Developing Language Acquisitions Essay

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners 
“will just figure it out.” (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

Krashen & Terrell (1995) explore five hypotheses of second language acquisition theory in their chapter. These hypotheses include, “the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis” (Krashen & Terrell, 1995). The concepts outlined in this chapter provide a foundation of the process that English language learners (ELLs) are developing through. However, like all theory, it is up to myself as the classroom teacher, to translate this theoretical into a working

Resolutions has not always been my thing. I rarely make one and even if I do it ends up being a to do lost for the first week of January. But this year is going to be different due to two reasons. One, I am more excited than I have ever been and two, it involves my toddler son. When it comes to him I never compromise. This year I have decided to learn a new language with him.

Communication is an essential tool in our daily life, an aspect that has led to the continuous demand for learning and teaching of the English language that is widely spoken in the world. It has led to the development of interest in most people to have the desire to enhance their capacity to the use of the language, so as to have a good command of the semantic (Gupta, 2004). However, there are different approaches through which people learn the language that include the formal and informal tactics. The increased interest to learn English has led to the demand for an effective and efficient approach to teaching the subject as will be discussed in the above paper. There is need to produce students who can accurately and fluently communicate as required by the employers and the society in general.

As we know, each student obtains and processes information differently. As an educator, we must learn and work to try to teach each individual within his/her learning style. However teaching grammar can be complex and boring. Providing a variety of learning methods would be most acceptable for student growth and skill mastery.

Teachers can plan effective English acquisition strategies based on a knowledge of the learners’ L1

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students

Grammar is the base of English language. It is not acquired naturally, but it needs to be instructed. Grammar operates at the sentence level and governs the syntax or word orders that are permissible in the language. It also works at the sub sentence level to govern such things as number and person agreement between subject and verb in a sentence. In grammar learning, some students may have a more analytical learning style than others, but if one hope to use English language accurately and fluently, it is necessary for him to receive grammar rules instruction. Grammar is not different from other things. It is likely that students will learn at different rates. Grammar teaching is necessary in English language teaching .

Teaching English, as a foreign language is complex and involves not only the involvement of the teacher, but much of the students. Through years of research and experience, it has been brought to the attention of many academic instructors that four crucial factors play into getting a foreigner to learn a new language. These four strategies include: Listening, reading, speaking, and writing. The class I will be teaching will be at an A1 level and will be learning about different lifestyles. All four strategies of teaching will be used in the lesson. This essay will discuss how strategies that facilitate the development of each language skill in the EFL classroom will be used to teach a new topic.

For the teacher, this approach has the potential to provide rich insights into the organization of motivation for the core and “extraordinary” uses related with features of grammar.

Developing language acquisition and enhancing communicative language facility are the worldwide goals of existing English language education. Numerous endeavors are made to attain these aims since it is the language of knowledge as well as the

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

Learning another language is not only learning different words for the same things, but learning another way to think about things. A bilingual person is more than one person. Whenever we are learning a new language, it means that we have started a new life with a different vision. If we learn a language, we understand much about culture or life of a country. If we know one language we are one person, if we know two languages, we are two people. As an instance; if there is a job vacancy that requires two people knowing two languages and you know two languages, then you are qualified for that job. Learning a new language seems like we are starting a new journey toward our future life. I am always passionate about learning a new language, and when I start learning a new language everything is changed.

And while positives exist, there are also counter-balancing negatives to using this approach; it is vital to consider the idea that the lack of engagement mentioned before can lead to an absence in opportunities to explore the metalinguistic side of language learning and this approach also does not allow forteachers or student to improve their skills in any way, but to simply remember certain ‘chunks’ of translation.