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The fact of using realia in kiddy classes
Teaching grammar Teachers’ mentioning Percent
Table 4.6 The fact of using realia in class
To effectively engage young learners, teachers unanimously agreed on the importance of incorporating teaching aids into their classrooms Many educators favored using games, music, and visuals, while others opted for stories, comic books, and puppets Their diverse teaching methods aimed to enhance various skills and knowledge among students.
When asked about methods for teaching grammar, three out of ten teachers
Thirty percent of teachers reported frequently using the Grammar-Translation Method, where they would write structures on the board and instruct students on their usage In contrast, some educators favored repetition, with three teachers having students repeatedly recite examples until they were memorized These instructors noted that grammar knowledge is not emphasized at these levels, highlighting a primary need in language instruction.
The Let's Go series effectively introduces children to essential skills and the English language, allowing for grammar concepts to be revisited in later levels By minimizing the emphasis on structural rules, children can naturally use these structures without formal explanations, leading to fluent usage, as confirmed by interviewees.
Among the interviewees, only 40% of teachers expressed interest in using realia for grammar instruction, primarily those with more teaching experience and enthusiasm for engaging young learners One teacher actively created and utilized her own realia in lessons, while three others acknowledged their limited time prevented them from doing so They relied on available realia in the classroom or at the kiddy corner, and when suitable materials were lacking, they attempted to draw on the board to capture students' interest, though this was not a consistent practice due to varying drawing skills All interviewees recognized the challenges associated with incorporating realia into their teaching.
Using realia in teaching English grammar to children requires significant time, energy, and financial resources Acquiring realia involves costs, while lesson design and management demand considerable effort As a result, many educators find it challenging to implement this method consistently.
The advantages and disadvantages of using realia
~ Too much focus on the objects 1 | 10%
~ Hard to apply with the complex structures 2 20%
Table 4.7 The advantages and disadvantages of using realia
One significant advantage highlighted by all interviewees is the positive impact of realia on young learners' comprehension Realia, or tangible objects that exist in children's awareness, are concrete items that can be seen and touched This connection between sight and touch fosters deeper feelings and understanding in learners.
Teachers find that demonstrating concepts in front of the class is more effective than verbal explanations, especially for children with limited knowledge Young learners often struggle to visualize ideas they have never encountered before Drawing from their teaching experiences, educators recognize that using realia can effectively illustrate simple structures, such as prepositions and imperative forms Consequently, they utilize realia primarily for presenting and clarifying these basic concepts.
Teachers initially modeled actions like retrieving a chair or picking up an eraser, guiding children to follow instructions Over time, students learned to respond appropriately Occasionally, teachers had to source real objects from home to demonstrate new concepts when classroom supplies were insufficient.
All teachers unanimously agreed that using realia enhances lesson engagement Young learners exhibit increased excitement when presented with items like a silly puppet, a ball, or a box filled with various objects, as well as when a student stands at the front of the class.
47 teachers confessed that occasionally they do not prepare the lessons well (no realia preparing, for example), and as a result, their classes failed and became a mess
Using realia in the classroom enhances children's memory retention, as they typically remember information better than adults This is due to their ability to engage multiple senses—hands, eyes, and ears—when learning By incorporating realia, teachers can facilitate a more effective learning experience that helps children absorb and retain knowledge more effectively.
Many interviewees noted that they prefer using realia in their teaching because it is readily available in the classroom Unlike other teaching aids, such as pictures or cards, which require careful preparation, realia can often be found nearby For instance, when teaching colors or adjectives related to height, a teacher can easily engage students by inviting them to the front of the class.
In the classroom, using real objects can enhance learning; for instance, Sarah, who is short and wearing a red skirt, and Tom, who is tall and dressed in a blue shirt, serve as effective examples This approach allows teachers to engage students more effectively than relying solely on pictures of clothing and colors However, there are some disadvantages to consider.
While incorporating realia in teaching offers benefits, it also presents challenges Preparing activities and sourcing real objects can be time-consuming and demanding for educators, especially when such materials are not readily available in the classroom To foster an engaging learning environment, teachers must creatively consider alternative resources to effectively illustrate concepts.
48 a ôsaben kh point before the class One teacher felt that selecting things for her young learners sometimes costs a lot
One interviewee noted that a disadvantage of using realia is that young learners tend to focus excessively on the physical objects, which can distract them from the intended learning objectives, particularly in understanding grammar structures Their natural curiosity and energy make it challenging for teachers to maintain control of the classroom, often requiring educators to pause their instruction to effectively manage the students' attention.
Twenty percent of interviewees expressed that using realia in abstract structures is challenging without integrating other methods They highlighted that realia, being tangible objects, effectively illustrate concrete concepts To teach abstract grammar structures, it is essential to combine realia with additional teaching aids For instance, one teacher shared their experience of teaching the Present Continuous tense by inviting a student to the front and engaging the class in the lesson.
T: This is John, Look at him What is he doing?
(The teacher gives the student a book and asks him to pretend to read)
T: Yes, he is reading a book Everybody repeat He is reading a book,
I: Good Now, what is he doing?
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(The teacher takes the book away and gives him a picture in which a boy is eating an apple)
T: That's right He is eating an apple Say again please
In teaching grammar to young learners, the use of realia, such as students and books, alongside pictures can enhance understanding For instance, a teacher might offer a real apple for a student to eat, but since apples are not always available, pictures serve as a more accessible alternative in classrooms While realia can help students grasp simple structures, the challenge lies in applying them to abstract grammar concepts Consequently, many educators refrain from using realia for teaching grammar due to these limitations.
In summary, according to the records from the interview, the writer was able to realize that realia is not a popular means of teaching grammar in Let’ Go classes at
All interviewees at SEAMEO RETRAC acknowledged that using realia requires significant time and energy, with 20% finding it challenging to apply in teaching complex structures While teachers recognized the benefits of realia, they also noted its drawbacks Many favored repetition drills for their ease of use, despite having a positive attitude towards realia Although they agreed that repetition fails to engage students, they accepted it as a standard practice.
20 repetition was a good way to transfer grammar knowledge to young learners
The interviewees expressed satisfaction with the outcomes of repetition drills, believing that this approach enables their students to communicate grammatically However, the effectiveness of their grammar teaching method in meeting the children's needs will be addressed in the subsequent section.
Adults often struggle to grasp children's thought processes, as children's actions may not align with their thoughts This section explores children's perspectives on classroom activities, their expectations of teachers, and the teaching methods employed Gaining insight into these ideas and attitudes is crucial for enhancing the quality of teaching and learning.
The questionnaire responses (see Appendix) were utilized to address the third sub-question of the study, which aimed to identify the needs of young learners in their studies, their attitudes towards grammar, and their expectations regarding the use of realia in the classroom.
The needs of young learners - 7-222 52
When studying at the language center, students expressed their preferences for various activities The most popular choice was the kiddy corner, which includes watching films, playing computer games, reading comic books, and enjoying pictures, with 48.2% of respondents favoring it Realia used by teachers to enhance lessons was the second most liked aspect, chosen by 29.7% of students Additionally, 19% appreciated the coal classroom, while only 1.1% mentioned the canteen as a favorite feature.
This first question aims at analyzing children’s interest at SEAMEO RETRAC
A significant 48.2% of children favored the kiddy corner, where they engaged in activities like playing computer games, watching cartoons, and reading English comic books The writer noted that the children eagerly rushed to this area as soon as the recess bell rang Interestingly, the preference for realia used by teachers in lessons was much higher, with 29.7% of children showing interest, compared to only 1.1% who preferred the canteen.
The results revealed the fact that although they were kids who liked to play and eat, they were still interested in exciting lessons which employed many visual teaching aids
Which of these teaching aids used in | Number of chosen items Percent class do you like best? (N= 169) a Pictures 45 26.6%
|b Realia {doils, balleens, pencil cases, 87 51.4% tables, puppets, chairs, etc.) c Graphs and maps 8 4.7% d Story books 27 | 15.9%
A significant 51.4% of respondents expressed concern about the use of realia in the classroom, which aligns with classroom observations indicating that students are more engaged in lessons where teachers incorporate real objects to illustrate concepts.
The writer was surprised to find that only 26.6% of respondents preferred pictures, despite observing that most people enjoyed the vibrant colors and imagery they provided.
Visual aids during lessons effectively stimulated children's imagination and enhanced their enjoyment of learning Notably, 15.9% of the children expressed a preference for storybooks, indicating that these materials likely held significant appeal for them.
Many students showed little enthusiasm for listening to or reading stories in class, primarily due to a lack of storytelling skills among teachers and insufficient time allocated for storytelling activities.
The number of respondents who liked graphs and maps was limited (4.7%)
Probably because these are too vague for children to understand However, it is important that children should be acquainted with them for further study
Young learners often favor play over traditional learning, yet they recognize the significance of education Combining play with learning is ideal, as it enhances their educational experience The desire for interactive play, exposure to real objects during lessons, and the development of speaking, grammar, vocabulary, and listening skills provides teachers with valuable insights into effectively addressing students' needs.
Young learners’ attitude towards grammat
Which of these parts in the lessons do you | Number of chosen items Percent like to study best? (N6) a Vocabulary 29 17.4% b Speaking 75 45.1% c, Listening 30 18% ad Grammar 32 19.2%
In a recent survey, students identified speaking as the most interesting skill, with 45.1% of respondents highlighting its significance.
A surprising 19.2% of respondents identified grammar as a challenging skill to master, particularly for young learners Observations indicated that children showed greater interest in listening activities rather than focusing on grammar The higher number of older learners (level 6) participating in the questionnaires suggests that they recognize the importance of studying grammar for their future academic pursuits.
However, there was one important thing derived from this question Except for the highest percent age for speaking (45.1%), the difference between the percentages
35 of the other three items was not great This could indicate that children had equal needs for skills and knowledge which were performed well by their teachers
What do you think about studying | Number of chosen items Percent grammar? (N1) a Very difficult 5 2.9% b A little bit difficult 41 23.9% c Not difficult 96 $6.1% d Very easy 29 16.9%
Cameron (2001) emphasizes the importance of teachers being skilled in connecting with children's perspectives to enhance their understanding of complex concepts To effectively engage with students, English teachers must comprehend their thoughts and ideas Consequently, the author believes it is essential to explore children's understanding of grammar to develop strategies for improved teaching practices.
A significant majority of respondents (56.1%) expressed that they do not find studying grammar very difficult This positive feedback was consistent across all levels, particularly for item C, which recorded the highest agreement This finding is encouraging for educators concerned about teaching grammar to children, as it suggests that students are more receptive to learning grammar than previously thought.
Sa pao LPR ơ " ae studying grammar was not difficult, they meant they understood the grammar point that had been presented
Besides, 23.9% of them thought studying grammar was only a little bit difficult
Older learners (level 6) were the primary supporters, having faced numerous challenging grammar points The Let’s Go 6 textbook includes many easily confused structures, such as "since" versus "for," possessive pronouns, and the degrees of comparison for adjectives and adverbs As a result, these learners felt less comfortable discussing grammar compared to their younger counterparts.
A significant 16.9% of students found studying grammar very easy, while only 2.9% reported difficulties, primarily among those at the first (Let’s Go 2) and last levels (Let’s Go 6) This indicates that young learners generally have a positive attitude towards grammar, with only a small fraction feeling uncomfortable The challenges faced by the first-level students may stem from their young age and limited understanding of grammar concepts, while the last-level students may struggle due to the complexity of the material.
Generally speaking, young learners had a positive attitude towards grammar
Very high number of them had good feelings about grammar and did not consider it an obstacle in learning English
Young learners’ problems in studying grammiar
The most significant challenge in studying grammar, according to survey responses, is the confusion surrounding structures, with 47.5% of participants indicating this difficulty Additionally, 18.6% find it hard to remember the correct forms, while 20.4% struggle with making mistakes during exercises Lastly, 12.6% of respondents feel unable to effectively use these structures in communication activities.
Understanding the difficulties that students could have im studymg grammar enabled the writer to have a general idea about children’s attitude towards grammar
A significant 47% of respondents identified confusing structures as the greatest challenge in learning grammar, a finding that aligns with classroom observations In the Let’s Go classes, it was evident that students frequently struggled to grasp the grammatical structures taught, making it difficult for teachers to clarify the distinctions between them.
Many children experienced joy upon receiving good marks in their exercises and tests, which highlights the concern of 20.4% of them about making mistakes Notably, only 12.6% of students, primarily those in level 6, expressed worry about failing to use proper structures in communication These older students understood the significance of grammar in speech, as evidenced by their efforts to apply specific structures during observations.
What does your teacher use realia for? Number of chosen items Percent
(N7) a, Playing games 3 2.9% b Playing games and teaching 147 88% c Checking previous lessons 4 2.3% d Teaching new lessons 12 7.1%
As mentioned before, realia can be used effectively in teaching grammar
According to Murcia & Hilles (1988), realia plays a significant role in the classroom by enhancing cultural understanding and teaching essential life skills vocabulary A survey revealed that 88% of students acknowledged their teachers' use of realia for both games and lessons The literature review highlighted that young learners benefit from a play-based approach to learning, indicating that realia effectively meets children's educational needs.
4.3.5 Young learners’ attitude and expectation towards realia
How do you expect your teacher to teach Number of chosen items | Percent grammar? (N6) a Write the examples and ask for repetition 40 24% b Use realia to illustrate the examples 35 21%
€, Use students to model the examples 28 16.8% d Teachers model the exampies 63 37.9%
In a recent survey, students indicated their preferred methods for learning grammar, with 37.9% favoring teacher modeling to demonstrate grammatical structures Additionally, 24% of respondents appreciated teachers writing examples on the board and encouraging repetition, a finding consistent with classroom observations.
The reason may be because the children were familiar with this way of teaching grammar and they were unwilling to change their thinking
The most noticeable thing was that the percentages of the chosen items were not very close Children had different expectations regarding their favorite method
Young learners at level 2 show a strong preference for teachers using realia to illustrate grammar concepts According to Scott & Ytreberg (1990), this interest stems from young children's reliance on both verbal communication and tangible objects to grasp meaning They thrive on engaging with the language through auditory, visual, and tactile experiences.
The data from SEAMEO RETRAC indicates a positive attitude towards learning, with 68.2% of respondents expressing satisfaction and enjoyment in their lessons, while an additional 27% reported understanding the material Class observations revealed that students appreciated the teaching methods employed, leading to increased confidence and performance during follow-up assessments However, a small percentage of respondents (3.5%) felt they understood very little, and 1.1% reported not understanding at all, highlighting the presence of weaker learners in every class.
Do you understand the lesson after Number of chosen items Percent class? (N6) a Definitely understand and enjoy the L16 68.2% lessons b Understand 46 27% c Understand very little 6 3.5% d De not understand at all 2 1.1%
Young learners at SEAMEO RETRAC who participated in the Let’s Go courses demonstrated a positive attitude towards realia and expressed satisfaction with their classroom experiences They felt confident in their grammar knowledge and appreciated their teachers' methods, which effectively met their needs Additionally, students suggested that teachers incorporate realia and encourage repetition in grammar instruction The most prevalent expectation among students was for teachers to model examples during lessons.
The questionnaire results indicated that young learners expressed satisfaction with their studies, attributing their happiness to teachers who understood and addressed their needs Additionally, it highlighted that effective teachers play a crucial role in helping young learners navigate and overcome misunderstandings related to academic structures.
4.4 The discussion of the findings
In the Let's Go classes at SEAMEO RETRAC, middle-aged teachers rarely utilize realia for teaching grammar to young learners, with 0% of classes incorporating real objects and only 25% using home-prepared realia.
Middle-aged teachers rarely utilized realia, while younger teachers used it less frequently than anticipated Approximately 75% of young teachers incorporated real objects when available in the classroom or at the kiddy corner, yet only 25% showed interest in using realia for teaching grammar structures Despite its potential to capture children's attention and interest through tangible items, observations indicated that realia was primarily effective as a teaching aid for simple structures.
Teaching complex structures using only realia proved challenging due to the young learners' limited English comprehension, which hindered their understanding of teachers' explanations Through participant observation, the writer recognized the difficulties of using tangible items to convey abstract concepts effectively.
In an interview, all participants (Table 4.7) acknowledged that preparing and designing realia requires significant time and effort, especially when these materials are not readily available in the classroom The primary challenge lies in effectively teaching a structure using realia, and presenting these structures to young learners can present additional difficulties.
Using realia in teaching can engage young learners effectively, as tangible objects capture their interest and enhance memory retention However, there are challenges, such as students becoming overly focused on the objects themselves and the difficulty in applying this method to more complex structures Despite these issues, many teachers appreciate the accessibility of realia in classrooms, often utilizing it to teach vocabulary or reinforce previous lessons, which aligns with the writer's observations.
Teachers frequently relied on repetition drills and the grammar translation method rather than using realia to teach grammar They acknowledged that realia could effectively illustrate simple structures, such as prepositions, by helping children visualize situations However, students in Let’s Go classes were often too young to grasp complex scenarios, making realia and explanations less effective Consequently, teachers resorted to writing examples and encouraging repetition to reinforce learning.
The results from eight questions in the questionnaire show that young learners are happy with their studying in Let’s Go classes They have good attitude towards
Studying grammar, especially studying with real objects (51.4%) However, since tealia was not used regularly in grammar lessons, children preferred to see their teachers model the examples
Realia, in general, is a useful teaching aid to create children’s imagination This is a way to show children how languages link to the real world Moreover, it can touch