![]() ![]() Ninety-two 2nd year English major students, of similar proficiency levels, were assigned to either a control or experimental group for the period of the trial. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, sociopragmatic, strategic and discourse competences). The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. 6 All above items must be avoided because they hinder the acquisition of a good oral proficiency. 5 The learning of grammar/ translating skills should be avoided because they involve the application of the MT. 4 The written word / writing should be delayed until after the printed word has been introduced. 3 Printed word must be kept away from second language learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech). (Baby never relies on another language to learn its first language). 2 Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language, and so MT has no place in FL lesson. Advocated teaching of oral skills at expense of every traditional aim of language teaching. New method laid great stress on correct pronunciation and target language from outset. "Never tell the children anything they can find out for themselves." (Jesperin 1904) Direct Method based on belief that: 1 Knowing a language was being able to speak it! Primacy of spoken word. It is certainly not understood therefore it can have no effect as far as the moulding of the intellect is concerned and no-one could seriously believe that children could learn their living German tongue from it." Instead grammar should be acquired inductively by inducing the rules of how the language behaves from the actual language itself. Vietor ('Die Sprachunterricht muss umkehren' 1882) "This study of grammar is a useless torture. Master the art of moving from basic to complex language structures easily.All reformers were vehemently opposed to teaching of formal grammar and aware that language learning was more than the learning of rules and the acquisition of imperfect translation skills. Turn your mistakes into opportunities for clearer communication. Unlock the potential of thinking in English for enhanced fluency.Īmplify your speaking ability with high-frequency vocabulary and grammar.ĭive into the world of mini-stories and immersion techniques to accelerate learning. I also recommend journaling to practice thinking in English and encourage listeners to think in English and use simple language to build fluency. I suggest focusing on clear communication rather than perfect grammar as it can lead to overthinking and becoming slow and unnatural when speaking. I also emphasize the importance of immersion in the language by surrounding yourself with English as much as possible, especially simpler, high-frequency English. I stress the importance of deep, repetitive learning of high-frequency vocabulary and grammar through a combination of mini-stories, point-of-view stories, and commentary. In this episode of my podcast, I discuss the benefits of thinking in simple, common English and give tips on how to achieve this. ![]() Īs a fluent English speaker and English teaching expert, I know the importance of thinking in English for achieving fluency. The key to deep learning is repetition of high-frequency vocabulary, and traditional methods fail. In this Effortless English show, I teach you how to think in English. ![]()
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