Methods of Teaching a Foreign Language
Interlanguage refers to a language that emerges after a second language learner, which often has grammatical features that are not found in either their native language or the acquired language. According to Mahmood and Murad, the observable outputs that emerge as a leaner attempt to produce the targeted language, second language (101). Linguistic variation refers to the use of different linguistic forms on different circumstances and the expression of the same meaning in different forms for different speakers of the same language. Such variation emerges mainly due to the systematic pronunciation, word choice, grammar, and morphology-based on the non-linguistic factors. Such factors include the relationship of the speaker and the hearer, the intentions of the communication, a demographic association that the speakers have, and the production circumstances (Akbari and Razavi 105). Interference refers to the instances of deviation of the norm of the native or secondary language of a speaker that occurs in the course of speech of a bilingual individual due to the familiarity with one language compared to the other. Bilingual speakers result in to use of terminologies or phrases that they are familiar with from either language, notwithstanding their listeners culture due to the familiarity with either language.
The readings provided to the student are drawn from authentic sources. However, there are minor observable cultural inconsistencies in some of the examples in some of the sources of the readings. To overcome challenges associated with bias, colleagues should be examining their own biases and limit their teaching process to the context. The use of other teaching strategies increases the chances of purveying biases in language that they might be oblivious to and have a negative consequence in the long-term assimilation of the second language (Mahmood and Murad 95). To alleviate this threat, limiting ones teaching strategies to the learning context makes it possible to change their attitudes and invites the students participation from their understanding to contribute from their understanding of the context.
Further, the teacher...
…back-clues, and hesitations and starts. Speech units often are shorter compared to written units. Speech relies more on conjunctions, such as and, bur, or, while writing relies on subordination where the dependent clause is connected to the independent clause by words, such as that, which, or while (Mahmood and Murad 111).The similarity of reading and writing engages the decoding and language skills to comprehend what is written and express thought, respectively. Writing and speech are productive and active elements of language, while listening is receptive.
Teaching culture presents a challenge in sourcing materials that are relevant to the current since it is dynamic. Teaching culture is exciting; thus, I do not have any reservations. However, if teachers and learners encounter challenges in learning, they can employ cultural materials to facilitate the learning process (Chen and Yang 168).
For example, they can integrate art material from the learners culture, such as folklore, music, and paintings, to familiarize themselves with challenging concepts of the class. Developing a shared understanding makes it possible for the…
Work Cited
Akbari, Omid, and Azam Razavi. “Using Authentic Materials in The Foreign Language Classrooms: Teachers’ Perspectives in EFL Classes.” International Journal of Research Studies In Education, vol 4, no. 5, 2015. Consortia Academia Publishing, https://doi.org/10.5861/ijrse.2015.1189. Accessed 9 Dec 2021.
Chen, Dianbing, and Xinxiao Yang. “Culture As the Core: Challenges and Possible Solutions In Integrating Culture Into Foreign Language Teaching.” Journal Of Language Teaching And Research, vol 7, no. 1, 2015, p. 168. Academy Publication, https://doi.org/10.17507/jltr.0701.19. Accessed 9 Dec 2021.
Mahmood, Ayad Hameed, and Ibrahim Mohammed Ali Murad. “Approaching The Language Of The Second Language Learner: Interlanguage And The Models Before.” English Language Teaching, vol 11, no. 10, 2018, p. 95. Canadian Centre of Science and Education, https://doi.org/10.5539/elt.v11n10p95. Accessed 8 Dec 2021.
Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters. In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students
As an analytic method it varies from the syntactic syllabus in simliar way as the practical and procedure syllabi, particularly in the supposition that the learner learns best when using language to converse about something. TBLT also is different from the two other logical curricula in a lot of ways. It differs from the procedural syllabus in that it stresses the importance of carrying out a needs analysis prior to
" "Realia" refers to the use of bona fide materials such as magazines, newspapers, signs and advertisements; they can also include maps, graphs, pictures, charts and symbols. Classroom activities are mostly planned to finish tasks that engage students in sharing of information and communicative processes, interaction and negotiation of meaning argues Akerlind 322() Social Cultural As much as the social cultural factors within a society cannot be easily changed, there is a
This then helps the teacher to appropriately adjust their approach and teaching skills to address the particular weak points that the students or particular student might have. There is need to incorporate computers in class as well particularly in some particular topics in teaching second language. This applies especially when it comes to the use of language in creating formal documents or such like formal types of writing which can
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
Wikipedia.org/wiki/Communicative_language_teaching#Overview_of_CLT,2005). This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. Communicative language teaching is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set
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