UNIVERSITI PENDIDIKAN SULTAN IDRIS

FACULTY OF HUMAN DEVELOPMENT

EARLY CHILDHOOD EDUCATION DEPARTMENT

KAH1043 ( GROUP)

ENGLISH FOR YOUNG LEARNERS

INDIVIDUAL ASSIGNMENT:

WRITTEN ASSIGNMENT 1

PREPARED BY:
NAME MATRIC NUM. TEL. NUM.
FATEN NAJWA BINTI MOHD ZAMRI E20202027386 013-2773739

LECTURER:
NUR HIDAYAH BINTI BT ABDUL RAHABUDEEN
NO CONTENT PAGE
1.0 INTRODUCTION 1-2

2.0 TEACHING MATERIAL 3-5

3.0 ACQUISITION THEORY 6-7

4.0 REFERENCES 8
1.0 INTRODUCTION

Second language acquisition (SLA) and learning is defined as the learning and
acquisition of a second language once the mother tongue or first language acquisition
has been established. SLA describes the process of learning languages other than one's
native tongue. For example, a child who speaks Hindi as his mother tongue start
learning English when he enters school. The process of second language acquisition is
used to learn English. In fact, a younger child can learn a second language faster than an
adult. Although most scholars use the phrases "second language learning" and
"language acquisition" interchangeably, these terms are not synonymous. Language
learning is the formal acquisition of a language in a classroom setting. Language
acquisition, on the other hand, refers as learning a language with little or no professional
training. If you travel to a foreign country where the native language is not spoken, you
will need to learn that language. It is possible to do so with little formal learning
language by interacting with native peoples on a daily basis in the market, workplace,
parks, or elsewhere. This is particularly true when it comes to learning a spoken
language.

When teaching a second language, there are various factors to consider. These factors
may include the language spoken at home, the learner's willingness, and the motive for
learning the second language for examples, learning at school, for work, to talk to friends
or others. Despite the fact that all students studying a second language go through the
same phases of learning, the length of time spent learning varies. Students can learn more

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effectively if they respond to pictures and visuals. It is critical to focus on listening
comprehension and developing a receptive and active vocabulary. The process of
comprehending, speaking, and writing another language fluently is described by the
definition of second language acquisition and learning. In today's society, the capacity to
communicate in a second language is becoming increasingly important.

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2.0 TEACHING MATERIAL

“Twinkle Twinkle Little Star” Lyrics

Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.

When the blazing sun is gone,

When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.

Then the traveller in the dark,

Thanks you for your tiny spark,
He could not see which way to go,
If you did not twinkle so.

In the dark blue sky you keep,

And often through my curtains peep,
For you never shut your eye,
‘Till the sun is in the sky.

As your bright and tiny spark,

Lights the traveller in the dark.
Though I know not what you are,
Twinkle, twinkle, little star.

Twinkle, twinkle, little star.

How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.

Twinkle, twinkle, little star.

How I wonder what you are.
How I wonder what you are.

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 “Twinkle, Little Star” is a popular nursery rhyme and lullaby tune. Twinkle
Twinkle Little Star, like ABC Ballad and Baa, Baa, Black Sheep, shares the same tune
as the 1761 French song "Ah! vous dirais-je, Maman." The song's lyrics are based on a
poem called "The Star" by Jane Taylor, which debuted in 1806 in a volume issued by
the same author and her sister Ann Taylor Rhymes for the Nursery.

Nursery rhymes that I selected have been implemented to enhance a child's aesthetic
and musical sensitivity. Most nursery rhymes begin with a brief tune that children may
easily learn and memorise. As a result, early musical training can be easily and
smoothly integrated into their language literacy programme. Nursery rhymes are
distinguished by elements such as repeats, double rhymes, and the ability to use
different lyrics. They use melodic contours in phrases that follow a series of arch
shapes known as anacrusis. Phrases that use the concept of up and down have an ascent
balanced by a decline. Nursery rhyme lyrics also contain themes of tension and
resolution. There is also power in phrasing since emphasis is frequently placed on pitch
and volume and accent at the beginning, middle, or end of a phrase or sentence, the
placement of which changes the meaning Rhymes lend themselves nicely to
dramatisation, with words and gestures reinforcing the message. All of this contributes
to the formative development of their language skills.

The importance of nursery rhymes in children's development in terms of language

development is that when children hear nursery rhymes, they hear the sounds vowels and
consonants sound. They learn how to blend these sounds to form words. They also focus
on pitch, volume, and vocal intonation, as well as language rhythm. Take note of how
you sound when you ask inquiries, for example. Do you have a distinct voice when
communicating because children learn new vocabulary in nursery rhymes that they
would not learn in normal English. For example, fetch and pail in “Jack and Jill went up
the hill to get a pail of water”. Nursery rhymes are short and simple to repeat, so they
become some of a child's first sentences.

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 Aside from that, the relevance of nursery rhyme in children's cognitive
development cannot be overstated. Because nursery rhymes are patterns, they allow
children learn easy recall and memorization. Nursery rhymes typically tell the story with
a beginning, middle, and finish. This teaches children that events occur in a sequential
order, and they begin to learn how to grasp stories and follow along. Nursery rhymes
contain patterns and sequence, so youngsters begin to learn basic math abilities as they
recite them. Many rhymes also include numbers, counting, and other arithmetic words
that youngsters should learn, such as size and weight. Nursery rhymes also impart
alliteration (“Twinkle, twinkle, little star”), onomatopoeia ("Baa Baa Black Sheep"), and
imaginative imagery. Children listen to these rhymes and act them out what they imagine
the characters are doing.

It also improves children's reading skills. Almost all fingerplays shift the hands
from left to right. This left-to-right directional motion is beneficial for children to learn
since it prepares them for the order of the written word in English. When reading to your
children, let them follow your finger as you trace the words, so they can acquire this
notion from the written words in a book as well. Story sequencing is a second crucial
reading idea that children must fully understand before they can become effective
readers. They must understand how the order of what happened first, second, third and
final affects the story so that they can retell it in the order in which the events occurred.

Lastly, it helps children's social and emotional development by maintaining a safe and
secure relationship between parents and children. Positive physical touch between a
parent and a child, or between children, is beneficial for social development, such as
during clapping rhymes. Children can develop a sense of humour by listening to funny
nursery rhymes. The characters in nursery rhymes go through a wide range of emotions.
This can assist children in identifying their own emotions as well as understanding the
true feelings of others. Children learn to create, be creative, and express themselves as
they act out nursery rhyme stories they hear. Nursery rhymes educate history and connect
children to the past.

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3.0 ACQUISITION THEORY

The Behaviorism Learning Theory is a learning theory that emphasises human

behaviour as a result of the interaction of stimulus and responses. Gage and Berliner
proposed the behaviourism theory. This theory later developed into the flow of learning
psychology known as behaviourism flow, which influences the development of
education and learning theory. This emphasis on flow behaviour formation appears to be
the effect of learning. Theoretical behaviourism with a stimulus-response relationship
model, seated person as an individual passive learning (Alissa,2003). Specific
behavioural responses are investigated solely through training or habituation. When
provided reward, the emergence of behaviours becomes greater, and when condemned,
the emergence of behaviours disappears. A person is said to have learned something if he
can demonstrate changes in his behaviour. The main learning, according to this theory, is
in the form of inputs and outputs in the form of stimulus response.

According to the behavior theory of the figure of Ivan Pavlov, we can see nursery
rhymes can be linked to dog experiments performed by Ivan Pavlov. For examples, an
English teacher teaches a class which is not very interested in English. Every time the
teacher taught in the classroom, it was discovered that many children are playing and
paying less attention. The teacher is concerned about the children' attitudes and actions in
class. So the teacher decided to take action so that the students in the class could fully
concentrate on the English subject. In class, the teacher has identified the child's interest
tendencies. Most of the children adore music and singing because their spirits are drawn
to happiness and enjoyment. As a result, the teacher pick nursery rhymes whis is
twinkle twinkle little stars a songs and music to engage into the teaching and learning
process in the classroom. According to Pavlov's classical theory, the teacher uses song as
an unconventional stimulus to increase students' interest in English subjects. The figure
below is based on Pavlov's theory. There are three phases that occur in this situation:
before habituation, during habituation, and after habituation.

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 Prior to habituation, the teacher uses an unconventional stimulus that demonstrates the
children's attention, creating an unconventional response. Following that, during
habituation, the teacher taught the subject of English, which is the habitual stimulus, and
he included an appealing song, which is the habitual stimulus, and as a results, the
children concentrate on the habitual reaction. Finally, following habituation, when the
teacher taught the English subject, which was an unusual stimulus, the students did not
respond, indicating a common response.

The conclusion that can be linked to Ivan Pavlov's classical habituation theory is that
if children are engaged with something enjoyable, they will respond positively. Teachers
must capture their attention with activities that excite their interest so that they can
provide their full concentration. This theory can raise teacher’s awareness of relevant
stimuli and reactions that can be habituated or learned. To produce the prevalent reaction,
teachers must then associate the good experience of the prevalent stimulus with the
learning task of the unconventional stimulus. The stronger the prevalent response, the
more frequently the stimulus is associated with a response.

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4.0 REFERENCES

Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes,
phonological skills, and reading. Journal of Child Language, 16, 404–428.

Ellis, Rod (1994). The study of Second Language Acquisiton. Oxford Oxfodshire :
Oxford University Press https://escholarship.org/uc/item/6wg540t3

Cardanay, A. B. (2013). Nursery rhymes in music and language literacy. General Music
Today, 26, 30–36. http://dx.doi.org/10.1177/1048371312462869

Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for
babies. Vancouver, BC: Blacksheep Press.

Fauziati, E. (2014). Methods of Teaching English as a Foreign Language (TEFL):

Traditional Method, Designer Method, Communicative Approach, Scientific Approach.
Surakarta: Era Pustaka Utama.

Kamarudin Hj Husin (1993). Pedagodi 3 Penggunaan Psikologi dalam Bilik Darjah

Selangor Darul Ehsan : Longman Malaysia

"Nursery Rhymes". Oxford University Press. 9 December 2017.

Taylor, Jane, 1783-1824. (2011). Twinkle, twinkle, little star. New York :Little, Brown,
https://www.youtube.com/results?search_query=twinkle+twinkle+little+star