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Merits and demerits of language teaching approaches
Language and communication skills
Language and communication skills
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This report was assigned for us to learn understand language teaching and how it is practiced more. My assigned area is vocabulary learning and teaching. For this I have thought about what my thoughts and believes on the subject of learning and teaching vocabulary were and how they changed after interviewing a teacher of English as a second language and a learner of English as a second language.
In this report I will discuss my beliefs before and after doing the interviews and further research; the believes of a teacher with the help of a concept map; the thoughts of a learner by doing a small interview and what the experts think by discussing extra material I have read and analysed especially for this report.
When I started writing this report I have made a concept map displaying my believes in how vocabulary should be taught in English as a second language, to be referred to as ESL in the remainder of this report.
It shows that my belief rests on 4 pillars. Namely that context, time, balance and variation are essential to learning and teaching vocabulary. Not only in ESL but in any language that is learned.
My believe is that the bulk of vocabulary is not learned in the classroom, but rather out in everyday life by watching TV, movies and listening to music. Since I believe that context is by far the most important contributing factor when learning and teaching vocabulary. It make that a learner makes an association with the word that is something else than ‘I have to learn this word to pass a test and please the teacher’. Since this is not something that will motivate a learner. In a sense learning words in everyday life creates a need for the knowledge that is not as easily created in the classroom.
Next time is very...
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... ways and with many different methods, all of them have a different effect, good or bad, on different learners. But as soon as the learners see the point of learning this the biggest obstacle is out of the way and give the opportunity for many types of fun and educational assignments that ultimately learn the learner to communicate at it’s best. Which is the goal every language teacher should be striving to achieve.
Works Cited
Allan, V. F. (1983). In Russell N. Campbell, & William E. Rutherford (Eds.), Techniques in teaching vocabulary (14th ed., pp. 2) Oxford press.
Langhoff, D. (2011). Making words stick. English Teaching Professional, (72), 32-33 - 34.
Langhoff, D. (2011). Stratagies for learning lexis. English Teaching Professional, (77), 46-47.
Rosenberg, M. (2011). Different learners, different learning. English Teaching Professional, 1(75), 16-17-18.
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
In order to study the habits and strategies that are practiced by students when studying vocabulary and investigate its relation with their multiple intelligences, the following questions will be raised:
The use of Glossary of terms was one of the approaches chosen when embedding English into my session. As it recaps previous sessions and offers several benefits for the learner’s potential to progress academically. Simultaneously developing both the learners’ standard of English and ability to
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
As a language teacher, we need to be able to engage our learners with a variety of English text such as songs, newspaper, movies, websites, and so forth. If this is done, not only the learners are more exposed to a variety of discourses, they are also likely to be more motivated to learn since the language that they get is authentic as opposed to the inauthentic classroom books. Limiting the language...
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...
Although Nagy (1997) asserts that intentional teaching of vocabulary is a vain attempt to develop learners vocabulary learning, Nation (2001) disagrees. His argument is that intentional learning of words can add to learners incidental learning as they increase their conscious awareness of individual words. In doing so, learners develop a conscious awareness of 'noticing' selected words in the text. Not to mention strengthening learners´ strategic competence in reading.
In this report I will be comparing my views on teaching with those of an experienced teacher ,a learner and three experts, using: Concept maps, interviews and pre-assigned articles. I’ll explore a little of second language vocabulary acquisition, theories and strategies of learning and teaching vocabulary.
Michael Lewis formulated an approach which has changed the conventional perspective of both teacher and student towards language. This revolutionary approach created some intense and controversial debates about its validity. Lewis (1993) was a naturalist who argued that any effective method in teaching must be based on the fact of learning prefabricated chunks of language rather than the individual words. He based his argument on the corpora data, which indicate that language consists of a large quantity of prefabricated chunks. The lexical approach can be described as a developed method rose from previous linguistic concepts. The techniques that underlie the approach include noticing the nature of the language rather than analysing it, and also raising the awareness of language chunks and phrases (Batstone, 1996). Moreover, the lexical approach suggest that grammar’s rules must be watered down, but not by any mean abandon, for giving learner opportunity to discover them through noticing the grammatical patterns of chunks and phrases of language. Surprisingly, the lexical approach has no satisfactory integration in the classroom with claims that lexical approach cannot be applied in the classroom (Rogers, 2000).Therefore; the argument of this essay will be how to implement the lexical approach and its importance in illustrating how lexis-based learning facilitates language’s receiving for learners and provides them with natural and accurate language. This essay will give a brief account about the main concept of the lexical approach, after that it will highlight the lexical categorization by the lexical approach. In addition, this essay will discuss the main problems that lexical approach faces in order to be implem...
According to the Lexical approach, language demands immense exposure to lexis. But, text books, the only source of exposure to language for the ESL learners, are unable to cater learners need in learning lexis. Hence, it is important to make the learners get acquainted with supplementary materials.
1. The development of new vocabulary, as indicated for speaking, is an activity which spans all the skills of language and will be an ongoing challenge for all pupils. Brainstorming activities and dictionary-based activities (described above) are both excellent means of leading into a written task. Brainstorming gets the pupils involved in the task from the outset and activates their thoughts and previous learning. Using a dictionary effectively is particularly important for pupils whose literacy in English is at a lower level than the peer group. This skill will transfer into other areas of learning.
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.
The Direct Method teaches language in the identical way in which the child first learns his mother tongue. The language is prepared through illustration and conversations in surroundings. As Direct Method put stress on speech, students obtain flow in speech. They think directly in English without the involvement of the mother tongue. They are fast at comprehending spoken English. The Direct Method learners also have good pronunciation of each word. Students who are learned through this method speak in English with great potential. In Direct Method language is taught through presentation. The Direct Method makes use of audio-visual cooperation. The use of these cooperation promote learning and makes lesson fascinating. It promotes reading and writing. Learners can speak in flow, they also write impartially quickly and rightly. In classrooms that allow students to up and down between languages, thinking in English is dejected in difference, a classroom that engages students in English demands them to do more thinking in English. By using the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct and even ask question about words they are enable to understand and knows English about what they have read and learnt. Classes who have few students, so the power of the learning process can be enhanced. In direct method translation cannot be used. The interaction goes from both ways like teacher to student and from student to
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.