Now days it is essential to acquire a second language which let people interact with other cultures, in a global world, as it is known, there are different approaches related to a second language acquisition, but how are they practiced in a real classroom? To get a general idea which can potentially clarify this question, two classes were exanimated to compare and contrast theory and practice.
Teaching strategies of a foreign language class have evolved from a long history of useless methods that do not fulfill the goal of language acquisition. The main goal of a foreign language class in terms of the New Jersey Core Curriculum Standards is that the students be able to communicate using the foreign language. Communication refers to the student’s ability to converse with a native speaker of the language that has been studied. In the past, it was assumed that students must first learn the rules of grammar and then use those rules to construct sentences and communicate, but there have been several linguistic theories that have refuted this methodology.
Appropriate English Language Learners Assessment Language acquisition has been a topic of great controversy for several decades. During this time several approaches to English language acquisition have been developed and implemented throughout the nation. School districts nationwide have implemented these approaches in their classrooms and have trained their teachers in efforts to meet national, state and local requirements set forth by educational reform such as No Child Left Behind (Abedi, 2004). A review of some of these approaches will certainly help us understand the strengths and weakness associated with each approach reviewed. One approach that is commonly used in structured language immersion is the total physical response or TPR approach.
For this lesson the approach that the EFL teacher should focus on the most is Communicative Approach, “this approach advocates that language, first and foremost, is a system for communication” (Moskowitz, 1968, Pg 59). Whether the English Language learners are mastering some skills better than others, their purpose for practicing and learning English is to be able to communicate. In all four language approaches listening, reading, speaking, and writing are all forms of communicating both through oral and written language.
Instead of being the dominating authority in the classroom, the teacher in the Communicative Approach facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. Teachers act as independent participants within the learning-teaching group. This does not mean that once a teaching activity is in progress, the teacher should become a passive observer. It is still the teacher’s obligation to develop the students’ potential through external direction. Although the teacher may be nondirective in general, it is still the teacher’s responsibility to recognize the distinctive qualities in the students and to help the students develop those qualities. In contemporary English teaching, the teacher’s function should become less dominant than before, but no less important. For example, his/her role as an independent participant within the learning-teaching group is closely related to the objective of his/her role as communicative activator. These roles include a set of secondary roles for the teacher: first, as an organizer of resources and as a resource; and second, as a guide and manager of activities. A third role for the teacher is that of a researcher and learner, with much to contribute in terms of appropriate knowledge, abilities, and actual experience in the nature of learning. One of the important components of communicative competence is the ability to select a linguistic form that is appropriate for a specific situation . Language has been redefined as an integral part of the culture with which it is connected today. There is plenty of evidence that a good command of English grammar, vocabulary, and syntax does not necessarily add up to a good mastery of English. There
Other more complicated exercises may follow to test the capability of the learner in using the language hypothetically. All these exercises increase done at an individual’s level increase the contact and task with the language (Chapelle, 2003).
Oxford, R. (2001). Language learning styles and strategies. In M Celce-Murcia (Ed). Teaching English as a second or foreign language (2nd Ed). Boston: Heinle & Heinle/ International Thoson.
A proficient language teacher should constantly be searching out new ideas and methods for teaching the language. Learning a new language is a complex and multifaceted process. The more approaches a teacher uses, the more students are able to process and commit the language to long-term memory. Incorporating as many avenues to learn a language as possible activates the brain in multiple ways and allows students to link the language to various other subjects.
Speaking is one of the most difficult skills language learners have to face. In spite of this, educators and teachers of English have spent all our classroom time attempting to teach our learners how to write, to read and sometimes even to listen in a second language because grammar has a long written tradition (Bueno, Madrid &Mclaren, 2006). Most of the teacher’s attempt was to expanding the approaches which could improve learners’ speaking