Learning a foreign language has become a critical factor that impacts the future of any country. Specially, the English language which becomes an international language and a global lingua franca. The growing importance of English has been observed in virtually all countries of the world. Egypt is one of the countries in which English has a strong and a palpable presence in all its sectors. This perceived growing position of English is in response to the development of Egypt in a variety of ways, including the number of founded international establishments, the rapid changes that the social fabric has witnessed in recent years and the efforts exerted by the Egyptian government to expand economic relationships with other countries as The Egyptian government and Egyptian business need people who can conduct high-level negotiations in English. In the light of these facts, learning English in Egypt is important and a valuable commodity. …show more content…
According to Yu (2008), one of the basic features of language is that language is a creative system, that is, learners can employ limited rules of language to create unlimited language forms of expressing meaning. Also, Brown (2007) noted that grammar should not be useless in a CLT framework, because grammar instructions have a significant effect on accuracy and it contributes to an important facet of second language learning (Carroll&Swain, 1993; Nassaji &Swain, 2000). Nevertheless, approaches about how to teach it have undergone major changes and heated debates in the field of foreign language acquisition. This resulted in the emergence of different teaching methodologies based on different learning theories such as the Form-Focused Instruction, Explicit versus Implicit Teaching, deductive versus inductive teaching and the communicative teaching
The overall point of this investigation is to determine the influence of feminine stature in the Egyptian culture. I explored in deeper into this topic because the Egyptian culture had a lot of facets in their own culture that had disappeared for some time, only to be assimilated into modern day culture. Their culture was before their time. The period of the Egyptians was from 3500 - 525 B.C., where in 525 B.C. the Persians conquered the Egyptians (more on that later). The method that I am using that determine the feminine importance is through various articles that are displaying the role of the women in the daily society, articles about the role of goddesses in the Egyptian people’s lives, and the crusade that the Egyptian people lost
Egypt has seen its fair share of foreign influence “from Ottoman in the sixteenth century up to French and British in the late nineteenth and early twentieth centuries.”1. Time and again Egypt’s society has been subjected to foreign empires. Egypt was subjected to British occupation from the 19th century into the 20th century. In the early part of the 20th century, Egypt was able to gain its independence from Britain, but not after years of rebellion and protest from the Egyptians.
Since the 1940s, new solutions to successful English as a Second Language (ESL) instruction have been discovered many times. Like bestseller novels, the latest hit pop songs, and blockbuster films, second-language theories and methodologies enjoy a few months or years in the spotlight and then fade away into oblivion due to many instructors not taking the chance to truly experiment with these instructional methods. There was always a “tried-and-true” methodology from an expert theorist, who may or may not have had first-hand experience learning a second language, to fall on. Douglas Brown, a renowned professor of San Francisco State University, notes that languages were “not being taught primarily to learn oral communication, but to learn for the sake of being ‘scholarly’ or…for reading proficiency” (15). Theories of second-language acquisition did not start to pop up until the instructional objective became oral competence and comprehension. New and effective methodologies of ESL classrooms are necessary in order for learners to obtain and understand the language and its culture; teachers need to consider their teaching style, each student’s learning style, and the classroom behavior, interests, and culture.
Egypt, located in Northern Africa, is one of the most rapidly growing countries in its area. Its population is one of the largest in Africa, and is the 15th largest in the entire world. The majority of the people in this country live near the banks of rivers. Most of Egypt’s territory, which includes areas consisting of the Sahara desert, is sparsely inhabited because of its climates and living conditions. More than half of Egypt’s citizens live in heavily populated urban areas, spread across certain areas of Cairo, Alexandria, and other large cities in the Nile Delta.
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
On balance, the language in its written form is the center of attention and the pivotal responsibility of the learners is to comprehend the structure and rules of the language whose parts are dissected and analyzed. Coupled with intellectual effort and deductive reasoning, the form is of greater importance than communication. Likewise, teaching and learning are technical and inextricably linked with a syllabus.In the same way, error correction is steadfast in leaving little room for the quality of being spontaneous. In closing, the teacher is an authority figure, but the participation of the student is predominantly passive despite this.For one thing, the student will learn how to make interrogative and negative sentences, memorize irregular verbs, study modal verbs, learn how to form the perfect tense, etc., but hardly ever understands the use of these structures in conversation. In the case of language learning, one may be able to recite the fact when specifically asked, but is unlikely to use this knowledge in conversation. Importantly, Krashen insists that language acquisition does not require extensive use of conscious grammatical rules and does not require
Nassaji, H., & Fotos, S. (2011). The role of context in focus on grammar: Teaching Grammar in Second Language Classroom (pp.121-134). New York and London: Routhdge
A fundamental aspect of language acquisition is acquiring sufficient vocabulary to understand and convey meaning. As the Communicative Language Teaching (CLT) approach is today´s contemporary method of teaching languages, the Grammar Translation Approach´s Focus on Forms (FonFs) became obsolete. Instead of the intentional teaching of language items, the CLT classroom focuses on incidental learning. Incidental learning is key principle of Focus on Form (FonF) and applied in the SLA classroom to give it a more naturalistic atmosphere.
Grammar is introduced with the use of dialogues which students imitate and repeat. The students induce grammar from the examples and explicit instruction is avoided. Techniques such as dialogue memorization, repetition, backward build-up, chain, substitution, single/ multiple slot substitution drills are mainly used. Students are imitators of the teacher and try to respond to the teacher’s directions as accurately as
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners . This definition includes the plan of the integration of the language into a broader curriculum, during the language acquisition students can use the language in real-life situation and this way supports the natural language learning. Furthermore, CLIL supports fluency in contrast with accuracy and errors are regarded as the part of the natural language learning. Learners become fluent English speakers as using language for various purposes.
Scheffler, P., & Cinciaa, M. (2011). Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13-23.
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
Ancient Egypt is one of the oldest and most influential civilizations in the world. They were considered a utopia because of the advances they were able to make, It was advance for its time, because the advances in architecture, medicine, agriculture and etc. Still to this day, it’s a mystery how they were able to construct the pyramids. The Egyptians relied on the land for their existence; they made deities that represented the things they relied on for existence. This in turn made them a polytheistic culture. The Egyptians reliance on the land was so important, that it was not uncommon to see important land marks and other important aspects of their culture, show up in their creation story and other myths. They had over one hundred gods and goddess they worshipped. But like many cultures, the culture changed with time from a polytheistic a culture.
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...