there is great expectation by the people from their children to speak good English at the primary level there is a need and pressure in the present scenario to make the best out of the lot in the competing environment to learn English both as a second language and a foreign language. Whatever the age, or level, learning English has become a necessity due to the competition in the society. Has learning English as second language become a methodology or a technological sophistication? Whatever it is there is a great significant difference in learning English both as a first language and second language. The present paper emphasizes the attitudinal challenge and the need for learning English as a second language in the changing scenario.
Hutchinson and Waters (1987) argue that “learners were seen to have different needs and interest, which would have important influence on their motivation to learn and therefore on the effectiveness of their learning.” The purposes of English course for students with specialist language have to be well-desig... ... middle of paper ... ...There are many definitions of ESP (English for Specific Purpose) that comes up from experts, Hutchinson and Waters (1987) assert that ESP is an approach which all determination as to content and method are based for the learner’s reason to learning. In the other words, it is defined by students’ different motivation to learn the language for vary purposes. While Richards (2000) describe that ESP learners typically study English to accomplish peculiar role that different from General English (GE) students that master the language to pass general exam. Richards’ point is that basically ESP and GE are two things that opposed each other because ESP seems has authentic language as Douglas (2000) explain that a crucial concept of language for specific purpose is authenticity.
Incorporating Nonlinguistic Cues into ELL Instruction Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that understanding for English Language Learners. For teachers, non-linguistic cues or representations are an effective alternative method in the process of delivering language and content instruction.
A deductive approach focuses on the rule that is to be taught and then how to apply it. In this approach the teacher is at the centre of the class. An inductive approach focuses more on teaching the rules in a real language context, to understand the structures of a language rather than naming them. There is debate amongst educators whether or not grammar should be taught inductively or deductively. Brown (2007) however, states that an inductive approach is more appropriate due to that it is “more in keeping with natural language acquisition” and “it allows students to get a communicative 'feel' fo... ... middle of paper ... ... instead.
Is it possible that, in some cases, what appear to be academic or behavioral issues are simply a by-product of the language barrier they are experiencing? Could these students excel properly if given intense instruction and a chance to progress in a regular classroom? Research has shown that labeling English language learners is actually counterproductive, causing them to digress academically (Clark, Huang, Milczarski, & Raby, 2011). For this reason, it is imperative to consider reasons for certain academic struggles or behaviors rather than a learning disability, use effective strategies when giving instruction, and be sure all possible measures have been taken in the classroom before having them referred for special services. The focus on utilizing proper English makes ELLs look less competent than they actually are.
Wlodwoski (1999) defines motivation as “the process that can (a) arouse and instigate behavior, (b) give direction or purpose to behavior, (c) continue to allow behavior to persist, and (d) lead to choosing or preferring a particular behavior”. Based on the previous statement, those are some of the reason of the importance of working on students’ motivation as well as choosing the correct material to present to students in order to encourage them to learn and produce a foreign language. Because of lack of students’ motivation to speak English in speaking lessons, there will be implemented dynamic classes with the use of authentic material in order to make them feel in a comfortable rapport throughout English classes. Authentic material, a meaningful teaching technique throughout ESL classes. According to Larsen-Freeman (2000), one of the characteristics of the communicative language teaching is the use of authentic materials, “it is necessary to give language learners opportunities to learn the language in the way how it is actually used in the real world.” Based on the previous statement, there are some concepts of “authentic material” according to so... ... middle of paper ... ...D. 2000.
To such an end, language teachers themselves need to be consciously and critically aware of the ideological and social factors governing text and talk to be able to promote language learners’ consciousness-raising, leading toward their empowerment. Discussing language awareness (LA), we need to distinguish between different orientations toward it, known as general language awareness and critical language awareness. General language awareness is mostly based on an awareness of linguistic and sociolinguistic features of language usage. According to Fairclough (1992), language awareness is a kind of conscious attention to language properties and also language use as an element of teaching language. One of the prominent features of language awareness is that because learners use their utmost attention in the process of learning, a deeper understanding and learning happens.
In order for students to master the mentioned skills, teachers and educators need to be convinced that these skills are necessary to keep students up to standard of new literacies. There is a division among adults and educators about what counts as literacy. All educators understand that as technology advances, they must re-evaluate their curriculum to include these new literacies. However, they do not agree on the extent of media that needs to be incorporated in the classroom. Some adults believe that traditional media is sufficient for the classroom context, while others understand that new media literacies in the classroom must be ta... ... middle of paper ... ...ducators to ensure our students’ learning and success will be worthwhile as long as we put our students and their achievements first.
Getting Over L1 Word Order Interference by Means of Peer Monitoring Introduction The following document is not just an exercise but a whole process of analysis of the needs of my students as learners and myself as teacher. Here you will find a simple but common and repetitive error found in the writing process of language learning, which is the inverted order of noun and adjective in English from the Spanish standard rule. As being so common, there are different theories and approaches which try to explain it and a similar amount of researches who tried to solve this problem. From this perspective, I decided to select the Monitor Theory; which, in comparison to some other theories studied during the course, offered more detailed explanation from different human, learning, teaching and thought points of view, preceded by a brief and solid learner profile. In addition, the selected approach; particularly from Krashen studies, provide evidence of effectiveness in a variety of morphologic and syntactic issues typically found in the process of learning a language, instead of acquiring it, after certain age with formal instruction.
Feedback needs to be timely and relevant to what the students are learning and in a manner that will not make students uncomfortable. With English language learners teachers should be specific on what are the criteria’s for the assessments, when given feedback about the assessments teachers should also list the individual target students missed rather than just giving students a broader overview of what should be improved. Sociocultural assessments should be an essential part of every school that houses English language learners. These assessments give English language learners a little more fairness. With the used of relevant feedback and fairness in assessment students will be able to excel.