Simplifying Learning English - 2011 Contemporary Issues Conference USQ
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This document discusses simplifying the learning of English for global second language learners. It notes that current English language programs focus mainly on rules, UK and US models, and exams. However, communication success means meeting the needs of both the sender and receiver, even if imperfect. The document examines issues of intelligibility in English learning and recommends strategies for simplifying aspects like grammar, pronunciation, spelling, and cultural knowledge. It challenges traditional teachers, authorities, and exam systems while benefiting learners and users of English globally. It calls for continuing the conversation around these opportunities to simplify English.
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Grammar Translation, The Direct Method and Bilingual Skills
The future aims of learners of English vary widely. For some they may be clearly defined. They may want to study in an English-speaking environment, or to keep up to date with what's in the English-speaking press, or to get by on holiday in an English-speaking country, or to conduct business meetings in English. These aims don't necessarily involve a deep-seated interest in English-speaking people and their culture, though that may develop.
Other learners may have a more general motivation and, rather than seeing learning English as a means to an end, see it as a more educational and personal experience. This sort of interest usually is characterized by a wish to gain a deeper understanding about people's ways of life and values. The ultimate goal of this group may even be to become bilingual. Although bilingualism is not a big issue in EFL, many teachers are interested in the extent to which other languages should be used in the classroom. Some teachers see the use of the mother tongue in language learning simply as a helpful transition to L2. Others see it as a way of developing bilingual skills. Yet others see it as a dangerous distraction from the learning of L2. I'll return to the question of L1 use in class in a moment. Meanwhile, let's sort out what we mean by bilingual and bilingual skills.
Now read the information that follows and see if you are still happy with your definition. Change it if you want to. (As you read this, bear in mind the interesting point that worldwide being bilingual to some degree is more common than being monolingual.)
People with the following sorts of skills have all been described as bilingual by different linguists and psychologists. A bilingual person could be someone who is able to:
- get on the right bus in another language
- understand a current affairs program on the radio
- write a letter to their child's school about arrangements for meals
- give a simultaneous interpretation of a speech at an international conference
- use two languages often, but not necessarily very well
- speak two languages, but cannot read or write them both.
Standard definitions range from insisting on native-like competence in two or more languages (which is comparatively rare) to some second-language proficiency in one of the four skills (listening, speaking, reading and writing). I personally go for something between these two extremes, reserving a term like 'totally bilingual' for people equally at ease in all situations in either language.
If your answer to the previous activity was something like: 'Being bilingual means knowing two languages', on the face of it that seems clear enough. But apart from the variety you saw in the list above, there is also a difference between the person who is able to operate equally well in both languages in all contexts and the person who has acquired two languages completely separately.
Source: https://ebookschoice.com/grammar-translation-the-direct-method-and-bilingual-skills/
bilingualism
1. The document discusses the debate around using bilingualism in language classes. It argues that using a student's first language (L1) in class can help rather than hinder their learning of a new language (L2).
2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
3. The document reviews the types of bilingualism and benefits of being bilingual, such as improved cognitive functioning, multitasking skills, memory, decision-making, and cultural understanding. Overall, it argues that L1 can facilitate, rather than impede
Mythbusters of second language acquisition
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Standards For Foreign Language For U. Ma.
Incorporate strategies for success in learning a second language. This slide show is connected to my presentation at the TESOL Convention, March 27, 2010.
Standards For Foreign Language For U Ma
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
Week 1 Lesson 1
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
Mastergrad final version
This document discusses the debate around whether the English curriculum should be different for vocational students compared to general studies students in Norway. It provides background on the current English curriculum, which aims to provide all students with the same competence in English regardless of their program of study. However, some argue vocational students struggle more with the literature and culture-focused curriculum. The document also examines attitudes from teachers and industry representatives through interviews on this topic. It reviews literature on high dropout rates in vocational programs and debates around reducing theory in vocational curriculums. Overall, the document aims to understand different perspectives on the English curriculum for vocational students in Norway.
C1 Topic 2 Educating Rita
The document discusses various topics related to education, including vocabulary terms about different types of schools in Britain, charts organizing British educational institutions by level of education, interview questions about a head teacher's perspective on school rules and student behavior, a grammar exercise distinguishing meanings of sentences, sample student essays on whether too much importance is placed on exams, and suggestions for preparing for an oral test involving a dialogue about topics in education.
The language-learner
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
Collaborating with students to understand their motivation
This document describes a 3-stage study that examined the motivations of Japanese science and engineering students in learning English. Stage 1 involved a survey of over 2,400 students. Stage 2 used the survey results to elicit feedback from 608 students through open-ended questions. Stage 3 analyzed this qualitative data to identify patterns and themes. The study provided a deeper understanding of students' perceptions and suggested opportunities to better support their English learning needs.
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Chapter no. 4
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
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Simplifying Learning English - 2011 Contemporary Issues Conference USQ
- 1. Towards Simplifying the Learning of English for Global Second Language Students
- 3. Where did it come from?
- 4. My response
- 6. Why do we communicate?
- 7. So: Success means the needs of both sender and receiver are met.
- 10. Mind map