Critical Analysis of Language Teaching Resources

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The authors undertook this research in order to better understand the factors that affect language learning. The findings obtained through this research may help predict

Learning a language entirely requires to have a command on all the skills (reading, writing, speaking and listening) of that language by taking knowledge domains (grammar and vocabulary) into account. Speaking which is one of these skills involves comprehension as well as production (Hughes, 2003, p. 113). Namely, having knowledge of all the grammar subjects and having wide-ranging vocabulary knowledge do not mean anything if you do not use all of these accumulated knowledge in a performance stage. We as students need to practice and produce and then we are needed to be assessed in order to improve our speaking skill, realize our strengths and weaknesses and see our level of proficiency in speaking in the target language. In this FLE 138 Oral

Oral language skills are the foundation of a student’s learning that is acquired naturally and if these skills are not strong there can be complications further down the track with their reading and writing. Although oral language is not the only means for communication it does help with the ability to produce meaningful speech. Initially language originated as a

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

It is time to learn effective strategies for learning English as a second language acquisition. It is important to know that there are some learning strategies to help students how to learn English. Those strategies are learning English by the use of the internet and learning English in a classroom. But there are some students that do not have success on learning English and there are some questions about it: Why some students are not successful English learner? Is it effective to learn English by the use of the Internet? Is it effective to learn English in a classroom? Those questions will be discussed in this essay.

Language is universal with many dialects across the world. Many people consider language as being spoken or written, but it is much more than that. It can be viewed as unchanging and conventional, or regarded as dynamic and changing. Language and literacy can be analysed and examined, broken down to reveal how it is made up of all its intricate parts that form language. The impact of language in different perspectives, affect people in their daily lives, either in a good or bad context. Language has developed over time, and we now live in a digital world. This has affected people in a social and business life, diversifying how language is communicated. Language has many functions and roles. In the past, theorists have debated how language is developed, be it behavioural, cognitive or linguistic. Language is a form of communication that it is a complex and a unique human quality that is diversified throughout the world.

Language is the method in which people from certain culture organize their thoughts, helping them to communicate with each other. Moreover, language shapes their relationship with other cultural people, and different languages have abilities to shape that relationship differently. Setting language-learning goals is one of the most important key strategies, which mostly successful language learners obtain. The biggest problem of language learners obtaining is lack of language learning goals. Kern (1995) noted that it is meaningful to understand learners’ beliefs and desires about language learning, which gives the important point of language learning goals.

Communicative language teaching (CLT) is based on the idea that language is but a mean for communication, and so its primary goal is to achieve, what is called, communicative competence. For CLT, a good language learner is one who can communicate well in a real life situation that which involves a lot of strategies to keep a meaningful conversation and to avoid any communication gap. Unlike the audio-lingual method, which originally originated from behaviorism, CLT did not have any psychological background. Thus, all that CLT material developers and syllabus designers had was the broad theory that students learn best by doing. It was all based on the general assumption that the “learners’ communicative competence develops automatically through their active participation

This course is for urban as well as rural people. This course is for students, housewives, retired or working people who lack communication skills. For personal development, they need to improve their language ability. This course will cater those people who want to learn this language for social needs, migration purpose. For example, when a person goes to restaurants like Subway, CCD or KFC, he or she faces the problem at the counter as the person on the counter is speaking good English. The customer is unable to explain his requirements about the food, he wants. They hesitate and take the order according to service to save themselves from embarrassment. In this course, our target is to meet the needs of those people who do not have background of English, who do not have environment to speak in English. The people who want to learn for general requirements, social needs and status symbol. Conversational English is survival communication. For example, parents who are not good in English face problems during admission process in schools, during parent-teacher meetings and while interacting with their own children who are good at

There is an old proverb which states: “Give a man a fish and he eats for a day. Teach him how to fish and he eats for a lifetime”. Applied to the language teaching and learning field, this proverb might be interpreted to mean that if students are provided with answers, the immediate problem is solved. But if they are taught the strategies to work out the answers for themselves, they are empowered to manage their own learning. Show and Tell activity which is,a whole-class sharing activity in which one learner after another gets up, takes the centre stage, and talks about something of his or her own choice often some objects brought from home, is one of those modern

When students learn the language they have to improve it with good grammar and rich vocabulary. It is assumed this is not the final purpose. The learner has to be able to use language but also he has to possess other skills and abilities which he will need. Sometimes learners are good at listening and speaking and we cannot say for them that they are good at English. It also happens that some learners do better in reading and writing than in listening and speaking,

These factors have been included in the book where the chronological order of such elements based on their difficulty provides a smooth and proper understanding of mastering The English language for both learners and teachers. It is for these reasons that the following essay seeks to emphasis the fact that 50 Strategies for Teaching English Language Learners provides the basis through which English language learners can empirically apply classroom work and become masters of this language. It is one of the few exceptional texts available, which offers practical application of classrooms English lessons and therefore making learners well equipped in this language.

Approaches and methods are the main methodology in the practice of English teaching. An approach refers to theories of the language, whereas a method includes the techniques and procedures in how it is used (Harmer, n.d.). Language teaching and its approaches have a very long history emerging from the early twentieth century. Throughout this time applied linguistics, teachers and others, thrived to develop teaching methods in order to meet the characteristics of change and improve efficiency. The main incentive for change corresponds to the increase demand in speakers who wish to acquire a second language together with globalization, encouraging an ongoing need of reassessing language-teaching practices (Richards and Rodgers, 1989). Due to the ongoing changes of language teaching, it is clear that this has resulted in a variety of approaches and methods that exist, ranging from the twentieth century to current time today. This leads to the clarification in which the method of discussion will be: the audiolingual method, a major trend in the twentieth century for language teaching. Firstly, an in depth description of what the approach consists of will be discussed. Then, the different theories corresponding to this method such as the behaviorism and language theories will be illustrated. Teacher roles in comparison to student roles will then henceforth, alongside a critical evaluation of the method.

Student also need English both for pursuing their studies and communicate in real life situation after they leave university. English needed to perform a large number of communicative acts i.e. comprehend and interpret professional material in English, read general books and magazines for information or pleasure, persuade people to do certain other activities. Our approach to language teaching should then be such that students are enabled to use English for the purposes they would need to use it.