A. In Literature. Thus, 25% of the participants within the study did not have an academic background in education, and had focused on literary structure and analysis rather than education as a major staple in their own training. These teachers had more of a critical evaluation background in comparison to teaching methodologies. Having a Literature background has been shown to impact the teaching methodologies and strategies implemented in language learning, especially with teachers that are non-native speaking themselves (Braine, 1999). The questionnaire showed that overall, teachers with a literature background actually thought much differently in regards to the importance of grammar. These participants averaged a response of 1.15 in regards to the importance of grammar being the crucial element to judge understanding and competence of a language. This shows that these participants believed there were other more important criteria that would show language competency. Moreover, these participants highly disagreed with the idea that grammar should be taught as a means to an end. The average score here was 0.78, showing a clear belief that grammar should be taught independently of other ideas associated with language. Again, there was an average of strong disagreement in regards to the concept of knowledge of structures guaranteeing a strong capability to speak in English and the idea that grammar has to be mastered in order to communicate fluently with other English speakers. Not only did these teachers view grammar as less important in language capabilities, but the asserted that the study of language is best done independently, and not as a vehicle for doing something else. Thus, this shows a very clear and distinct contrast to the opinions of teachers with education background, who placed a stronger importance on grammar and knowledge of the linguistic structures in language acquisition. In opposition of teachers with more educational backgrounds, teachers with Literature degrees tend...
Essentially, this is because of an increased belief that language learners, early on, should not be responsible for deciding how the language is taught to them.
Communicative Language Teaching the Best Methodology to Prepare Students for the Cambridge First Certificate Exam? Based on its emphasis on authenticity and relevancy to students' lives, it has been argued that the communicative language teaching approach may represent the best methodology to prepare students to take the Cambridge English: First for Schools (also known as First Certificate in English or FCE for Schools), which demonstrates student progress in second language
Traditional Methods of Language Teaching The paper discuses the various traditional methods of language teaching, namely: Grammar Translation Method The Audio-lingual Method The Direct Method The Silent Way The Communicative Approach Cognitive code learning The Natural Approach Behaviorist approach Functional-Notional Approach and The task-based approach The paper discusses each approach in details and describes its various chief principles and how it helps both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches. Grammar Translation
Teaching English to Young Learners Whether it teaching young children who are born and whose parents are native to the United States or another English-speaking country or whether it be a situation where either the parents and/or the child are not born in the United States, teaching English to younger learners can be a challenge and it needs to be done in certain ways to be as effective and efficient as
In the final analysis, people have been learning how to acquire language for millennia without the assistance of scientific investigation, but the need for young people to do so quickly in an increasingly multicultural country and globalized marketplace is more important than ever before because they will probably have to learn a second (or third) language at their earliest opportunity. References Birdsong, D. (1999). Second language acquisition and the critical period
24). The findings of this study challenge accepted notions concerning the efficacy of the teacher-initiated initiation -- response -- feedback (IRF) sequences that are delivered in whole group teacher-fronted environments. Based on his findings, Baynham argues that "teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to
Right from the Beginning Lightbown and Spada present six proposals for teaching second and foreign language. The first of these is called "Get it right from the beginning" (138). This approach, known also as audiolingual teaching, was formed as a reaction to the grammar translation method. Lightbown and Spada (138) explain that with grammar translation, students translate a text line by line from the second language to their first language.
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