Students learning English are expected to learn the foreign language, English based on various experiments, studies, concepts, and theories. However, focusing on the principles of learning a new language sets forth high standards if applied appropriately. Learning English inquires language acquisition principles that will focus on learning strategies, content, context, meaning and knowledge. The article Principles of Instructed Second Language Acquisition by Rod Ellis is a very meaningful article that acknowledges and explains in detail the principles of language acquisition and how to imply such learning principles within the classroom setting. This essay will summarize the article important points along with my opinions and how might teachers apply such information from the principles of the article to their personal situations.
The article Principles of Instructed Second Language Acquisition focuses on how instruction can facilitate language learning with teacher’s guidance in improving the instructed language acquisitions. The author exemplifies in his text ten specific principles that will guide a teacher in assisting students how to learn English as their second language. These principles are defined to assist the teacher in attaining information, not to directly advise teachers to follow these principles. Ellis (2008) states, the principles described in this digest, therefore, are intended to provide teachers with a basis for reflection and not as a set of prescriptions or proscriptions about how to teach (p. 1). The articles entails that learning a second language requires various concepts, so in order to make learning effective, but simple first ensure instruction develops a rich-repertoire of formulaic expressions, se...
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...conceptualization of second language acquisition is to accentuate the importance of the social and cognitive aspects of student’s abilities to learn another language. Principles of language acquisitions are to set a foundation for one to achieve learning a second language. Once the principles of learning a second language are applied to students understanding, the finishing product will thrive.
References
Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest. Retrieved February 23, 2012 from http://www.cal.org/resources/digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf
Walqui, A. (2000). Contextual factors in second language acquisition. ERIC Digest (EDO-FL-00-05). Retrieved from http://www.cal.org/resources/digest/digest_pdfs/0005-contextual-walqui.pdf
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.
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. 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,
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
Different from foreign language learning, second language acquisition (SLA) refers to “the learning of a nonnative language in the environment in which that language is spoken” (Gass, 2001, P. 5). According to the research timeline conducted by Myles (2010), the theories of second language acquisition date back to 1957 when Skinner (i.e., the representative of modern behaviorism) proposes stimulus-operant-response (S-O-R) theory emphasizing imitation and habit-formation, which is then intensely critiqued by Chomsky asserting that children are born with ability to acquire language and they can create new sentences besides imitation. Later, Krashen’s Monitor Model takes shape and his input hypothesis is further developed. Since the theories of SLA are of great importance in language teaching in both ESL and EFL settings, many scholars have made effort to this field. Payne (2011) argues that Krashen’s theory seems to be defective among students with different levels in a real classroom context because the notion of ‘i+1’ is unclear.
No doubt that the basic teaching is needed. Teaching the alphabets and the formation of the words is essential and a must. But there is something that is even more important. The children must be able to speak the words and understand their meaning before writing them down. The foundation to teach English can only be taught using the orthodox methods of teaching the alphabets and the words and the rules. But then teaching only the rules is found to be boring by most students and it is because of this that they lose interest in learning the language. Although there is no way other than the traditional one to teach the basics of the language these methods must be tweaked a bit so as to appeal to the students. When it comes to teaching English to students of higher classes who already know the basics the traditional methods generally tend to yield poorer results that innovative methods. This has already been proven by methods implemented like use of stories, poems, movies, books and newspapers etc. These methods help the students learn the language better without them actually realizing and also it keeps their interest. This paper will discuss a few of such innovative Approaches, Methods and Techniques in English Language Teaching.
The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
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
By definition, language acquisition makes reference to the process by which human beings acquire their capacity for not only comprehending and perceiving language but also for producing both words and sentences with the aim of communicating. Second Language Acquisition (SLA) thus refers to the process taken by people to learn a second language. In this case, a second language is defined as a language spoken in the locale of a person but is not necessarily their native language. A second language differs from a foreign language in that a foreign language is learned in an area where the language is not spoken in general. In her overview of SLA research spanning the last several decades, Pica (2005) observes that SLA
The system of methods used throughout this study aimed to gain close insights about the major errors and mistakes committed by second language acquisition learners. The primary data collected was limited to students of a particular age range in order to keep the analytic data restricted to a similar array of ideas and lexical terms.
It is necessary to recognize the fundamental difference between Foreign Language Acquisition(FLA) and Second Language Acquisition (SLA) processes to investigate and provide a framework for Korean English learners as well as Korean teachers. Recognizing these differences allows us to approach Second Language Learners (SLLs) in a very specific and focused way. Briefly, with FLA implicit learning takes place, which happens unconsciously and relatively effortlessly. On the other hand, SLA involves explicit learning and substantial effort on behalf of the average learner. It, therefore, is implicitly different from the native-speaking context. Because of this fundamental difference between the two, it is necessary to examine each scenario carefully in order to establish the exact factors affecting each. There are huge differences between Korean and English because of that factor Korean student often struggle with acquiring English as a second language. The recognition of this is obviously important to teachers and language learners especially for Korean learners. Then, what kinds of teaching methods are effective for Korean learners?
This guide is an official document that minutely regulates language acquisition teaching and learning in the MYP. It is strongly recommended that it is used in combination with MYP: From Principles into Practice (May 2014) that was in turn previously reviewed.
During the past few years, I discovered an effectual thing about how I can learn English. In my study journey, I started to learn English when I first attended to school. I have beeing learning English for my whole learning life, but I didn’t become better at English when I was studying in Hong Kong. After I came to America and started to attend school here, I discovered that if I wanted to be accustomed to English, I had to change my mindset and overcome the problem which I was facing.
It is absolutely important for language teachers all over the world to know how the language that they are teaching works. They need to have a conscious awareness of how it is used by language users. No matter if they are native or non-native speakers of that language. As Kumaravadivelu (2003) has mentioned, native speaking teachers have generally acquired their L1 in their childhood unconsciously. Although, they might know the underlying system of their language intuitively, they do not have the explicit knowledge which is required in order to give an adequate explanation to the learners. Non-native teachers, on the other hand, might have learned their L2 consciously. Nevertheless, they still lack an adequate language competence and confidence