You can download the solution to the following question for free. For further assistance in Linguistics assignments please check our offerings in Accounting assignment solutions. Our subject-matter experts provide online assignment help to Accounting students from across the world and deliver plagiarism free solution with free Grammarly report with every solution.
(ExpertAssignmentHelp does not recommend anyone to use this sample as their own work.)
The aim of this assignment is to synthesise your early reading with your own experience in order to focus on key aspects of teaching spoken language. Although it comes early in the course, you will find you have sufficient material to draw on if you follow the guidelines given below.
In this assignment, you will review four – six of the subject readings (from week 1 – 6). The theme is the learner and what a teacher must take into account when teaching spoken English. From your readings you need to identify the importance (or not) of understanding the following points about your teaching context:
Review your requirements with our FREE Assignment Understanding Brief and avoid last minute chaos.
We provide you services from PhD experts from well known universities across the globe.
No more plagiarism worries. We give you a FREE Grammarly report with every assignment.
The important aspects of spoken language are phonetics, morphology, and grammar and these are essential to developing communicative competence. We shall take up the views of some educators and researchers in the discussion on the subject of teaching spoken English, the importance of the context for the bilingual learner, how it is used inside and outside the classroom, approaches towards teaching English, the curriculum and materials and how the spoken language is used in various parts of the world. The context for learning and teaching English worldwide is essentially bilingual or multilingual.
Reading the views of a few authors including Leung and Street (eds), 2012, English in the curriculum – norms and practices, Graddol, 2006, Why Global English may mean the end of English as a Foreign Language, Kumaravadivelu, 2006, Beyond Post methods; 2012 Language Teacher for a Global Society: A modular Model for Knowing, Analysing, Recognising, Doing and Seeing,
he argues against the method-based approach, which, he says, is insufficient to address the needs of the learners in a multicultural context and suggests alternatives.
Jenkins (2012), in her article, says that English as lingua franca needs to be considered as a separate field of study. It is not a variety of language but even native English people have to learn it as it is different from core English. She also talks about how L1 influences learners of ELF.
For Edge J. (2011), teaching methodology is a craft which lies in copying tradition and adapting it according to the changes in the situation. He gives details of the implementation of his views in the article.
Kramsch (2009), discusses the relation between symbolic self, action, and competence in the context of learning a foreign language and emphasizes the need for participatory methods of teaching. He refers to the deeper desires of the learner related to his self-perception, identity, seeking fulfillment in social and emotional and cognitive spaces.
While Leung and Street (2012) discuss the necessity of curriculum communication in EAL, Burns and Joyce (1997) discuss spoken the language in detail with examples of conversations, and the implications for teaching. They distinguish between written and spoken the language and stress the importance of exposing learners to both real-life and simulated pre-determined examples of speech.
Over the last 30 years, ELT practices have focused on the communicative aspect of language, endorsed by in-depth research since the 90s. (Jennifer J., 2012, M, & Omoniyi, T (eds), 2010, Leung, C., and Street, B.V. (eds) 2012) Introduction: English in the curriculum- norms and practices p 3). According to Leung and Street, even though ELT adopted a fresh new approach, the aspect of the socially appropriate use of language was not developed by them. (p 8). Illustrating with an audio-taped classroom event, Leung and Street suggest the ways in which English content words used in a social and practical setting allow the students to make meaningful associations.