Whatever the perspective, teachers can embrace different cultures in which children bring to the classroom their languages. Emmitt and colleagues articulate that children’s first language has differences in cultural context that can make meaning and reality. Thus, providing significant, authentic opportunities and a variety of goals into a diverse classroom can emulate real life literacy experiences. 2.1 Spoken English language variations Standard Australian English (SAE) is the variation of English amongst others recognized as the Australian official language, Fellowes and Oakley (2010). Subsequently, it is important that children develop competency in SAE.
Most of the world now requires individuals to speak English. The language is so common that most continents’ institutions are putting English into their curriculums. However, some places have put English as their second language. These countries are falling behind as the world is advancing. Eventually, they will lose contact with the rest of the English speaking world.
In the essay “ Mother Tongue”(1990), Amy Tan, the connections between languages and cultures have a purpose and value, argues that “ I am a write and by definition, I am someone who has always loved language”(79) the differents ways the one interprets the different languages. Tan describe the varieties of languages and the type of person who tries to understand when there is someone whose English was not their first language. Used examples in order to convey the importance of language ( Forbes report ) that her mother's read, (Wall Street Week) that her listened; those were the ways to strengthen their English as he could and had the ability to speak. Tan speaks to English language in a compassionate tone so they can relate.
From the moment a child arrives to this world is exposed to an endless of signals and stimulations that the brain begins to assimilate. Lights, colors and sounds which will be a part of the new born life until his death. One of the first stimuli received by the baby is the voice from the parents. These voices are translated into sounds by the phonological system, some months later into meanings then complete words and eventually, some years later, into sentences. These four steps could summarize the acquisition of the language which even not being taught it is one of the longest and most laborious processes for the child.
When I was in Junior high school and Senior high school, lecture style was pretty common at the English class. The teachers were always in front of students, and some students did not listen to what teachers said. English class at Junior high school was better than the class at Senior high school. The teachers at Junior high school were trying to make students speak in English. They always pointed out some students and asked questions.
INTRODUCTION Language is a set of arbitrary symbols used by group of people for the purpose of communication. Human beings communicate to share ideas, feelings, desires, emotions and for sheer pleasure. Bernard & George (1942) stated language as a system of arbitrary vocal symbols by means of which a social group cooperates. Phonology, Morphology, Syntax, Semantics and Pragmatics are the varied components of language. These components can be classified as form of language (phonology, morphology, and syntax), the content of language (semantics), and the function of language in communication (pragmatics).
The proper use and manipulation of the English language, a skill so difficult to learn, reaps a great deal of power when mastered. As hyperbolic as it sounds, being able to use and manipulate the English language properly into our writing and speaking can be very influential in advocating ideas towards a community. “As a speaker, you have some influence on the extent to which others see you as having authority” (Fontaine and Smith 13). To gain authority over an audience, one must write and speak with confidence and be skilled enough to use proper English: that is, following the standard rules of grammar, incorporating complex sentences and a wide range of vocabulary. In addition, the manipulation of the English language in writing and speaking, with as the use of figurative language and compositional techniques, makes the writing more persuasive and impactful.
In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were
PROPOSAL ENGLISH TEACHING METHOD APPLIED BY ENGLISH COURSE TEACHERS ENGLISH DEPARTMENT FACULTY OF ARTS AND CULTURE UDAYANA UNIVERSITY 2014 By: I Kadek Ari Wiguna (1201305011) CHAPTER 1 INTRODUCTION 1.1 Background English has been an international language which is used and spoken around the world. English becomes the most commonly taught language. It is now taught from young age. Now, children also have the same opportunity in mastering English.
Before going to university, I have already been a lover of writing since primary school, all because of a childish reason: I scored high marks in writing exams. However, in retrospect, the real reason why I could pass the writing exams with flying colors every time, was because I always chose the safest topic, and churned out what my teacher likes best within the given time. After having twelve lessons of University English, my perspectives towards writing and learning have changed a lot. In my qualtrics, I thought “One of my major strengths as a writer of English is producing interesting ideas.”, but that was not true, because the first thing I found out about myself from my learning experience, is that the intention and process I had for writing were ineffective.
In order to increase my understanding of how students acquire a second language, I observed four class sessions of students learning a foreign language. These classes included French 102, ASL 102, and two consecutive sessions of Engl 99R. The first two classes listed are students learning French and American Sign Language, while the third class is an ESL class. In these classes I observed interactions and methods as a non-participant in order to add to my knowledge of second language acquisition. Reflecting on the sessions, I noticed comparable themes emerging. Second language classroom teachers utilize a combination of language acquisition theories such as Vygotsky’s Sociocultural theory and B.F. Skinner’s Behaviorism theory along with aspects
This way it involves many students to engage with the activities in classroom. Teachers must be also flexible in accepting the speech articulation by both genders such as language features. Then, the significance of English within both national and international contexts entails the adoption of measures that would provide all learners with the means of attaining a satisfactory level of proficiency and as for Malaysia has a wide diversity of cultures, languages and dialects depending on the demographic of individual, besides, there is a believe that most prestigious dialect is single standard dialect of English that all people should speak (Fox,1999) At the same time, the learning of the mother tongue and other languages should be reinforced, given that these are an asset in their own right and endow young people with a rich linguistic repertoire that they may tap for diverse purposes. The importance given to English in Europe is also manifest in many other countries all over the world.
for living. This shows that English language not just a set of corpus, but more to the usage and the needs in real communication among the language users. Many of English language researches have investigated the content within ELC. For instance, IELTS Official Test Centre is a strong reference in evaluating and promoting English language by running English schools in Asian countries such as China, Vietnam, Thailand, Cambodia, Japan and so on, since 1988.
Every language has it’s own four basic skills which learners should master if they want to use language properly. It is the same when we learn our native language, first, we learn to listen, then to speak, then to read and at the end to write. We call it the four language skills. When students learn the language they have to improve it with good grammar and rich vocabulary. It is assumed this is not the final purpose.
Language is an abstract concept which needed by people to communicate. Language has an intrinsic meaning which represents an image and it is also symbolic however not only symbolic. Language is also a complex system and it is creative and productive meaning that you can product many words. Language does not only include objects but also includes all the images and concepts of the world. There is an abstraction of a real world.
