Teaching and acquiring second foreign languages are necessary to have various knowledge that relate to different ways or methodologies. As a known initially the people have (L1.) mother tongue after the birth. It is learned from the way of audition and this acquisition starts with maternity and infanthood. The mother tongue learners learn the main rules and patterns which is L1. Therefore, second language acquisition becomes impalpable. Most of educators tired to solve this problem with different kinds of approaches and applications of curriculums that is based on T-S. In addition, a number of investigators start to do researches and put forward various approaches. In the course of time, some of these approaches were applied. At the same time, every approach which puts forward is destroyed than the previous application. Nowadays many of students who study at teaching second language acquisition learn different kinds of methodologies. These methodologies support the effective acquisition. So a number of teacher and students benefit from these methods. This year we were one of them. We see that many of them such as, terminologies and methodologies based on different period during the history. Our lecture name is Foreign Language Teaching Methods. Briefly these methodologies are Grammar Translation Method (GTM), Direct Method (DM), The Audio-Lingual Method (ALM), The Silent Way (SW), Suggestopedia, Communicative Language Learning, and Community Lang. Learning, The Lexical Approach, Comparative Learning, Content Based Learning, Task-Based Learning and Past Method.
There are lot of approaches and methods for teaching and learning foreign language effectively. Every approach includes truth value but wrong value or at that time considere...
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...c communicative cognitive cultural and linguistic awareness are effective. Unfortunately in our country, post method effects are seen only private school. I graduated in public school and I did not see this type of curriculum until university.
In conclusion, language learning has extensive area and to host a lot of methodologies and approaches. These kinds of approaches prove a huge of support to effective teaching and learning. Every approach has deficiency. Especially pre-methods approach like Grammar-translation and silent way methods. The importance issue is teacher aware of difference in these methods. In the past time or modern time are not the same but the teacher should set up to relative between to each other. All of the methods or approaches should be known but the most proper method/approaches should be chosen for cultivating effective language learners.
Educating a student takes a massive amount of collaboration between schools, communities and families. It is often said that it takes a village to raise a child and this saying is truer when it is applied to a child coming to America from a foreign country. The differences in culture, family values, social interaction and personal upbringing can often leave both students and teachers wondering how to connect with each other. It is precisely for this reason that all factors be carefully measured when coordinating efforts to educated English Limited Learners.
There is a rising issue in today’s education system to whether or not we need to require and when the education system should start the second language learning in the school system. Some say that education system should wait until the students have reached high school and others say to start it young. Other school officials have said that they should require it in high school because they’ll remember the language better. Experts say that the education system needs to start it young while the child’s brain is like a sponge. The answer to this question is to simply start the foreign language learning young during their childhood which is why all the state education systems should require a foreign language class during the elementary years of schooling.
The author mentions that some researches are indicated that “increased exposure to English does not necessarily speed the acquisition of English”. In addition, the author points out to the teachers that “teacher should be aware that giving language minority children support in the home language is beneficial”. Thus, the time they spend in language isn’t the main factor to determine whether they learn this language better or not. In the fourth myth-children have acquitted an second language once they can speak it. The author claims that “for school-aged children, proficiency in face-to-face communication does not imply proficiency in the more complex academic language needed to engage in many classroom activities”. It means that if a child is good at speaking language, it doesn’t mean that their reading and writing skills are as good as their oral ability. In the fifth myth-All children learn an second language in the same way. Different background and different social class will influence learning styles. The author claims
Traditionally, people learn a new language by either taking a class or learning it from the textbooks. A more interesting way of learning
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...
They must participate in the activities of the lessons which keeps them alert and engaged in their learning. Another advantage of this method is that students are understanding what they learn. They don't connect it back to their native language but they are able to express their thoughts and ideas in correct English. The Direct Method works for all levels of learners. Whether it be level one beginning learners or higher level learners. It can be adapted for the whole range of learners. Since the main focus is the speaking and listening of the new language the students will become fluent speakers. They will have a lot of practice with pronunciation and expression as well. With this method, the teacher demonstrates the language instead of explaining the rules of the language and how to use
Wilkins (1972), an early representative advocate of the communicative approach, clearly indicated that learning vocabulary is as important as learning grammar. Whether the leaner has achieved near native speaking level or not can be judged based upon whether he/she can use and say collocations well. It is argued that lexical competence is at the heart of communicative competence and according to Verhallen&Schoonen (1998), this lexical competence can be a “prediction of school success” (P. 452).Allen (1983) also emphasizes this view stating that “lexical problems frequently interfere with communication; communication breaks down when people do not use the right words” (P. 05). In other statement Wilkins (1974) states, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. The role of vocabulary is so important that, Lewis(1993) said that "vocabulary is core of language.
One of Direct method advantages are that does not teach about languages but it teaches language itself and its use. It is also taught in similar way that first language is acquired, so it is follow the natural order of acquisition. Thus, students’ spoken language is given priority by using commonly day language. That would prompt students to study because what they are leaning is exist in really life. Moreover, this method has become well-known for those who want to communicate in real life speech because it emphasize on spoken rather than other
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
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Although foreign language teachers should use the target language as much as possible making the effort of adopting an appropriate speech style easily understandable for students, it is a real fact that not everything can be explained and that students will not always comprehend what teachers are explaining. In these situations the use of translation would be a valuable solution. Additionally, some experts consider that “translation should yield useful information as it brings up the similarities and differences between one language and another. It is in this particular way that translation facilitates and
linguistics and has only begun within the last ten years. The study of the acquisition of a third language by bilingual speakers is even younger. The growing body of research on this issue shows relevant differences between second and third language acquisition and reveals specific characteristics of the process of third language acquisition. The use of English as a lingua franca has contributed to the spread of trilingualism i.e. Third Language Acquisition in many parts of the world.
According to Rogers et al. (1986) Grammar translation method of second language teaching is one of the most traditional method. This method was originally associated with the teaching of Latin and Greek. Basically its significance is on translating language to the opposite, during the practice of this technique learners have no difficulties to grasp the lesson because it is meted out in the mother tongue. Additionally, this method is labor saving because the teacher carries out all the lessons in the native language.
Translation can help the students better memorize the learning material because translation is a conscious activity which enables the information to enter and be organized in the unlimited and highly stable area in the students’ mind. Learning can be said to have truly taken place when information can be recalled from the students long term memory. Translation can also help the students understand the differences between second language and target language and most important of all it can help the students apply what they have learned to writing. Dagilienė’s study (2012) shows that translation activities are a useful pedagogical tool. He proves that translation enhances better understanding of structures of the two languages and also strengthens students’ translation skills.
Since the last few decades, exercising the skills of spoken language has been receiving high degree of attention amongst the educators. The curricula of foreign language creates the main focus on the skills of productivity by laying special emphasis over the competence of communication. Since recent times, there have been advancements within the multimedia technology that has resulted in the emergence of computer assisted language learning as a tempting option towards traditional sources in order to supplement or replace direct interaction amongst the student and the teacher. This includes the study of language at the laboratory or the self-study on the basis of audio tape (Cervatiuc, 2007).