Usvajanje gramatike engleskog jezika u ranoj dobi

Predmet ovog rada je usvajanje gramatike engleskog kao stranog jezika u ranoj dobi. Cilj rada bio je analizirati prakse i teoriju poučavanja gramatike u nastavi engleskoga jezika u ranoj dobi, na temelju dostupne literature. Gramatika se u ranom i predškolskom odgoju i obrazovanju poučava diskretno, prema indukcijskom principu u kojem je značajna djetetova aktivnost i autorstvo nad aktivnošću. Kao neki od čimbenika koji utječu na usvajanje gramatike engleskog jezika u ranoj dobi izdvojeni su: obiteljsko okruženje, materinski jezik, dob, inteligencija, motivacija, utjecaj medija te nastavni elementi. Ishod ranog usvajanja gramatike uvjetovan je prilagodbom sadržaja, socijalnog i fizičkog okruženja, metoda, sredstava i drugih nastavnih elemenata mogućnostima, interesima i potrebama djece polaznika skupine. Prilagodba djetetu podrazumijeva odgajateljevo poznavanje teorija usvajanja jezika i faza u usvajanju gramatike materinskog i stranog jezika, što omogućuje pravovremeno i optimalno pružanje podrške te fleksibilno djelovanje. Kao primjeri dobre prakse prepoznati su situacijsko učenje i TPR metoda.The subject of this paper is the acquisition of English grammar as a foreign language at an early age. The aim of the work was to analyze the practices and theory of grammar teaching in English language teaching at an early age, based on the available literature. In early and preschool education, grammar is taught discreetly, according to the inductive principle, in which the child's activity and authorship over the activity are important. As some of the factors that influence the acquisition of English grammar at an early age, the following are singled out: family environment, mother tongue, age, intelligence, motivation, influence of the media and teaching elements. The outcome of the early acquisition of grammar is conditioned by the adaptation of the content, social and physical environment, methods, means and other teaching elements to the possibilities, interests and needs of the children attending the group. Adaptation to the child implies the educator's knowledge of the theories of language acquisition and stages in the acquisition of the grammar of the mother tongue and foreign language, which enables timely and optimal support and flexible action. Situational learning and the TPR method are recognized as examples of good practice