Teaching a second language

Teaching Second Language

Abstract

Language is actually a speech. Its written form developed down the road. It is universal among human beings who make use of it for carrying out various activities of life. It is such the phenomenon that we always take it for awarded. We never take the time to take into account it. We never make an effort to into the depth of this is of this term.

The first college of the child is his home. A child starts the learning from his home. A instructor can get this to learning process very easy. In this newspaper we will discuss about the learning processes of a second language.

Definitions of words are not difficult to find. Virtually all well-known linguists have tried to define vocabulary in their own way. A simpler classification may be

According to (R. H. Robins, 1979), Language is a system of arbitrary symbols which help the folks of particular community to speak and to socialize.

It means every words operates within its system. Every words has its own arbitrary symbols. What communication and interact indicate to understand and speak.

Learning is a very common happening. Everybody, whoever he may be or wherever he might be, is learning something. Even family pets are no exceptions to the observation. Learning or development is a continuing process. Throughout the life man continues on learning and development.

One of the famous explanations of the learning given by (Robert Melts away, 2002) is A relatively long term change in action with action including both observable activity and interior procedures such as pondering attitudes and feelings.

When a tutor teaches another words to his students, he uses the approved text literature, different methods and techniques. Students belongs to different age range, different gender. This function of teaching a fresh terminology is quite clear. But how about a child who is learning his mother tongue. Nobody consciously attempts to instruct him. He himself will not consciously tries to learn his mother tongue. Some psychologists have given theories about the vocabulary development and coaching allows discuses these ideas at length.

  • Behaviorism:

It says terminology development is a matter of behavior. Regarding to (Watson and Skinner, 1920), the training or development identifies a consistent change in habit which is a response to a given stimulus.

So development of a terminology must be discussed with regards to change in behavior.

  • Mentalism:

The behavioristic view of development of a language was firmly challenged by Noam Chomsky who is exponent of Mentalism. Mentalism identifies something which will involve your brain and the process of thinking. Matching to Chomsky, dialect is not merely verbal behavior; this is a complicated system of guidelines. The knowledge of the rules is our linguistic competence.

A child exists with a mental capacity for working out the underlying rules of language. Which means that the childs terminology development is not being simply shaped by external causes: it is being creatively designed by the child as he interacts with those around him.

How a child (anybody) learns second terms continues to be not completely certain. A lot more than fifty ideas have been presented by the psychologists. But by our observation we do know that we now have three different varieties of terminology learning. They are learning a terms by heart and soul, forming patterns, and acquiring guidelines.

  • Development by Heart and soul:

Many people still try to learn a second words by learning establish phrases, dialogues, and text messages by heart. It is useful in learning things that are set and limited, and it is often found to be useful way of understanding certain set items in a words. Learning set sentences by heart and soul may enable us to provide a few fixed responses, but it is not likely to make us for this great variety of terminology that people need to comprehend and utilization in life.

  • Forming Habits:

A second vocabulary can be educated by developing a set of behaviors which we learn by imitation and which little by little become intelligent. Central to this view is the belief that children learn their first vocabulary by imitation their parents (family) and by the reinforcement for the parents.

Research has advised that that children do not learn their first terminology only, or even mainly, by imitation; they often times produce sentences which they could never have heart from people and so will need to have developed independently. A simple example of this is childrens use of the plural nouns: when British speaking children first start to work with plurals, they often times say phrases such as ˜two mans, ˜three sheeps. It is clear that they have not learnt to create these by imitation; rather it would appear that they have bought a guideline of the words, which at this time they are applying to all plural nouns.

  • Acquiring Rules:

This suggests a 3rd view of second terms teaching process, which views language as something of rules. Teaching a second vocabulary is includes being expose to examples of language that we can understand. From this we can find the rules of the terms and apply these to make and unlimited volume of original phrases.

During a process of development of a dialect, it is possible that people may apply a rule wrongly. This will likely lead to errors. In this particular view, therefore, errors are natural area of the acquisition process and need to be completely prevented.

When we discuss different ways of teaching, we run into terms like methods (ideas, philosophies), methods and techniques which are used usually interchangeably. We should be clear what these terms means. Matching to (Edward, 1963) a procedure for languages teaching is a couple of beliefs about vocabulary which underlines or prescribes the utilization of a certain methods. Different approaches prevalent in coaching are: classical procedure, structural methodology, situational approach, communicative methodology, natural way.

If we assume that language is mainly worried about speaking, we will observe a method of language teaching which concentrates on expanding the spoken skill. If we believe that language is a couple of rules, we will adopt a teaching method which lays emphasis on the rote learning of grammatical constructions.

The methods of teaching in institutions in Pakistan are traditional. They emphasize grammatical forms. The result is that even after so a long time of learning, their students cannot express themselves effectively and effectively in British. The Communicative Strategy is an attempt to meet this problem. Matching to Brian Seaton it is way that aims at developing the functional understanding of how language can be used. The Communicative terminology coaching attends to signifying more than to grammar.

Teaching English to speakers of other dialects is both difficult and worthwhile. Many internationally minded people are deciding to teach English as another Language both in the United States and in foreign countries. While teaching British as a second words in USA of any other country surrounding the world, educator should retain in mind the following simple recommendations.

  • Facial expressions, hand gestures, and other non-verbal signs are an enormous way to overwhelm the vocabulary barrier. For instance, when clarifying the thought of tall, raise your hand high into the air. When clarifying the thought of frigid, shiver and chatter your teeth.
  • If the professor constantly speaks in the course then learners of British as a second language won't find an possibility to practice. Working in a group provides students an opportunity to practice the language. Groupings work the best with 2 to 6 learners; with any more people, not everyone gets a chance to contribute. It is also a good system to group students with dissimilar first languages together when possible.
  • If the instructor speaks the similar words as the students, the problem will be quite definitely simplified. But not many teachers have the lavishness of speaking the similar words of his students. Bi-lingual resources can aid a professor of British as a second terminology to sketch on the students native vocabulary without knowing him.
  • Teachers of a second vocabulary have to duplicate everything at least three times. They also needs to are different the wording of these explanation. Students may be familiar with one group of expressions however, not another - even though the main topic of conversation is the similar. Even if the scholar does recognize a concept upon first clarification, he will get help from the repetition and disparity of terminology. It'll expose him to ground breaking words and expressions.
  • The first obligation as teachers of English as another language is to improve student language faults. Over-correction, though, can make students unwilling to exercise the vocabulary. If scared to be corrected whenever they speak, students will quite simply discontinue speaking and therefore learning the dialect. Certainly, there are suitable times to improve language problems. If an idea for instance the past tense has been discussed at span in school, it is suitable to improve students when they describe the past tense inappropriately.
  • Learning English as a second language is no effortless thing expressively. Students will feel uneasy about their lack of English capability and will thus be unenthusiastic to work with the language. The duty of the teacher of British as another language is to create a secure and helpful atmosphere, one in which the college student will be relaxed experimenting with the vocabulary.

Conclusion

Teaching and Learning a second terms both are difficult jobs. If learning another language wants extra attempts then on the other palm teaching a second words is a obstacle for teachers. With this paper we have discussed theories about learning a second language and duties of a instructor for teaching another language.

References

Dalton, Stephanie Stoll (2007). Five Criteria for Effective Teaching: How to Do well with All Learners, Grades K-8. SAN FRANCISCO BAY AREA, CA: Jossey-Bass.

Faruqi, Zafar. (2000). Ways of Teaching British, Punjab Web publishers.

Haq, Abdul. (1999). The Teaching of English in Pakistan, Punjab Publisher.

Padma. B. (2007). Reciprocal Teaching Techniques. New Delhi, APH.

Smith, Michael W. & Wilhelm Jeffrey D. (2007). Getting it Right: Fresh Methods to Teaching Grammar, Usage, and Correctness. New York: Scholastic.

Serravallo, Jennifer & Goldberg, Gravity (2007) Conferring with Visitors: Helping Each Student's Development and Freedom. Portsmouth, NH: Heinemann.

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