CAMERON, PINTER AND PAUL’S THEORY

This Paper is prepared to fulfill the Assignment of Children Language Acquisition

Supporting Lecturer: Ika Sulistriani, M.Pd,

Arranged by:

1. Winda Putri Novianti (216121065)

2. Rofiah (216121068)
3. Devani Fauzul Vatiqa (216121073)
4. Auliaul Faricha (216121077)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

CULTURES AND LANGUAGES FACULTY

RADEN MAS SAID STATE ISLAMIC UNIVERSITY OF SURAKARTA

2023
 FOREWORD

The Authors extend special thanks to God for the blessing and grace for the
writer, so we can finish this paper to fulfill Assignments of Children Language
Acquisition with the title "Theory Cameron, Pinter and Paul”.

Thank you to the Introduction to Educational Research lecturer Ms. Ika

Sulistriani, M.Pd, who has given us assignments and the material. Thanks also to
those who helped in the preparation of this paper. The authors realize that this paper
is distant from perfect, both in terms of preparation, language, and writing. In
consequence, we presume constructive better in the future. Positively this paper can
increase insight for all the readers and can be suitable for development and
improvement of knowledge.

Sragen, 2023 May 24

Authors

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 TABLE OF CONTENT

FOREWORD ...............................................................................................................ii

TABLE OF CONTENT ..............................................................................................iii

CHAPTER I ................................................................................................................. 1

INTRODUCTIONS ..................................................................................................... 1

A. Background of The Problems ......................................................................... 1

B. Formulation of The Problems ........................................................................... 2

C. Purposes......................................................................................................... 2

CHAPTER II ................................................................................................................ 3

DISCUSSION .............................................................................................................. 3

A. Cameron’s Theory............................................................................................. 3

B. Pinter’s Theory .................................................................................................. 4

C. Paul’s Theory ................................................................................................ 6

D. Pinter and Cameron’s Framework for Effective instruction ......................... 8

E. David Paul’s Framework for Effective Learners .............................................. 9

CHAPTER III ............................................................................................................ 11

CONCLUSIONS AND SUGGESTIONS .................................................................. 11

A. Conclusions ..................................................................................................... 11

B. Suggestions ..................................................................................................... 12

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 CHAPTER I

INTRODUCTIONS

A. Background of The Problems

Teaching is a complex process that requires careful organization for

its success. For this reason, teachers must recognize the importance of
managing effective learning, and classroom management must be considered
the highest priority. Nancy and Border (1991) state that effective instruction
is instruction that motivates students to learn. Emphasizes the validity of
diverse learning styles by maximizing the climate or conditions for learning
in the classroom through the use of instructional design principles that
respect learning differences and increase the likelihood of success for all
students. According to Kyriacou (2007), effective teaching is defined as the
successful process of the teacher in realizing the desired learning of students
through several educational activities. Furthermore, Nancy and Border (1991)
stated that effective teaching can be defined as a teacher's way of providing
equal opportunities to each student to become a successful learner.
From a student's perspective, effective teaching is related to active
engagement (Paul, 2003; Cameron, 2001; Kyriacou, 2007) and meaningful
learning (Pinter, 2006). Cameron (2001) further states that children are
mentally active learners who will try to find meaning and purpose from the
activities presented to them. Engaging active learning means that students
must actually experience the learning process step by step. The steps are
Noticing, Desiring, Taking Risks, Experimenting, Succeeding, and
Connecting. They are considered student-centered learning. Furthermore,
Gagne (Kyriacou, 2007) stated that these steps must have three learning
domains, namely the domain of cognitive learning, affective, and motor
skills.
All steps will be in vain if they are not based on meaningful learning
content. A lesson will be meaningful or contextual if it is natural for students.

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 Students know the reasons why they have to learn the lesson. Students do not
just do what the teacher wants. However, they relate lessons to the lives,
environment, and knowledge of their peers. According to Paul (2003), the
learning process must be sequenced from receptive skills to productive skills.
Cameron (2001) states that the learning process must be sequenced from
impersonal themes to be more personal.

B. Formulation of The Problems

1. What is Cameron’s Theory?
2. What is Pinter’s Theory?
3. What is Paul’s Theory?
4. How is Cameron and Pinter’s Theory in Teaching?
5. How is Paul’s Theory in Teaching?

C. Purposes
1. To explain the Cameron’s Theory
2. To explain Pinter’s Theory
3. To explain Paul’s Theory
4. To clarify Cameron and Pinter’s Theory in Teaching
5. To clarify Paul’s Theory in Teaching

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 CHAPTER II

DISCUSSION

A. Cameron’s Theory
Professor Lynne Cameron is professor of applied linguistics at the
Open University and ESRC Global Uncertainties Research Fellow.Cameron
(2001) stated that children are mentally active learners who will try to find
meaning and purpose for activities that are presented to them. Actively
involving learning means that the students should really experience step by
step the learning process. The steps are Noticing, Wanting,Taking a
risk,Experimenting, Succeeding, and Linking. They are considered as
students centered learning.
Cameron (2001) stated that the learning process should be sequenced
from Impersonal to more personal themes.emphasized that the quality of
effective learning could be reached if the students find the learning process
meaningful and fun as well. If the students find that they learn without any
understandable reason or context, they would not find it is important or even
internalize the lesson itself. Consequently, they would not learn best. It is
assumed that Therefore, how to make the lesson meaningful (contextual) and
fun, it should be seen as the important thing to be taken into account by the
teachers. Children are mentally active learners who will try to find meaning
and purpose for activities that are presented from them.

The principle of Cameron's theory:

1. Learning the first language

By the age of 5, first language acquisition was largely complete.
Children also have problems using words that express logical relations
between ideas, like cause and effect. The full use of coordinators,
including but and because, is still to be developed after the age of 11
years. "Although or unless" can cause problems even for 25 year olds.
The meanings of these linking terms are logically complicated and

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 correct use requires the child to have developed both logical
understanding and the language in which to express it.

2. Age and first language

In studies of immersion language learning, younger children (7-8
years) seem to pay more attention to sound and prosody (the music of
an utterance), whereas older children (12-14 years) are more attentive
to cues of word order. Children are generally less able to be selective
and pay attention to features of learning tasks than adults, and more
easily distracted by other pupils. When faced with talk in the new
language, they try to understand it in terms of the grammar and pay
particular attention to items that they are familiar with.

3. Second and foreign languages

The central characteristics of foreign language learning lie in the
amount and type of exposure to the language: there will be very little
experience of the language outside the classroom, and encounters
with the language will be through several hours of teaching in a
school week..

B. Pinter’s Theory
Pinter has worked as a teacher trainer for several years and he has
long experience teaching children and his passion for teaching children is
unquestionable. Pinter divides study groups according to age and stages
studied, he distinguishes between younger students and older students in this
larger group. He explained that while younger learners have a holistic
approach to language learning, older learners are more analytical. The
following is the division of groups according to Intelligence:

1. Preschool Years
Based on intelligence, Babies begin their journey to become
communicators when they learn to use eye contact, smile, and begin
to stare in different directions. Around 3 months vocalizations and
speech turns begin and by the end of the first year most children

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 realize they can communicate effectively using preverbal forms of
movement. The second year is marked by more and more turns to
speech and gestures. Typically 2 year olds recognize about 200 words
but will actively use fewer.
2. Primary School Years
Children's ability to understand and provide definitions improves with
age, and 10-11 year olds can add new words to their vocabulary
simply by providing definitions. School-age children begin to
appreciate the many meanings of words. Mental metaphors, humor
and puns, and they begin to develop the capacity for abstract
reasoning.

3. Post-primary years
At this stage, subtle structural refinements occur alongside a massive
acquisition of a more prominent lexis. Pinter thinks that
elementary/high school students will learn 3,000 to 5,400 words per
year. This advanced vocabulary repository contains more long, less
frequent, and semantic signed forms. Students are able to alternate
between colloquial, colloquial expressions and words in a more
formal, more distant and academic style.

Young learners’ characteristics adapted from Pinter (2006)

No Characteristics

1 Children need space for language growth.

Children's language learning depends on what they

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experience.

3 Children actively try to construct meaning.

They are more concerned about themselves more

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than others.

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 They enjoy fantasy, imagination, and
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movement.

They have lower levels of awareness about themselves as

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language learners as well as about the process of learning.

They have limited reading and writing skills even in their

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first language.

They understand meaningful messages but cannot optimal

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analyze language yet.

C. Paul’s Theory
David Paul Ausbel or Paul was an American Psychologist. Paul is the
most significant contributor for educational psychology, cognitive science,
and science education’s field. The things that learners already know is the
most important single factor that influences the learning. This is the reason
for paul to lead on developing theory of meaningful learning and advanced
organizers:

1. Learning Theory
Paul thinks that learning of new knowledge relies on what is already
known. That is, knowledge instruction starts by our observation and
recognition of events and objects using concepts we already have.
Jean plaget's teachings had an influence on Paul. Paul related this to
his explanation of how people improve knowledge, and it's similar to
Piaget's ideas of conceptual schemes.
2. Meaningful Learning
Paul's theory is also concerned with meaningful learning. Individuals
must relate new knowledge to relevant concepts they already know,
according to his theory, in order to learn meaningfully. New

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 knowledge must interact with the learner's knowledge structure. The
most important aspect of meaningful learning is how new information
is integrated into the existing knowledge structure.

3. Expository Organizer
Paul believed that children have a natural ability to organize
information into whole meaningful parts. Students ought to learn a
broad concept before continuing on to specifics. Paul believed that
teachers should provide a preview of the information to be learned.
Teachers could accomplish this by providing a brief introduction to
the structure of the information that will be presented.

David Paul also declare the role of teaching in english skill such as speaking,
and listening:

1. The Teaching Role in Speaking

Paul (in Pratama and Alawiyah) lists several principles that teachers
need to consider in preparing students to communicate in English:
1) Introducing and practicing patterns in ways that feel
meaningful to the children,such as in games, in situations
where the children genuinely want to express themselves, and
through personalization.
2) Practicing new patterns in combination with the other patterns
the children have learned, so the children can internalize them
more easily.
3) Giving the children many opportunities to guess how to use
the patterns flexibly in novel situations.
4) Giving the children confidence to speak out in front of others
talking independently with other children and the whole class.
5) Building the children’s inner strength to deal with confusing
and novel situations, by presenting them with puzzles to
overcome and solve, and making sure they are finally
successful.

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 2. The Teaching Role in Listening
Paul (in Diyanti) declares that teaching listening can be held through
song. Paul states that children love songs. Children bear in mind songs,
sing them after class, hum them on their way home, and sing them at
home. They enjoy singing, and songs provide multiple chances to acquire
new words and master their pronunciation.
Paul also suggest the following way to teaching listening by using
song in class :
1) Singing
The children sing songs with enjoyable melodies and useful
language content.
2) Activities
The teacher can direct the childrens to combine song with
activity or actions.
3) Chants
A chant can contain almost any sentence or expression. Chants
should be combined with actions whenever possible.
4) Background
Children play games with music playing in the background.
This can be a good way for children to remember patterns
without focusing too much on them, as well as to pick up
chunks of language in songs.
5) Between Lesson
It can be done by encouraging the parents to sing English
songs in the car and both parents and children to sing them at
home in between lessons.

D. Pinter and Cameron’s Framework for Effective instruction

Pinter (2006) and Cameron (2001) emphasize that effective learning
quality can be achieved if students find the learning process meaningful and
enjoyable. If students feel that they are learning without any understandable
reason or context, they will not feel important or even internalize the lesson
itself. As a result, they will not learn well. Therefore, how to make learning

8
 meaningful (contextualized) and fun, should be seen as an important thing
that teachers should pay attention to. Children are mentally active learners
who will try to find meaning and purpose in the activities they do. And
purpose of the activities that are presented to them (Cameron, 2001).
Cameron (2001) holds an assumption that the major part of teaching and
learning to young learners will be oral. Furthermore, she proposes two
guiding principles in teaching speaking to young learners:
1) Meaning must come first: if children do not understand the spoken
language, they cannot learn it;
2) To learn discourse skill, children need both to participate in discourse
and to build up knowledge and skill for participation. It means that
the young learners should be involved in a situation where they will
practice speaking with real people for real purposes.

E. David Paul’s Framework for Effective Learners

Paul’s framework for effective teaching seems more focused on seeing the
quality of effective teaching from the perspective of students’ characteristics.
There are 6 stages offered by Paul, which can indicate the effective teaching
happens in the classroom. The stages are Noticing, Wanting, Taking a risk,
Experimenting, Succeeding, and Linking.

1. Noticing stage
The noticing stage means students notice new words or patterns as
they play. In this stage, students should avoid feeling a 'learning'
atmosphere. Rather than learning, they should experience this stage as
a play activity. So when learning new words, students do not feel that
it is learning but playing. In this case, students will easily absorb the
lesson.
2. Wanting stage
Wanting means that after students notice words or patterns that have
been learned in the noticing stage they will feel like they want to
know what they have learned more deeply.

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3. Taking a risk stage
Taking the risk stage is the stage when the students are likely to try
the pattern that is learned. The students can decide to perform and act
out the dialogue using the given expression. They just need to try to
be brave enough to take the risks of being right or wrong.
4. Experimenting stage
Experimenting means The students can engage in various types of
activities that involve them to try new language targets, exploring
new things, making mistakes, encountering several examples of the
new pattern, and applying it to express their own actual feelings. The
stage is then advanced to the Succeeding and Linking stages.
5. Succeeding stage
Succeeding means the students will be successful in understanding
and using individual words and sentences if the new language target
is at an achievable level
6. Linking stage
Linking means the students are more likely to link the targets already
learned into the mental model they are building up as they try to make
sense of the world of English.

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 CHAPTER III

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Cameron (2001) stated that children are mentally active learners who
will try to find meaning and purpose for activities that are presented to them.
Cameron (2001) stated that the learning process should be sequenced from
Impersonal to more personal themes.emphasized that the quality of effective
learning could be reached if the students find the learning process meaningful
and fun as well. If the students find that they learn without any
understandable reason or context, they would not find it is important or even
internalize the lesson itself.
Pinter divides study groups according to age and stages studied, he
distinguishes between younger students and older students in this larger
group. He explained that while younger learners have a holistic approach to
language learning, older learners are more analytical. The following is the
division of groups according to Intelligence:
1. Preschool Years
2. Primary School Years
3. Post-primary years
Paul thinks that learning of new knowledge relies on what is already
known. That is, knowledge instruction starts by our observation and
recognition of events and objects using concepts we already have. Jean
plaget's teachings had an influence on Paul. Paul related this to his
explanation of how people improve knowledge, and it's similar to Piaget's
ideas of conceptual schemes.
Paul’s framework for effective teaching seems more focused on
seeing the quality of effective teaching from the perspective of students’
characteristics. There are 6 stages offered by Paul, which can indicate the
effective teaching happens in the classroom. The stages are Noticing,
Wanting, Taking a risk, Experimenting, Succeeding, and Linking.

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B. Suggestions

The author realizes that this paper still has many errors and is far from
perfect. Therefore, the author always expects criticism, suggestions, and
constructive input from various parties so that later this paper can be helpful
in the world of education in the future. Thus the paper that we made may be
helpful and increase the knowledge of readers. That is all from us, thank you.

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 BIBLIOGRAPHY

Syafryadin. 2020. “Effective English Teaching for Young Learners

Classrooms”(Online)(https://ejournal.ihdn.ac.id/index.php/JOELE/article
/view/1714 accessed on 2023, May 25).
Pratama,E.Y and Awaliyah,Y. 2015. “Teacher’s Strategies in Teaching Speaking to
Young Learners” (Online)
(https://core.ac.uk/download/pdf/230810965.pdf accessed on 2023, May
25).
Diyanti,Y. 2010. “Teaching Listening and Speaking to Young Learners”. (Online)(
http://staffnew.uny.ac.id/upload/132310012/pengabdian/teaching-list-
speak-yl.pdf accessed on 2023, May 25)

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