. Children must have comprehension skills as well as critical thinking
abilities. Developing a solid vocabulary is also crucial for comprehension. It is critical to
begin reading once children have a basic understanding of the spoken language so that it
rapidly becomes meaning-based rather than merely decoding.

In the early stages of learning English, "meaningful" reading in sentences will be

complemented with autonomous reading at the letter and word level. In some contexts, it has
been determined to prioritize speaking above reading, especially if the children are still not
completely literate in their L1. When children properly learn how to read in their first
language, they gain several types of awareness and knowledge.

As children develop confidence, they will begin to read for learning purposes.
Children must be exposed to new vocabulary soon after meeting L2. To encourage students to
read, teachers read them short tales, texts, dialogues, descriptions, and so on. Reading
ultimately teaches them.

Grammar, spelling, and punctuation expertise, as well as reading abilities, are required
for writing. The structure of the sentence, paragraph, format, and presentation should be
understood by the children.

Writing activities, like reading activities, are separated into two categories: learning to
write and writing to learn. Writing to learn may provide a less tightly regulated environment
for learning than writing to learn. Children who struggle with writing in their first language do
not succeed at writing in a foreign language.

In the first year or two of learning English, children may not write much. In the early
stages of learning, copying allows students to practice handwriting as well as acquire and
memorize new words. At this point, you must maintain their self-confidence. Many chidren
will have acquired some of the fundamental writing abilities after two years of English.

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 Reading is about learning things, but writing is about expressing. Reading is about
learning someone else's viewpoint or receiving knowledge from someone else, but writing is
about what you think, what you have seen, or what you have experienced. Acceptance is
communicated via reading, while sharing is communicated through writing. Reading is
consuming and writing is contributing. Reading is about another person's point of view,
whereas writing is about your own. Finally, the most essential thing that reading and writing
have in common is that they both make you a better person.

The best writers are readers first.

4. Write the importance of using songs, games and storybooks while teaching
English to young language learners. (20 p.)

Songs, rhymes, and chants are love by children, and their repeated structure and
rhythm make them an excellent learning aid. This is why we use songs.

Songs enable the introduction of new vocabulary as well as the repetition and reuse of
structures and vocabulary. Children love and are motivated by songs. They may aid in the
development of favorable attitudes about the target language. It aids in the development of
focus, memory, and coordination. Repetition helps children predict what will happen next and
consolidate linguistic elements. Accompanying movements or gestures enhance meaning
while directing high levels of energy in a beneficial direction. Singing together is a shared
social experience that contributes to the development of a class and group activity.

Educational games are any enjoyable activity that allows children to practice a foreign
language in a relaxed and enjoyable setting.

Games enhance the memory of pieces of language that may be used in a variety of
settings. Language churning is an excellent way to develop pronunciation. The language
required for games may be utilized as part of an activity where the emphasis is on getting
something done rather than practicing language for the sake of practicing language. Language
might be practiced in conjunction with a broader educational or mental purpose. In addition to
basic repetition, the language in a game may inspire more creative use of language. Through
problem-solving and puzzles, the children may be involved in informal language analysis and
noticing language objects or rules. By utilizing as many ways as possible, games assist to
make learning more remembered and accessible.

Storybooks may be an excellent way to begin learning a foreign language.

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 Stories may be inspiring, challenging, and entertaining, and they can help create
positive attitudes. They might arouse a desire to learn more. A child might become
emotionally invested in a narrative. This aids in the development of their own creative
abilities. Stories connect fantasy and imagination to the real world of a child. It is a shared
experience to listen to stories in class. The teacher might introduce or revise language and
concepts by listening to stories. Listening to tales helps children grow aware of language's
rhythm, intonation, and pronunciation.

Songs, games, and storybooks play an important role in teaching English to young
learners. These are examples that come to mind at once.