An Analysis of Language Varieties Used by English Teachers in Young Learners Classes

Isry Laila Syathroh

Abstract

One of competences which teachers should possess is strategic competence. In the classes of English Language Teaching (ELT), teachers must be able to communicate either verbally or non-verbally with students to stimulate them to learn English effectively. This paper attempts to shed some light on language varieties used by English teachers in English to Young Leaners (EYL) classes. The language variation investigated is specified into the way how teachers give instruction, according to Holmes (1993), which is grouped into three categories: descriptive sentences, imperative sentences and interrogative sentences. On the ground of doing this study, two EYL teachers were involved. Since this research employs qualitative research design, the data for this study were gained through direct observation and teacher reflective notes. The study revealed that imperative sentences dominate the expressions used by teachers in EYL classes followed by questions and declarative sentences. Total Physical Response (TPR) is still assumed to be the most effective way to teach English to young learners.  

Keywords

Language Varieties, English for Young Learners, English Language Teaching

Full Text:

PDF

References

Chaudron, C. 1988. Second language classrooms: Research on teaching and learning. USA: Cambridge University Press.

Coulthard, M. 1977. An introduction to discourse analysis. London: Longman

Crowl, T.K. 1996 Fundamentals of education research.United States: Brown and Benchmark Publisher.

Debat, Susana Maria. 2002. Giving oral instruction to EFL young learners. EncuentroRevista de investigación e innovación en la clase de idiomas.{Retrieved in August 21, 2016}

Enright, S. 1991. Supporting children's English language development in grade level language classrooms.In Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. USA: Heinle&Heinl

Harmer, J. 2007.How to teach English. Essex: Pearson Educational Limited.

Holmes, J. 1983. The structure of teachers'directives.In Richards, J. and Schmidt, R. (eds.) Language and Communication. England: Longman.

Krashen, S. D. 1985. The input hypothesis: Issues andimplications. New York: Longman

Miles, M. B. & Huberman, A. M. (1992).Qualitative data analysis.Thousand Oaks California: Sage Publication.

Nunan, D. 1995. Language teaching Methodology: A textbook for Teacher. Great Britain: Prentice Hall Europe.

Ur, P. 1991. Course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Undang-Undang No.14 Tahun 2005

Wright, J. 2003. Effective teacher commands: establishing classroom control. In The Sawy Teacher's guide: Selected Ideas for Behavioral Intervention. www. Interventioncentral.org. Retrieved

Refbacks

  • There are currently no refbacks.

Comments on this article

View all comments