Children’s Language Development in Learning Speaking and Listening

Abstract

When observed the children's learning and their development, teachers need to understand what they see. The process of observing, noting, and recording, with the support of record like the Primary Language Record, helps to develop powers of observation, but also directs attention to what is significant in a child's behavior. The frameworks present in the Record help to structure these observations and provide the basis for a developing profile of a child's strengths and need as a learner. There are five dimensions form part of a continuum of learning; they go on being important and developing throughout a person's life as a learner: Confidence and independence, Experience, Strategies, Knowledge understanding, and reflectiveness. Classroom context is also considered for the young learners in opportunities and experiences.Abstrak: Ketika mengamati perkembangan dan pembelajaran anak-anak, para guru juga harus memahami apa yang mereka lihat. Proses mengamati, mencatat, dan merekam yang dibantu dengan alat perekam bahasa, meningkatkan kualitas pengamatan, dan juga memberikan data yang signifikan tentang prilaku anak. Hasil rekaman membantu pendidik untuk membuat profil kelebihan dan kebutuhan anak-anak yang sedang diamati. Terdapat lima dimensi pembelajaran bahasa, yaitu: anak-anak berkembang seiring dengan kehidupannya sebagai siswa, percaya diri dan kebebasan, pengalaman, strategi, pemahaman terhadap ilmu pengetahuan, dan refleksi. Suasana kelas juga sangat mendukung siswa untuk mengembangkan pengalaman dan kesempatan belajar.

Sözlü İletişim Becerilerinin Geliştirilmesine İlişkin Sınıf Öğretmenlerinin Yaptıkları Çalışmaların İncelenmesi

“…In a research conducted by Akkaya (2012), it was determined that prospective teachers have problems such as voice, tone of voice, emphasis, pronunciation mistakes, lack of information, unable to focus on speaking, and speaking problems resulting from the social obstacles. Yustina (2012) states that the teacher's speaking habits and deficiencies are effective on the development of listening and speaking skills of students. At this point, it can be said that the teachers should be extremely careful.…”

“…Bu araştırmadan elde edilen sonuçlar, öğretmenlerin hem dinleme hem de konuşma becerilerine yönelik verimli ve öğrencileri sürece aktif olarak katacak çalışmalara yer vermediklerini ortaya koymaktadır. Oysaki öğretmenin sınıftaki en merkezi rollerinden biri öğrencilerin dinleme ve konuşma becerilerini geliştirmektir (Yustina, 2012). Bu noktada öğretmen sözlü iletişim becerilerini geliştirme yollarını anlamalı, sınıf (Ampa, 2015).…”

“…Araştırmada ortaya çıkan sonuç, dinleme becerisini geliştirmek için verilen etkinlik temelli eğitimin, 7. (Yustina, 2012).…”