02..pdf - ANYMORE CHISESE 56113048 UNIQUE NUMBER 778948 ASSIGNMENT 02 LANGUAGE TEACHING PST131J DUE DATE QUESTION 1 a Ideally activities are planned

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ANYMORE CHISESE 56113048 UNIQUE NUMBER 778948 ASSIGNMENT 02 LANGUAGE TEACHING PST131J DUE DATE 11/09/2015
QUESTION 1 a) Ideally, activities are planned that create opportunities for acquiring particular language skills and learning about the language. The accent is on language usage, not language study. Formal grammar explanations should be short and simple as well as kept to the minimum in favour of activities, which allow the natural use of a language structure. Activities should be learner-centred. This allows learners to take responsibility for and manage their own language learning progress. There can be no one- way traffic! Learners should make a personal input daily to improve their competence. A focused interaction between learner and materials or learner and peers builds confidence because learners see that they are able to influence their circumstances by using language effectively. The teachers must create communication situations in the class so that learners get the opportunity to really communicate and to exchange information. Group work is essential and learner to learner interaction must be emphasised rather than teacher to learner interaction. Learners, themselves must be given as many opportunities as possible to speak, write and read the language. Teachers must need to speak less. Those situations where the teacher speaks and then expects the learners to repeat him or her should not be seen as opportunities for the learners to speak. The communicative approach is derived from the concept of communication because communication is at the core of this approach. b) The teacher is definitely not the focus of the language teaching situation but the learner should be central. Teachers need to concentrate on the learner’s needs. T hey also need to find the most appropriate way of helping them to communicate in the target language. The teacher must facilitate, that is, to make things easier for the learners. By planning suitable activities and situations, the teacher facilitates the learner’ s exposure to and communication in the additional language. The teacher thus brings together the learners and the language in the communicative situation. The communicative approach is very challenging and makes enormous demands on the teacher. The teacher is entitle to reject the communicative method and to choose a method of his or her choice,
provided of course that the learners will benefit from his or her method of teaching. The teacher must always ask the following question: “If I were in the class, would I have enjoyed this form of additional language teaching? 1.2 Young children learn most things through listening and speaking, but most of the skills transfer to reading and writing. Children soon learn that there is a link between oral and written language. They try to write and draw, first in scribbles and indecipherable drawings, but later progress to proper writing and drawing. The integration of the language arts of listening, speaking, reading

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