Process essay how to learn a foreign language

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Process essay how to learn a foreign language

Methodologies in Foreign Language Teaching a brief historical overview "Any given method is only as effective as its implementation.

It consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules in Englishsome sample sentences, and exercise drills to practice the new structures. Little opportunity for real second-language acquisition existed then. This approach introduced the four principle language skills for the first time: Oral communicative competence became the focus.

Comprehensible auditory input became important and speaking in the target language began to occur. Learning about the language was overemphasized.

With the advent and popularity of audio tapes, this approach ushered in the first recordings wherein the language learner could actually hear and mimic native speakers on reel-to-reel audio tapes, often used with earphones in a language lab setting.

Lessons often began with a sample dialogue to be recited and memorized. This was followed up with substitution pattern and saturation drills in which the grammatical structure previously introduced was reinforced, with emphasis given to rapid fire student response.

Repetition, substitution, transformation, and translation became the order of the day. This method was strongly influenced by B. The Direct Method s: This method presented discussion in the target language as the major priority.

Reference to English equivalents became discouraged. Grammar learning became inductive in nature without overt explanations given the pupil.

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Accuracy in pronunciation and oral expression became vital. Examples to be followed became the main intention. Originally developed by Tracy Terrell and Stephen Krashen, this acquisition-focused approach sees communicative competence progressing through three stages: Following an initial "silent period", comprehension should precede production in speech, as the latter should be allowed to emerge in natural stages or progressions.

Lowering of the Affective Filter is of paramount importance. Only the target language is used in class now, introducing the "total immersion" concept for the very first time, with auditory input for the student becoming paramount.

Errors in speech are not corrected aloud. Now enters the era of glossy textbooks, replete with cultural vignettes, glossaries, vocabulary lists, and glazed photographs. A deliberate, conscious approach to the study of grammar is considered to have only modest value in the language learning process.

Visualization activities that often times make use of a picture file, slide presentations, word games, dialogues, contests, recreational activities, empirical utterances, and realia provide situations with problem-solving tasks which might include the use of charts, maps, graphs, and advertisements, all to be performed on the spot in class.

Now the classroom becomes more student-centered with the teacher allowing for students to output the language more often on their own. Formal sequencing of grammatical concepts is kept to a minimum.

In this method, both language and body movement are synchronized through action responses and use of the imperative direct commands.

Kinetic movement of the hands and arms is incorporated in lieu of rote memorization. Student speech is delayed until they feel comfortable enough to give other students commands too. TPR is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures.

The Silent Way ss: Caleb Gattegno, originally out of Alexandria, Egypt, introduced this classroom technique wherein the teacher remains silent while pupils output the language on cue through perpetual prompting.

This is the production before meaning school of thought and practice.

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Brightly colored Cuisenaire rods, which are also used in Mathematics, are integrated into this method used as manipulatives for pupils to learn spatial relationships, prepositions, colors, gender and number concepts, and to create multiple artificial settings through their physical placement.

Lines or blank spaces on a chalkboard represent syllables, devoid of letters in them, for a subliminal, collective memory experience in recall for the students. Students are encouraged to self-correct their pronunciation errors through manual gesticulation on the part of the instructor.

Modeling of correct pronunciation for students is discouraged. The greatest strength of this method lies in its ability to draw students out orally, while the teacher "takes a back seat".

Process essay how to learn a foreign language

This method works most effectively with round tables being used to promote small group discussion and for ample student rotation. In general, reliance on and the use of a structured textbook or an outlined syllabus is much discouraged during the initial phases of learning.

The Silent Way truly gives students a spoken facility."Any given method is only as effective as its implementation." Grammar-Translation Method (ss): Around the turn-of-the-century, language students often translated cumbersome volumes from Classical Greek or Latin into English vía this approach.

It consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in English), some sample sentences, and exercise. Language Learning Biography I would like to encourage and counsel those who wish to tread the path of the polyglot that if you can conceive of learning a large number of languages or language families as a lifetime's intellectual engagement and you are willing to work long, hard, and intelligently enough at doing so, you can succeed.

Process essay how to learn a foreign language

A person's second language or L2 is a language that is not the native language of the speaker, but that is used in the locale of that person. In contrast, a foreign language is a language that is learned in an area where that language has no presence or is not commonly spoken by the community as a whole.

Some languages, often called auxiliary languages, one of them being English, are used. "Any given method is only as effective as its implementation." Grammar-Translation Method (ss): Around the turn-of-the-century, language students often translated cumbersome volumes from Classical Greek or Latin into English vía this approach.

It consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in English), some sample sentences, and exercise.

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