Group N 1
Phonetic Morpholog
s y
Phonetic awareness: Students learn about the sounds of the Basic prefixes and suffixes: Students learn common prefixes
language and how they are represented in writing. They and suffixes like "-ing," "-ed," "-er," "-est," "un-," "re-," "pre-,"
practice recognizing and producing different phonemes Middle "mis-," etc. They practice forming new words and
(individual sounds). Stress and intonation: Students learn school understanding their meanings. Compound words: Students
about how to pronounce words correctly, paying attention to learn about how two or more words can be combined to
stress patterns and intonation (the rise and fall of the voice). create new meanings, e.g., "sun" + "flower" = "sunflower."
They practice identifying and creating compound words.
Advanced pronunciation: Students work on more challenging More advanced prefixes and suffixes: Students explore
pronunciation features, such as sound reduction, assimilation, and less common prefixes and suffixes, like "inter-," "intra-," "super-,"
elision. They practice applying these features to different contexts. "sub-," "anti-," and "-ism," and practice applying them to different
Regional accents and dialects: Students may explore the contexts. Etymology: Students delve deeper into the origins of
differences in pronunciation between different regional accents or words, tracing their roots back to Latin, Greek, or other languages.
dialects within the same language. Pronunciation and meaning: Secondar They learn about how words have changed over time and how
Students learn how pronunciation can affect the meaning of a y school their meanings have evolved. Word families: Students analyze
word, including homophones (words that sound the same but have how words are related within a family, recognizing common stems
different meanings), homographs (words that are spelled the same and variations in meaning. They practice forming different words
but have different meanings), and intonation (which can change within a family.
the meaning of a sentence).
Advanced phonology: Adult learners may delve deeper into Advanced morphology: Adults may focus on more nuanced
the science of speech sounds, exploring phonetics, phonology, and aspects of word formation, including the use of inflections,
the relationship between pronunciation and meaning. derivational morphology, and the impact of language change on
word structure. Specialized vocabulary: Adult learners may be
Pronunciation for specific purposes: Adult learners may
focus on pronunciation for specific purposes, such as giving
Adult interested in expanding their vocabulary related to specific fields
or professions. They may focus on word formation within specific
presentations, participating in meetings, or engaging in learners areas like medicine, law, science, or technology. Cognates and
professional conversations. They may work on accent reduction or
learning the specific pronunciation of technic false cognates: Adult learners may explore how languages share
common word origins, identifying cognates (words with similar
meanings and forms) and false cognates (words that look similar
but have different meanings).
REFERENCES
1. How easy or difficult is it for different age groups to learn different aspects of language? For example,
young children easily learn new sounds and words. In contrast, adults have more life experiences to help them
understand language. However, adults may find new grammar rules challenging, while younger learners might
not grasp abstract concepts yet.
2. How should teachers change their teaching methods for different age groups? Teachers need to find out
what works best for each group of students. Young children might learn better through games and play. In
contrast, teenagers may benefit from more challenging activities and greater independence in their learning.
3. What are the challenges and benefits of teaching language to different age groups? Young learners often
pick up new things quickly, but they can get distracted easily. Adults usually want to learn but may have other
responsibilities that keep them busy. It’s important for teachers to recognize these differences so they can
create effective learning environments for everyone.
