TESOL – Teaching Language in Use: An Interview with David

TESOL – Teaching Language in Use: An Interview with David

Teaching a language in use can be a complex, multidimensional activity, which requires the instructor and the learners to juggle various tasks together with goals concurrently as they adapt to the immediate contexts. An effective teaching and learning of English language are attained when the instructor is cognizant of the appropriate characteristics of principles.  The appropriate application of these principles can aid teachers to create the favorable conditions, which support the learning of students and at the same time help in minimizing the need for revision materials, policies as well as content. Although the process of executing these principles also consumes much time and effort, it is in effect on energy and time in the long run. For instance, the generational and cultural backgrounds of the students largely influence how they perceive the world. In other words, the disciplinary backgrounds guide learners in approaching challenges in diverse ways; and their preliminary knowledge anchored on accurate with inaccurate aspects contribute in shaping new learning. Although teachers cannot satisfactorily measure all of the characteristics, collecting the vitally applicable facts in prompt course planning and enduring to do the same during the semester can help in informing course design, explaining student difficulties as well as guiding instructional adaptations such as the recognition of the necessity for extra practice. Effective teaching of language in use should be entrenched in such principles as language has a sound system, language is spoken in discourses, language has a social significance, learner attitudes largely affect motivation, fear of making mistakes largely inhibits one’s learning, and repetition assists the concept to be internalized. The use of these principles enhances the learners’ comprehension abilities and the manner in which the context shapes the use of language among the students. The essay demonstrates the students’ understanding of the importance of context in language teaching, and how context shapes the use of language. It also demonstrates how the pragmatic principles are or how they can be applied to the chosen material design regarding activity 2 of developing the listening skill.

A piece of published material – a short sequence of activities

The most relevant case study in Teaching English to Speakers of Other Languages (TESOL) can be the printed material involving the people who are introduced to English right from their indigenous environment. Following this trend, the process of seeking clarity regarding the aspirations of students and conveying them clearly assists students to understand and boost their performance (Uzal, Peltonen, Huotilainen, & Aaltonen, 2015, p. 38). To articulate the learning objectives well implies that the material together with aptitudes, which instructors forestall that alternate will be depicted before the course ends. Therefore, the use of this material’s activity 2 guarantees the learners an unmistakable focus to go for and gives them pragmatic empowerment to screen their instructors ahead of teaching (Kim, 2011, p. 114). Essentially, being unequivocal about the course strategies such as on class support within the syllabus as well as in immediate context authorizes instructors to regulate dissimilarities promptly, and it has a propensity to diminish clashes and pressures that may emerge.

Aspects of the Principles of Teaching Language in Use

Language has a sound system that enhances auditory memory

Proper teaching of English as a second language necessitates the impartation of the listening skill among the learners. The first pragmatic component in this activity is the promotion of auditory memory. The instructor is first required to guide learners in listening to the part of an interview with David before answering certain comprehension questions (Uzal, Peltonen, Huotilainen, & Aaltonen, 2015, p. 47).  The sound-related memory includes the capacity of children to acclimatize information displayed orally, to process that information, store it and review what has been listened. Basically, it entails the act of attending, proper listening, keen processing, subsequent storing, and recalling of the same information. This might be a testing undertaking for some learners, including the individuals who do not have a learning trouble. A shortcoming in sound-related memory can have genuine outcomes for learning since students may just get some of what is being said amid a lesson. Shortcomings in sound-related memory can without much of a stretch go undetected by a teacher. Students regularly imagine that they have comprehended bearings for finishing their assignments yet when they wind up plainly occupied with undertakings, they frequently request the help or to be sure request the instructor to repeat the directions (Evans, 2015, p. 28). Children with sound-related memory lacks will regularly encounter trouble building up a decent comprehension of words, or recollecting terms and data that has been introduced orally.  Along these lines, even silent perusing includes a type of tuning in. Understand that every part of the sound-related memory is particular unto itself (Ahluwalia, Gurleen, Gupta, Deepti, & Aggarwal, 2011, p. 39). Children will be helped to figure out how to take in a wide range of information, which is displayed in disengagement and in a particular context.

Fear of making mistakes largely inhibits one’s learning

Another pragmatic impartation of the listening ability is the developing of listening and speaking skills. In this activity, students listen to part of an interview with David and answer some comprehension questions.  Before listening to the extract, the instructor would have pre-taught the meaning of the chosen terminology with a relevant illustration of the contextual environment. He should encourage learner to participate confidently without fear of making mistakes. For instance, the teacher may cite the term ‘betrothal.’ Apparently, the learners will comprehend that the word refers to an agreement typically made on someone’s to marry on somebody’s behalf. Additionally, the teacher will have to derive the verb ‘betrothed’ and explain to the students the meaning, which means to form an arrangement of marrying somebody (Mori & Calder, 2016, p. 33). The early years are a period in which youthful kids are utilizing dialect to learn about their reality as well as how dialect can be utilized to fill some needs. This information is alluded to as pragmatic knowledge. One aspect of pragmatic knowledge is conversational abilities. The way children create conversational abilities can impact how well they interact with others. To a specific degree, children get this information actually, yet a clever educator or parent assumes an essential part in helping kids in their capacity to be great conversationalists (Johnson, Acevedo & Mercado, 2016, p. 28). Make fun of children is not by any means the only approach to building vocabulary, in any case. Systems educators utilize while perusing with and to kids can likewise assemble their word banks. According to the activity in this material design, asking open-ended helps instructors to survey the kids’ cognizance apart from helping them take in more vocabulary words.

Language has a social and cultural significance

In the same breath, the teacher will have to teach various spoken texts as one way of strengthening listening skill while articulating a certain social or cultural context. Children frequently like scenes and stories to the most extreme. The very much built up child dreams empower kids to work with stories, tall tales or tunes in an outside dialect similarly as in their primary language. It is at this point that students learn much concerning spoken discourse markers as well as hesitation devices (Devos, 2016, p. 113). For instance, in the activity 2 of the chosen material design, the teacher will prepare students to listen to the two interviews once more. In the course of these dialogues, a learner, for instance, David will use many discourse markers such as ‘so,’ ‘actually’, ‘right?’ ‘OK’, and ‘anyway in responding to the interviewer (Shawer, 2016, p. 45). Such terms and phrases are significant when applied in speaking as well as writing to signpost discourse. The teacher will apply discourse markers through joining thoughts together, showing turns, showing attitude, as well as general regulation of communication. In most cases, individuals regard discourse markers as a pragmatic of verbal language only. The sounds together with phrases will have to fulfill some of the different functions inside a conversation (McLaren & University of Exeter, 2011, p. 55). The teacher will as well as pose questions regarding the culture from offering inspiration and exhibiting interest to signaling indistinctness and discrepancy. Finally, the learners should be guided to check the ones they heard during both sections of the recording before discussing what they think every phrase or rather sound signifies with their partner.

Language is spoken in discourses

Likewise, when students study a language, they enhance control exercises, valuable and realistic exercises, sense and psychomotor recreations and diversions with music and development to music can be utilized. An intellectual advancement of students relies on drawing in all senses with the help of appropriate discourse markers. As such, the elementary language is obtained by the children using multi-sense motivational variables, which is a similar way that we need to approach showing young learners’ foreign language abilities (Zainuddin, 2011, p. 215). In other words, students will have to make a thorough practice of using discourse markers within a discussion in activity 2 (Hinkel, 2016, p. 49). The instructor should inform them to be inquisitive and attempt to answer every question within their small groups. They should also be encouraged to utilize the discourse markers from the above-mentioned action as they endeavor in forming the follow-up questions with the help of the four question types from the activity.

Repetition assists the concept to be internalized

The teacher has to be persistent in guiding learners repeatedly through the activity. The environment needs to have conventional artifacts as well to enhance learning as student will repeated get used to seeing and using the available objects and phenomena. It is essential that the classroom condition is steady and sustaining where an assortment of correspondence styles is valued, acknowledged and obliged. In this activity 2 of the material design, the educator can configure separated instructing and learning exercises, which draw on the learners’ interests, information, and aptitudes. The teacher will also strengthen learners by helping them to create methodologies to utilize when talking and tuning in for various contexts (Gómez & Eric, 2015, p. 44). By giving true purposes and groups to talking and tuning in, students will wind up plainly sure and excited communicators. A dialect learning condition can be made by concentrating on three key components namely, the physical condition, Opportunities for communication as well as classroom culture.  Referring to activity 2 of the material design, the teacher will prepare a lesson encompassing the questions of culture but incorporate games and movement (Nunan, 2015, p. 83). For instance, on the questions Culture Key, the teacher will pose a question to learners whether they would have an idea of the extent of primitivism of the tribe and how the tribe was segregated from what is conventional Western lifestyle. Applying the relevant terminologies of the context, the teacher would ask them to mention how the people within this environment first met their mothers, in particular as well as telling the age of the mother the time she became betrothed (O’Keeffe, Anne & Farr, 2015, p. 55). With relevant discourse markers, the teacher will evaluate the scope of understanding of the students if they will end up explaining the reasons why that made some sense within the backgrounds of the tribe. There, the learners will be obliged to identify four question types, the purpose of those questions together with the kinds of answers they characteristically elicit.

Learner attitudes largely affect motivation

The Introduction vocabulary is the term used to portray the accumulation of words in a given dialect utilized and comprehended in Speaking, Listening, Reading as well as Writing. This approach can suffice if the instructor cultivates in the learners the right attitude, which can actually motivate them to internalize whatever concept being introduced. It is critical for learners to create information of word implications from an early age and to this end, they should be effectively occupied with vocabulary improvement. Vocabulary for scholarly learning is connected to the instructing of ideas. At the point when an idea is totally new to the children, they have to build up a comprehension of the idea first and afterward, vocabulary can be presented (Neff, Kozaki, Petchko, Fujioka, Sawyer, Beglar, David, Kozaki, Yoko, Sawyer, Mark, 2015, p. 76). In the event that the idea is commonplace to the youngsters new vocabulary is acquainted all together with the associate new words to an effectively natural or comprehended idea. As kids create, they should have the capacity to draw on various arrangements of vocabulary and all things considered instructors should be aware of these diverse sets when choosing words for direction (Mante-Estacio & Bernardo, 2015, p. 57). Students will be guided to write down dictation questions as they strive to match them to types of questions from activity 2 in the material design. At this point, the teacher is required to tell students that they would listen to another section of the interview for a specific duration and listen for four extra questions. It should be noted that not all the question will be actual, but they may be mere statements used as queries that are distinctive of the manner in which native speakers interact especially while undergoing an interview. Besides, the teacher will ask them to note down in their notebooks the exact things they heard. This activity of dictation should be repeated two or three times if necessary. At the end of it all, the instructor will have to ask them to check their answers collectively as a class (Wong, 2011, p. 57). According to the key interrogations, the learners need to explain whether they have any memories regarding that time and whether they had to go through the transition beginning from the jungle back to Pennsylvania. Here, the teacher can as well interject by probing that it must have been a cumbersome transition, to the mother.

Critical discussion of the areas above

Based on this material design, these students will experience difficulty processing and recalling information that they have read to themselves. When people read they must listen and process information they say to themselves, even when they read silently. If children do not attend and listen keenly to the silent word input, they are unable to process their information or to have a recollection of what they would have read before. Consequently, it is important to note that even silent reading involves a form of listening. In this case, each aspect of auditory memory is specific unto itself (Herazo & Anamaría, 2016, p. 84). Students must learn to take in all types of information, which is presented in isolation as well as in context. While one section of the brain encompasses the intake of a series of unrelated letters, another involves numbers, another involves words, and, there exists several others, which encompass a contextual sequence of words, phrases, sentences statements, as well as whole paragraphs. It must not be assumed that because a student can attend, listen and recall a series of numbers, for instance, they will also be able to recall a series of words. For effective development, learners also need to be exposed to native English speakers both in and out of their classrooms (Nunan, 2015, p. 38). When the students hear English being spoken at levels that are slightly above their own levels, their competencies are augmented than if they hear from their own levels or even lower (Jones & Waller, 2015, p. 77). Through this step, they will develop conversational skills for they would have heard how various vocabularies can be applied in various contexts in line with different parts of speech.

Evaluation of the piece of material chosen

The published material design is an exhibition of a successful educating as it includes articulating pragmatic assumptions on learning destinations and strategies exhibited in the case. There is an amazing variety in what is anticipated from children transversely over the American classrooms and even inside a given subject. When it comes to writing, one rarely comes across spelling mistakes of high magnitude. It is because there is no other language known to them prior to English, which may confuse them in writing. Here it transpires that speaking has a greater influence on writing as individuals will always write depending on how they pronounce particular words (Devos, 2016, p. 40). The difference here is also brought about through varied pedagogical approaches in handling English in the two setups.

Reflect on how the materials/practices could be improved

The adopted material, in this case, could be improved easily if the instructors could incorporate the perceiving and defeating the proficient blind spots. Since the teachers can never be the students, they, as specialists, should apply learning consequently and unwittingly. For instance, while using this material, the teacher can make associations, draw on essential groups of information, and pick fitting procedures thereby regularly skipping or joining basic strides when they impart language skills in the learners (Neokleous, 2016, p. 119). Because students lack adequate foundation and experience to make these jumps and can wind up noticeably confounded, teachers will have to make off base determinations, or neglect to create critical abilities (McLaren & University of Exeter, 2011, p. 48). Consequently, the learners require educators to break undertakings into part steps, clarify associations expressly, and demonstrate forms in detail. In spite of the fact that it is troublesome for specialists to implement this, there is need to distinguish and explicitly impart to the learners the learning and abilities that are underestimated, with the goal that learners can see master thinking in real life and work on applying this material autonomously.

CONCLUSION

Although learning of English is tricky and gripping. The adoption of proper strategies and approaches can eliminate the dynamics associated with it. More often than not, English language learners fail to meet their expectations because those who guide them do not always help them to understand the underlying strategies that would enable them to outdo the dynamics. The main reason is the approach used by their teachers, which usually makes them feel like the language is more obstructive than beneficial to them. As such, it is imperative for the teachers in both categories to work together in harmonizing certain elements in pedagogical aspects. They are also obliged to cultivate the positive mental attitude in their learners so that they value the language for its economic and social value in their later lives. Students should grow with the understanding that knowing the language is more than mere mastery of the meaning of the vocabulary, but the comprehension of the culture of the natives of that particular language. This aspect enhances interaction between teachers and learners, leading to mutual benefits. Learning the vocabulary and not knowing how it applies in different contexts is as good as having not learned anything about that language.

 

References

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Devos, N. J. (January 01, 2016). Identifying Foreign Language Use in Peer Interactions. SpringerLink.

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Neff, P. E., Kozaki, Y., Petchko, K., Fujioka, M., Sawyer, M., Beglar, David, Kozaki, Yoko, Sawyer, Mark. (2015). Peer Review Use in the EFL Writing Classroom. Temple University Libraries.

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Zainuddin, H. (2011). Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. Dubuque, Iowa: Kendall/Hunt Pub. Co.

 

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