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Importance of teaching language
Importance of acquisition of languages
Importance of grammar translation method
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The purpose of learning a foreign language is communication and this can be achieved by communicating in the foreign language (Walia, 2012). Therefore, thorough practise in grammatical exercises or memorizing dialogues and phrases do not provide the required results as actual attempts at spontaneous conversation in the foreign language. The Grammar Translation Method and the Audiolingual Approach were replaced by the Communicative Method as the former two were insufficient in certain ways as primary language teaching methods. Although both the Grammar Translation Method and the Audiolingual Approach have their merits, they do not satisfy the primary requirements of learning a language: allowing learners to practise communicating in the foreign language. The Communicative Approach provides learners with the opportunity to explore and practise the foreign language in social and cultural contexts, which allows learners to eventually master the L2. The reasons as to why the Grammar Translation Method and the Audiolingual Approach were considered largely unsuccessful will be discussed below. The Grammar Translation Method focused primarily on two skills: reading and writing (Iravani, 2014) with greater emphasis on grammatical principles. This is no surprise as at the time this method was very popular as a primary method in language teaching, language learning was limited to absorbing knowledge of the foreign language’s literature (Iravani, 2014) and language learning itself was considered an intellectual pastime. Therefore, no importance is given to speaking and listening (Iravani, 2014), which rules this method out as an effective approach to foreign language teaching. L1 was used as the medium of instruction (Shengxi, Lei, Huan & M... ... middle of paper ... ...en using the Grammar Translation Method and the Audiolingual Approach in isolation and using the Communicative Approach is that the latter employs many methods to provide learners with a through and well-rounded language learning experience. Works Cited Walia, D.N. (2012). Traditional Teaching Methods vs. CLT: A Study. Frontiers of Language and Teaching, Vol. 3, 125-131. Shengxi, L., Lei, L., Huan, M. and Min, Y. 2014. Second Language Teaching Methods. [online] Available at: http://www.slideshare.net/guest0c02e6/second-language-teaching-methods# [Accessed: 28 Jan 2014]. Larsen-Freeman, D. and Anderson, M. 2011. Techniques and principles in language teaching. Oxford ; New York: Oxford University Press. Cited in Iravani, H. 2014. Teaching methods. [online] Available at: http://www.slideshare.net/ghost45/teaching-methods-5772546 [Accessed: 28 Jan 2014].
When reading the article, “Principles of instructed second Language” by Professor Rod Ellis (2008), he gives us a brief overview of eight principles that we can use to help ELL students. L2 (second language learners), must be able to adapt to the language of America. As educators we must find the correct road map to assist these students. SLA researchers are not so sure that we can help these students to achieve this goal. Professor Ellis does believe with some guidance that educators can have “provisional specification”.
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
... ways and with many different methods, all of them have a different effect, good or bad, on different learners. But as soon as the learners see the point of learning this the biggest obstacle is out of the way and give the opportunity for many types of fun and educational assignments that ultimately learn the learner to communicate at it’s best. Which is the goal every language teacher should be striving to achieve.
Generally speaking, students can concur some simple conditions and do well in traditional examinations with the traditional teaching methods, however, when encountering more complicated conditions, students may lose their discretion. In terms of the paper, a critical evaluation of Miss Wong’s teaching methodology will be presented in the first part, and it will contain its characteristics and the main currents as far as teaching of grammar is concerned. Then, in the second part, I will discuss the pedagogical implications of Miss Wong’s approach to student learning. A grammar activity which will be designed to improve the teaching efficiency is represented in the third part and last but not least, the rationale will be made before the conclusion of this paper.... ...
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
The Audiolingual Approach to language teaching has a lot of similarities with the Direct Method. Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. But there are also some differences. The direct method highlighted the teaching of vocabulary while the audiolingual approach focus on grammar drills.
To, T.T., Nguyen, M.H.T, & Nguyen, T.M.T. (Eds.). (2011). An Introduction to Language Teaching Methods. Hanoi: Vietnam National University
The student’s knowledge and understanding will be developed through learning language, learning through language, and learning about language. (Halliday, 1985, p. 8) The student is driven to develop competencies to communicate appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes. (IBO, 2014, p. 8). According to Lanning 2013 quoted in (IBO, 2014, p. 8) “processes are what help mediate the construction of new knowledge and understanding and play an especially important role in language and communication.” They are designed to enable students to become multiliterate by developing their oral literacy (oracy), visual literacy (visuacy) and written literacy (literacy) (IBO, 2014, p. 8). There are four communicative processes for each of the six phases in order to assist teachers with planning, teaching and assessing. The First communicative process is comprehending spoken and visual text. The Second one is comprehending written and visual text. The third is communicating in response to spoken, written and visual text. In the fourth, language is used in spoken and written form. To meet these objectives, teachers have to concentrate on the macro-skills of language: listening, speaking, reading, writing, viewing and interpreting. These skills are interactive and interrelated though teachers arrange them as isolated skills. (IBO, 2014, p. 8) the use of the objectives of the six phases is compulsory and they should be referenced when planning units. Each objective is elaborated by a number of strands; which is an indicator of the learning expectation. (IBO, 2014, p. 9). They are subsets of each whole objective that must be taken into consideration when planning, teaching and assessing and reporting on the student’s development and communicative
In the article, “Current Developments in Research on the Teaching of Grammar” by Hossein Nassaji and Sandra Fotos two main issues had been discussed. The first one is whether grammar teaching make any differences to language learning where the questions raised are whether grammar should be taught or not. The second issue is what kinds of grammar teaching have been suggested to facilitate second language learning. If grammar should be taught, how much and should it be implicit or explicit grammar teaching? Lastly, the article discussed on the current approaches to grammar teaching in which formal instruction can be integrated with communicative activities which are processing instruction, interactional feedback, textual enhancement, task-based
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
According to Hallidays approach combining both practical speaking and communication as well as attend theory classes very important towards improving the learners understanding of the language syntax thus allowing them to begin practicing to rearrange working to fit the native way of speaking a 2nd language. Failure to do this would result in seriously impairing the meaning of the language resulting in serious complication communicating with the public which may also feel offended when communication is
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.