I am an English teacher and I will be a teacher for he first time in a high school. I will teach for 9th grade. My second language learners are deprived of speaking and listening skills. In their previous English classrooms, they were extensively exposed to grammar rules and their reading skills were less focused. The focus was on form and accuracy rather than meaning in their second language. Therefore; I will mostly improve their speaking and listening skills, then reading and skills which were already improved little. I will take the communicative aspects of the language into consideration. So, how can I develop these skills more effectively? I have done researced about this matter and I decided learners always needs a free, comfortable
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Because learning a second language has become widespread matter, everyone needs to learn at least a second language and communicates well in that language. So, I have found there are six proposals that helps me to obtain this effectiveness. These proposals are;
1- Get it right from the beginning
2- Just listen... and read
3- Let’s talk
4- Get two for one
5- Teach what is teachable
6- Get it right in the end One of the most closest and useful proposal to me is “Let’s talk” proposal because speaking skill are emphasized more and accuracy or form is neglected in this proposal . It gives importance on comprehensible input and conversational interaction, that is based on interaction hypothesis and task based instruction. According to “Let’s Talk” proposal , when learners are given chance to engage in interaction, …show more content…
“Providing comprehensible input to learners creates oppotunities to make considerable progress in the language. I think, the reason is that language acquisition is facilitated by meaningful language.” (Balcıoğlu, 6). This proposal is also associated with Stephen Krashen’s Input Hypothesis. “Krashen’s hypothesis is that the one essential requirement for second language acquisition is the availability of comprehensible input.” (Applied Linguistics, 423, 2011). Briefly, assertion of comprehensible input cannot be ignored. According to this proposal, learners do not need to drill and practise the language and speak in their meaning process all the time. If learners hear and understand the forgotten language, it is enough for them. Active listening, TPR and reading for meaning are significant instructions for this proposals. “TPR developed by James Asher is one of the variations of the Just listen and read proposal. In TPR, learners simply listen and show their comprehension by theirs actions. Asher’s research shows that learners can develop comprehension in the language without using oral practice.” (Balcıoğlu,
Because learning a second language has become widespread matter, everyone needs to learn at least a second language and communicates well in that language. So, I have found there are six proposals that helps me to obtain this effectiveness. These proposals are;
1- Get it right from the beginning
2- Just listen... and read
3- Let’s talk
4- Get two for one
5- Teach what is teachable
6- Get it right in the end One of the most closest and useful proposal to me is “Let’s talk” proposal because speaking skill are emphasized more and accuracy or form is neglected in this proposal . It gives importance on comprehensible input and conversational interaction, that is based on interaction hypothesis and task based instruction. According to “Let’s Talk” proposal , when learners are given chance to engage in interaction, …show more content…
“Providing comprehensible input to learners creates oppotunities to make considerable progress in the language. I think, the reason is that language acquisition is facilitated by meaningful language.” (Balcıoğlu, 6). This proposal is also associated with Stephen Krashen’s Input Hypothesis. “Krashen’s hypothesis is that the one essential requirement for second language acquisition is the availability of comprehensible input.” (Applied Linguistics, 423, 2011). Briefly, assertion of comprehensible input cannot be ignored. According to this proposal, learners do not need to drill and practise the language and speak in their meaning process all the time. If learners hear and understand the forgotten language, it is enough for them. Active listening, TPR and reading for meaning are significant instructions for this proposals. “TPR developed by James Asher is one of the variations of the Just listen and read proposal. In TPR, learners simply listen and show their comprehension by theirs actions. Asher’s research shows that learners can develop comprehension in the language without using oral practice.” (Balcıoğlu,