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Godišnjak Pedagoškog fakulteta u Vranju
2018, vol. 9, iss. 1, pp. 79-91
article language: English
document type: Professional Paper
published on: 12/09/2018
doi: 10.5937/gufv1801079R
Age and grammar in English language teaching in the lower grades in primary public schools in Belgrade
Traffic-technical school, Zemun + University of Belgrade, Faculty of Philology

e-mail: irenarradic@gmail.com

Abstract

This paper aims to find out how grammar is presented, explained and practised with the students aged from seven to eleven in junior classes of public primary schools in Belgrade. The learning theories of Piaget, Vygotsky and Bruner that hold the key in know-how of the learning process can be applied in the foreign language learning and language teaching in the classroom. The paper also explores if teaching and learning grammar to children at school bears similarities to the very theories. Regarding the methodology and practical field research, the author has chosen a descriptive approach and class observation to see how grammar is delivered to the pupils. Since some teachers think that there is no any grammar whatsoever in the first and second classes, there is only one description of such classes. Other teachers tend to pay much attend to explicit grammar explanation in the mother tongue, translate the chunks of language and use the deductive approach. The grammar presentation lacks context and is seen in isolation whereas the only way to explain the meaning is translation. The teaching and learning process are in contrast with language learning theories. To improve learning and teaching, models introducing new language and grammar games can be applied in classroom because they provide the context with the meaning and use of a new grammatical item. Teachers may lead students by questions into discovering rules on their own. However, there are various problems in schools and society that can harm the teacher's role and the education itself.

Keywords

public primary schools; age; grammar; language theories; language teaching; language learning; lesson descriptions; deductive approach

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