There Are A Number Of Pre-Existing Methods That Have Been

Cunningham (2003) remarks “While there may indeed be some negative effects from using translation,… there is a place in the learning environment for translation. With careful application aimed at specific goals and situations, translation can contribute to the students' acquisition of the target language, at all levels.” According to this, there are different situations in which students are more comfortable by using L1. While there are clear advantages on the communicative approach, not every student feels on a “safety” environment to apply their L2 knowledge, and by giving them the chance to have a transition from both languages, they feel that they have something to more familiar – native language – to rely

The second language classroom is full of theories of how to get students to acquire the target language (L2). These theories have been around for many years and have been debated and revised numerous times. Theories such as the grammar translation theory, used up until the 1940’s, are no longer in favour because of their inability for learners to use the language in colloquial situations have been superseded by new innovative ideas. At the time of writing this paper, there are three main theories used in the second language classroom: Behaviorist, Innate, and Interactionist.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Second Language Acquisition or SLA is a term used to describe learning a second language. There are a number of ways in which one can learn a second language, and in this essay I am going to discuss the links and relationship between second language acquisition and computer-assisted language learning, with particular focus on the pedagogical aspects. The most obvious approach to learning a second language is undoubtedly through the Pedagogic Design, or learning from a teacher in a structured classroom environment. Computer-Assisted Language Learning is another commonly used resource for language learning, and this is regularly referred to as CALL. The

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

Different approaches have taken different methods and techniques to teach and improve teaching speaking, such as drilling in Audiolingual method, memorizing lists of lexical items in Grammar Translation method, or methods proposed by instructors based on their experience like role-play, picture and word cues, paper conversation, using exercises to boost learners’ self-confidence, doing theatres, reading a story and retelling it to others and so on.

Methodology in EFL language teaching can be characterized in a number of ways. It is believed that methodology is what links theory into practice within the classroom. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best for the classroom can be difficult as each method has its own strengths and weaknesses both on teacher and the learner, one of the teacher’s most crucial tasks is to compare and evaluate different methods they use in the classroom in order to motivate students and to make their learning as effective as possible.

This paper believes that every approach has strengths and weaknesses. Hence, choosing an appropriate method depends on the level of the students or the purpose of the course. As an English teacher, I am convinced that we should comprehend both advantages and disadvantages of each method. Thence, we try to maximize the strengths and minimize the weaknesses. Finally, the chosen method must achieve the objective of the course and meet the demand of the learners. That is my own philosophy of

One large benefit of learning a foreign language is how greatly it impacts one’s mother tongue and causes one to think more abstractly and ultimately more intelligently. During the day, the majority of people do not focus on their grammatical skills or how their sentences have been structured, but “...when learning a new language, many people

Learner talk in the target language can only flourish if teachers themselves are prepared to use and maintain the TL the MFL classroom as the main communication language. But there are many other factors that contributes to learner talk in the TL or the lack of it. One prominent factor is the literacy level of the learner in his own mother language. There might be a lack of grammatical knowledge as well as problems with spelling, reading and writing. If the learner has not yet understood the workings of his own language, it will become very difficult to him/her to progress in the L2. Bearing these factors in mind, the teacher must try and provide different types of support in order to help the learners to access the MFL.

In this report I will be comparing my views on teaching with those of an experienced teacher ,a learner and three experts, using: Concept maps, interviews and pre-assigned articles. I’ll explore a little of second language vocabulary acquisition, theories and

Recently, Second Language Acquisition (SLA) play important role to language learning and teaching as second language that SLA refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language that the additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is the aim or goal of learning (Saville-Troike, 2006). According to Gass and Selinker (2008) states that SLA refer to the learning

Because this method relies on repetition and drills, the main limitations are: (1) It over emphasizes the mechanical practice and ignores students’ English skills training and learning flexibility. (2) This method focuses too much on the language structure and ignores the meaning of the language, so students’ reading and writing abilities are poor.