Importance Of Translation In Language

Learning a language is one thing but understanding what the text is trying to portray is a whole different, more complex skill. As future educators, it is so important for us to keep this in mind when teaching English language learners. They may be able to read and pronounce words, but we must make a point to reassure ourselves that they understand what they are reading/saying

Introduction According to Merriam-Webster Dictionary (2016), one of the definitions of Language is that it is “The system of words or signs that people use to express thoughts and feelings to each other”. Therefore, language is used to express the thoughts and feelings, and vocabulary is necessary to express it. But learning the definitions of words is fundamental.

A man may utilize his/her non-verbal communication viably in regular life purposefully or unexpectedly and for the most part unknowingly. Past that, a man can not control his/her body as he/she controls the words. Our body gives a great deal more

Odlin reconsiders a question fundamental to many language teachers and educational researchers: How much influence can a learner's native language have in making the acquisition of a new language easy or difficult? Odlin analyses and interprets research showing many ways in which similarities and differences between languages can influence the acquisition of grammar, vocabulary, and pronunciation. While these subjects are beyond the scope of my research, the section on phonetics, phonology and writing systems provides the necessary evidence to understand the effect of the transference of writing patterns from Japanese Romaji to English. This is a suspected cause of many problems. While the age of the book suggests that some of the research could be obsolete, it serves as a reference and a foundational background on the subject of transference in writing patters, even between Asian and English scripts.

Code-switching refers to the linguistic phenomenon that occurs when an individual who is either, bilingual or multilingual, alternates their dialect with various languages (Moodley, 2013:55). Associated with code-switching is the concept of Matrix language (dominant language) and the idea of when to use code-switching; whether it is conscious or subconscious. In terms of code-switching in the classroom, there are several aspects that contribute to the advantages of using different languages which may help a student learn particular subjects. For example, an English teacher who is reading a poem that has certain words in a different language. However, there are disadvantages which may hinder the student’s ability to understand certain concepts

The information from this study would serve as the basis of sensitizing the teachers about the importance of correct pronunciation and create awareness about the use of effective pronunciation methods. The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words.

The importance of critical thinking couldn’t be more highly prioritized in academia, even when its application faces much constraint in English language development. What could be so important about a non-linguistic skill in classrooms that are generally devoted to improving linguistic abilities? Critical thinking might play an extra-linguistic role in the context of English language learning, and writing could be one of several modalities used to realize this role in secondary classrooms. It is stated that in the 1970’s, many sociologists and cognitive scientists were interested in the acts of composing as a way to observe how students learn (Sokolik, 2003). Subsequent teaching developments in writing that emphasized problem solving build upon the foundation of these findings.

Written corrective feedback. Form vs meaning. Students do not often write for pleasure, but as requirement in their academic life. As well as for native speakers, for ESL learners writing is a demanding concern.

Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital

Teaching assistant can explain what to do if children can’t read a word, or don’t understand a word: They should teach them to break words down, look for little words inside big words, look for base or root words, prefixes, or suffixes etc; to keep reading or rereading to see if they can get a sense of the definition from the text. Explaining and clarifying should lead to better understanding and gaining confidence in order to better literacy