YOUNG LEARNERS AND TEACHING GRAMMAR EXPLICITLY

Abstract

This article discusses the idea of whether or not new learners can acquire English without being taught grammar in detail because explicit grammar instruction may be unnecessary and even counterproductive for young learners. It can be boring, abstract, and difficult for children to grasp at early ages. Their brains are wired for language acquisition at a young age. While grammar ultimately matters, many educators argue that children should first develop a strong foundation of vocabulary and fluency in English before being introduced to formal grammar. Having learned the experience  and opinions of English language teachers from other countries, the author contends that children can learn English without explicitly teaching grammar in the early years through contextual learning and interactive activities. Students should absorb language naturally through exposure to it in real-life situations, such as conversations with family members, friends, and teachers. Additionally, interactive activities that involve using language in a fun and engaging way can help them develop their grammar skills without even realizing it. However, explicit instruction and error correction can also be beneficial in helping children understand and use grammar correctly as they progress in their language learning journey. As children grow older, around ages 8 to 12, more explicit grammar instruction may start to complement and reinforce the language skills they have already acquired implicitly at younger ages.