Young learners in the communicative classroom should get as many speaking opportunities as possible and their speaking time should slowly but steadily rise so as to prepare them for various communicative situations. Keeping in mind that each classroom offers a wide range of learners differing in their abilities, knowledge, confidence, motivation and learning styles, a teacher should provide them with a proper environment that would help them develop their skills, independent of their basic characteristics and diversity.
Combining the approaches, varying the cognitive styles, mixing and matching various methods and tools – e.g. songs, games, chants, rhymes, dialogues, etc. – provide the students with maximum variety and (in turn) offers them plenty of opportunities to play an active part in communicative situations, ranging from simple imitation to conscious exchange and internalization of certain vocabulary items / pronunciation styles / grammatical points / communicative techniques, at the same time building strategies that will help them later on when their knowledge of English has advanced and moved to a higher level.
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