Grammar learning; learning methods / media used to reduce problems in the learning process.

Many people say that learning English is difficult. But it's not entirely wrong, and it's not entirely correct either. That's right, even though it's hard, we can still understand it. The biggest problem with learning English is learning grammar.

Many people think it's very difficult to learn grammar so that they can't learn any more English. Grammar is also often used as a reason why we cannot speak English because of fear of wrongdoing and other reasons.

 It can be said that grammar has no place in the eyes of students, especially in the class of young students, that it is too difficult or irrelevant for children to learn. I want to open up the idea of 'grammar' and explore grammar from a student perspective.  By doing so, I hope to convince readers that grammar has a place in children's foreign language learning, and that it can be beneficial for them to teach grammar.  Opening what we mean by ' grammar ' will remind us that it is much more than a list of labels and rules found in a grammar book, and that grammar is closely related to the meaning and use of language and is interrelated with vocabulary.  Then you'll see how some of the approaches commonly used to help students learn their grammar can be applied for younger students by looking at the paper I received.

To begin my article this time, I'm going to explain the results of previous research published in the journal that I've raised and discuss this time. and at this time, the researcher in my journal conducted a study of a 7-year-old child in an area called Malta, where children begin to learn English from five, mostly today as a foreign language. He came when they were working on the project drawing the T-rex service. And talk a little bit. Where he's mostly a silent partner, and most of the time he's talking. To find out about T-rex their understanding of grammar. From that conversation, the child did not notice the phrase's grammar, but instead, he might have caught the phrase as a chunk.

In this case, the researcher proposed several contextual training methodologies based on grammar teaching, including;

 1. Trends in teaching grammar

 2. Teaching grammar as explicit rules: learning as building blocks

 3. Communicative approaches: no grammar needed

 4. Focus on form: the revival of grammar teaching

 As with all aspects of learning and teaching, the socio-cultural context of learning foreign languages will have a significant impact on what actually happens in the classroom, but some general principles for teaching grammar centered on learning can be summarized as follows:

  Grammar requirements

·       accuracy of grammar and accuracy of problems for meaning;

·   regardless of shape, shapes will not be studied accurately;

·   instructions that focus on the form are very relevant for the features of foreign grammar that is different from the first language or not very visible.

  Potential conflict between meaning and grammar

•  if students' attention is directed to express meaning, they can ignore attention to accuracy and precision.

  The importance of attention in the learning process

• teaching can help students pay attention and pay attention to grammatical features in the language they hear and read, or speak and write;
•  paying attention to an aspect of form is the first stage of learning it; 
•  then it needs to be part of a student's internal grammar, and to be part of a student's language resources that are ready to be used in a variety of situations.

  Learning grammar as developing internal grammar

• students must do learning;  teaching grammar alone doesn't make it happen;
• grammar learning can work out of participation in discourse, from vocabulary and from learning frames;
•  Student mistakes can provide useful information for teachers about their learning process and their internal grammar.

  The explicit teaching role of grammar rules

•  teaching explicit grammar requires students to think about language in a very abstract and formal way that is enjoyed by some people and some other difficulties.  The younger the learner, the less precise the possibilities are;
• children can master metal language if taught well;  metalanguage can be a useful tool.

Teaching methods that help students pay attention to words in chunks and how other words can be used in the same place can help them develop grammar.  There are a number of ways that can be done in the grammatical learning of the student nutmeg. Young students in particular. In this article, I will turn to practice and consider how teachers can really help young students develop their grammar skills in foreign languages.  Let's start by looking at how general activities in young learning classes can provide opportunities to learn grammar. With techniques that take notice, make up and process. Finally, we turn to the issue of how to develop children's understanding of 'metalanguage.'

 Some of the techniques that we can try as a medium to learn grammar in this journal are;

1. Working from discourse to grammar by Talking with children with The language of classroom management.
2. Guided noticing activities by Listen and notice or Presentation of new languages ​​with puppets.
3.  Language practice activities that offer structuring opportunities by making Questions, surveys and quizzes, Information gap activities, Helping hands, Drills and chants.
4. Proceduralising activities by Polar animal description re-visited and Dictogloss.
5. Introducing metalanguage by Explicit teacher talk and Cloze activities for word class.

 Developing foreign grammar is a long and complicated process; fortunately, young students have a long time to go ahead with their language. There is no need to rush into technical rules and labels that will be confusing.  For their ultimate success, it seems far better to give children a strong foundation for using language, while encouraging curiosity and talking about patterns and contrasts within and between languages, and slowly and meaningfully introducing grammatical metal language.

  In my article this time, I suggested that grammar should have a place in the classroom of young students. But young learner teachers may be able to help develop children's grammar in Learning Grammar.

Teaching Language to Young Language Learners, not by teaching grammar directly, but by being sensitive to opportunities for grammar learning that arise in the classroom. A sensitive grammar teacher will look at the language patterns that occur in class assignments, stories, songs, rhymes and conversations, and will have a variety of techniques to bring these patterns to children's attention and to arrange meaningful practices. Sufficient knowledge and teaching skills are needed to do this well.

 Reference:

 https://doi.org/10.1017/CBO9780511733109.006