English is one of the most spoken languages all over the world and for many people has become a requirement in different area as work, school, social and cultural. This essay will explain through the use of research how this particular student learns English as a foreign language; needs, influences, strategies and intelligence.
Yazmin Araceli Gonzalez Medina is 29 years old. She was born in Guadalajara, Jalisco, Mexico and her mother tongue is Spanish. She likes English and has knowledge about L2 but not the enough to achieve her goals. Yazmin lives in Guadalajara and has a degree in gastronomy, she has taken a lot of courses as a hairstylist, and English classes for four months. Right now, Yazmin has her own business as a hairstylist and in the future wants to have her own restaurant. She is married and her husband does
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This learner likes to analyze situations, organize, do research, read, listen and find solutions by herself. She can work in groups but prefers to work by her own. She is good by listening and rather saying things then writing them, by her lacks in practicing L2 she does not have fluency and enough vocabulary so we can conclude that her weaknesses are in writing, grammar and vocabulary. In reference to strategy, it is defined as specific actions, steps, or techniques used by students to enhance their own learning.
Knowing the type of intelligence that this student has, the approaches that will be use with this learner are The Oral Situational Approach; as is written in the book Teaching English as a Foreign Language , this approach will help to present new language and grammar will be taught. Emphasizing grammar is one of the weaknesses of this learner. On the other hand, reading is one of the four skills that Yazmin has so The Reading Approach is another way to increase her
For some reason, proper English has become very important. From elementary to graduate schools, English is stressed above mathematics, history, and the sciences. Whereas these disciplines are universal, English is limited. These subjects can be found all over the world, and beyond, while English remains contained to those who know it.
In your company, a position that pays a higher salary and has more regular work hours opens up so you decide to apply for the job. Your supervisor tells you that you cannot be considered for the position because although you are fully fluent in English, you have a Vietnamese accent. Instead, another employee who speaks with a British accent is interviewed for the position. In Myriam Marquez’s article “Why and When We Speak Spanish in Public” and Amy Tan’s article “Mother Tongue” we get a taste of what it feels like to be linguistically impaired and discriminated against. Through exploring Tan’s and Marquez’s articles, one can see the importance of learning a certain amount of English so one can get far in life and not be taken advantage of,
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
To some people language is power and for others, the purpose of learning a new language is to bond closely with people who speak another language. Personally, I choose to learn languages because I am required to and learning useful languages can come in very handy. Learning languages can be hard for some and easy to pick up for some. Currently I speak 3 languages: English, Indonesian and Mandarin (excluding the Javanese dialect). Obviously, I had some struggles learning the languages, but some languages are easier to learn than another and there are different factors and explanations about why we pick up some languages faster and some languages harder.
As everybody, I also came here to get a better life in future. I was very excited to go to new school at a very different place, make new friends. One of the biggest challenges for me, after coming here, was to learn English. In our house, academics were the main priority for my parents. In the start, I had very hard time to learn English. I did not pay too much attention to my English classes. I liked to study my other subjects except for the English. In my junior year, I had to write a thesis about William Shakespeare. I used to hate writing. I didn’t like to write even a single word of
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
Henry Mintzberg (1994) refers strategy to a plan, pattern, position and an action implemented to derive at a desired result. It can also be defined as a set of rules and regulations to be followed to achieve at the targeted goal. The term ‘Teaching Strategy’ can be defined as “a set of rules and regulations to be followed by the teachers to achieve the desired goal”. This also acts as a guide to determine the nature and direction of the learners. It is also a combination of thoughts, ideas, insights, experiences, goals, perceptions and expectations that provides general guidance for teaching. Teaching strategy can therefore be called as a method adopted in the classroom, by the teachers to deliver information to the students, this methodology
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
This study examines the teaching and learning of a foreign language at the middle school level. Effective teachers are constantly seeking ways to make improvements on their instructional practices, their assessment techniques, and their engagements of students in the subject matters. Therefore knowledge of best practices encourages teachers to implement teaching methods that are more authentic, experimental and challenging (Zemelman, Daniels, & Hide, 2012).
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...
This study explores the importance of learning English and improving learners' speaking abilities. In order, the educators of distinctive countries decided to integrate and exploit listening and speaking skills as a complement inside grammar and as a way of improving the English level of our students through a series of motivating activities and techniques suggested.
Approaches to teaching English language for foreign speakers have undergone drastic changes through the last fifty years. There has been a transition from traditional methods such as grammar translation method to audio-lingual and more recently to communicative approach and eclectic method. In modern approaches to teaching English as a second language (ESL) the emphasis is on cooperation and collaboration of language learners through the process of language acquisition. Language materials are designed in a way to facilitate and encourage active participation of the learners and in fact they call for cooperation and collaboration between teachers and students. This new approach demands the teachers to adopt new strategies which are more collaborative in nature. Therefore, the traditional practice of learning to teach in isolation may no longer serve as the best vehicle for providing an effective environment in which all participants of the activity can engage in productive practices.
The procedure of teaching English is a combination of activities of teaching grammar and translation. The teaching begins with english rules, vocabulary items, translation. The teacher explains the rules and then students put simple words into slots of grammatical rules. The grammar rules are memorized as units. The students are expected to be conscious of the grammatical rules of the target language. Usualy the sequence of the teaching materials is based on the easiness of the rules. It's grammatical syllabus is gradd from the easy grammatical rles to more difficult ones. Very little teaching is done in the target language. Language learners are not expected to use the foreign language for communication.No class time is provided for students to produce their own sentences and litlle time is spent on oral practice. The emphasis is on ...
In the first place, there are many problems which are originated from learners and in this part of this essay; these problems are going to be explained. In Turkey, perception of learning a foreign language is affected different factors such as ideas; purposes, culture etc. according to Dogancay-Aktuna and Kızıltepe (2005) these factors include that “attitudes of Turkish students towards the British and Americans, motivational intensity, interest in foreign languages in general, attitudes towards learning English, instrumental and integrative orientation, English class anxiety, family encouragement, and feelings towards the English teacher and the English course.”(p. 259). English teaching and learning are cared by Turkish people. Karahan (2007) deals with English teaching in Turkey and explain “Many Turkish learners start learning English at high school; some others as early as primary school or even pre-school, yet the problem is that most are far from attaining the desired level of proficiency either in comprehensive or productive skills or in both.”(p. 74).
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.