Different Approaches Of Teaching Second Language

The Grammar Translation method is an old method of teaching a foreign language, it was used to teach classical languages such as Latin and Greek, that’s why it was called “the classical way” to teach a language, this method’s main purpose was to learn and value a language literature, it was also strongly believed that this using this way in teaching would develop the learners’ native language in speaking and writing as the ability of communication using the language learned wasn’t a target for using this method of teaching. As it was mentioned earlier this way was called “the classical way”, so was the roles of students, teachers and the nature of interaction between them either teacher-student interaction or student-student in this method they were traditional and classical, the teacher is the authority in the classroom and the learners follow whatever this authority says or does, they were mainly asked to translate a passage or a piece of reading from a language to another language, they were taught grammar rules and were asked to memorize them to give examples of these rules and for vocabulary learning they get taught words that are similar from the native language to the language learned, as for the nature of interaction inside the classroom is mostly about teacher- student interaction and student-student interaction is rarely used or initiated. The skills that that this method is aiming to enhance and develop are reading and writing because as it was mentioned earlier that the main purpose of this method is to understand and learn literature of the language learned, moreover the native language is frequently used in a grammar translation method class as it is clearly used by students to translate the foreign language to their language and vice versa. The evaluation or the assessment of what have been taught in this method is mostly done in

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

There are several approaches or methods a teacher can take to relate language skills to the chosen activities for a certain class or topic. However, in my class, three specific methods will be used to incorporate the four language skills. The first one that will be used is the Direct Method. The direct method was chosen because it means that language is taught inductively and the target language is used exclusively1. This is crucial to the class because the lesson plan requires the students to listen, read, speak and write about different lifestyles in English. The second approach chosen was the Affective Humanistic Approach. This approach was mandatory as all the skills involved in this class require students to feel comfortable in

Classroom instructions are the most valuable experience for the learners of second/foreign language because they enjoy limited exposure of comprehensible input from the natural environment they might get. In this situation teacher’s role is very crucial. He is the main key of the interaction in language class. They adopt variety of techniques, methods and approaches to teach to students in EFL class around the world. Some are of the opinion that target language should be used and some other say use ofL1 is useful while teaching English as foreign language. Teachers of English as a foreign language frequently claim that they do not like or favors to code switch in the language classroom.. Many researchers described it in terms of getting jobs for earning. In their views if mother tongue is used in classroom, then possibly students might not become proficient in target language that result in unemployment. Actually issue of language is not only concerned with leaner, it is also a serious issue for teachers as well deep study make it clear that teachers own attitude is the main barrier about the use of code switching.(46). Nelson Mandela who was the freedom fighter in Africa once stated that if we talk to a person into the language he understand that goes to his

Meaningful learning only take place when interaction exists between the teacher and the learner. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart” says Nelson Mandela. So mother tongue allows for proper social integration and helps to avoid maladjustment in schools. Therefore, in the maze of unfamiliar linguistic medium, the learner have at least the familiar mother tongue to hold on. For the same reason, mother tongue is the most effective medium to use in instructing learners if they are about to reach their potential. It has been proved that children learns well when they are highly skilled in the medium of

Such evidence was taken from the laboratory, extensive reviews of studies and classroom-based research (Nassaji & Fotos, 2004). In addition to such evidence supporting grammar teaching, Batstone (1994) indicated that learners’ knowledge of the grammatical system could be improved by focusing on particular forms of grammar and their meanings, which was what grammar teaching usually did. Also, many researchers support grammar teaching. Ur (1988), for instance, argued that there was a difference between L1 and L2 learning, in terms of time offered and motivation. Learners of L1 usually had more time and obtain more motivation, so they did not need to consciously plan the learning process. Moreover, Pienmann (1988, 1990) claimed, there were some structures which gained an advantage from being taught. This suggestion known as the teachability hypothesis. Based on this hypothesis, it was possible to influence sequences of development favorably through instruction if grammar teaching coincided with the learner’s readiness to move to the next developmental stage of linguistic proficiency (Lightbown, 2000). Such considerations were taken into account in recent studies regarding the place of grammar in second language acquisition (Ellis,

This paper intends to display a summary of the article “Culture in Second Language Teaching” by Elizabeth Peterson and Bronwyn Coltrane, of Center for Applied Linguistics. In detail, it discusses the attached relation among culture and language and the implementation of instructional strategies for teaching the second language through culture to improve students’ linguistic comprehension. According to this article, Culture has many different dimensions which include ideas, customs, skills, arts, and tools that characterize a group of people in each period; it is moreover the views, principles, and material things that form our way of life.

In the framework of the teaching of English as a foreign language, the advantages of

A dissertation by Al-Jadidi (2009) has investigated the effectiveness of both bilingual and monolingual instructions and the role of L1 usage in a classroom under the main research question. Also, the study investigated whether students prefer bilingual or monolingual more than the other. In addition to that, it highlighted the positive impacts and drawback of L1 usage in the classroom, and the advantages and disadvantages of L2 only as a teaching medium. The findings indicated that bilingual instructors gave much attention toward textbooks, grammar and such techniques as their way of instructions. In contrast, monolingual teachers tend to use the learner approach where they would be more communicative, interactive, and give more class activities and that resulted in decreasing the class focus on grammar and accuracy. Finally, the results show that students were neutral about their preferences for both NS and NNS instructors. Meanwhile, L2 have a valuable role in the terry university classroom but that is

Teaching a second language has constantly been a challenge and a topic of many elaborative discussions in the field of language teaching. There have been different trends in language teaching which led to the introduction of different language teaching approaches. Whereupon, language teaching theorists and second language teaching practitioners have found those to be stimulus with many practical issues and shortcomings in terms of mastering the target language among the second language learners. Each method focused on key set of learning outcomes and defined the position or the role of the teacher accordingly. In contrast, linguists of eras following introduced their own mechanisms in language teaching and learning process which in

Foreign languages are a must in today's world. There are many needs for a second language to be learned by everyone. The growing need to learn more languages is becoming more apparent in the public world today. In order to fix this problem, the school system needs to teach multiple foreign languages in order to grow as a nation both mentally and culturally.

6-It leads to the danger of fossilization within the students and cause barriers for the learners to progress which means it affects the growth and change of the language learner’s interlanguage if not performed

In order to cover and maximize the students´ knowledge, different technics and approaches will be implemented. According to The Direct Method, second language should be taught the same way as the first language was acquired, which is by total immersion. This technique allows the practice of the second language, and motivates the students to be actively involved in applying the languages in everyday situations. Mainly focused in speaking, then reading, and last writing.

The aim of teaching a second language is that it provides children with the necessary language skills that enables the child to communicate meaningfully as well as to read and write at the primary level. There is an order in which young children generally acquire their second language skills and those are as follows:

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.