Collections of Professor Dr David Ngin Sian Pau

understanding up to five hundred vocabulary words, although they may not yet necessarily feel comfortable with communicating them. The learner is now able to answer questions in complete sentences and is no longer intimidated by the second language. It is important for the teacher to relay the correct answer when the child makes a grammatical or usage mistake. For example, when the student says .I go to park,. The teacher replies .Oh! You want to go to the park!. The student gets the correct idea without the embarrassment of an overt correction.

As children’s thinking, ability to learning and physical development grow, their acceptance of teaching style according to assessment result of child development are as follow.

1. Using Visual/Spatial approach is helpful as they are extremely imaginative and
    creative, understand visual pictures and experts at reading body language, work
    best through sketching, drawing and constructing visual diagrams.
2. Bodily/Kinesthetic teaching approach can be used at this stage because they are
    oriented to the physical touch, understand sensory material from hands- on
    experience, and work best through expression of movement.
3. These primary level English learners are Musical/Rhythmic, highly responsive to
    audial stimuli, understand the rhythm and structure of music, and work best
    while listening to music.

Their favourite LEARNING STYLES are:

A. Visual: seek out pictures, charts, videos, diagrams and handouts; thrive when
    they sit in the front of the class so that they can examine the body language of
    the teacher.

B. Auditory: seek out discussions, reading aloud and verbal directions; benefit
    when they tape record lectures.

C. Tactile-Kinesthetic: seek out expressive activities; will greatly benefit from
    Total Physical Response.

2.2 Multisensory Learning Approach

The idea that learning English experienced through all the senses of children is helpful in reinforcing memory which has a long history in pedagogy. From the earliest teaching guides, educators have embraced a range of multi-sensory techniques in order to make learning richer and more motivating for children. The term is used to refer to any learning activity that combines two or more sensory strategies to take in or express information. Multi-sensory approaches have been particularly valuable in literacy and language learning, for example, in relationships between sound and symbol, word recognition, and the use of tactile methods such as tracing on rough or soft surfaces. Kinaesthetic refers to perceiving through touch and an awareness of body movements.