Linguistic Theories in the Classroom Stuart Edmund Davies Thongsook College Abstract This paper attempts to offer an insight into two of the greatest linguistic theories of the mid 1900’s. It looks at Skinners early behaviorist’s theory and compares it with Chomsky’s Universal Grammar. In addition, it also attempts to establish which of the theories fit into today’s modern classroom. The study shows Skinner’s theory is far less complex and easier to incorporate and that Chomsky’s theory is overly complex and possibly detrimental to learners of a second language. Keywords: Chomsky, Skinner, Behaviorist’s Theory, Universal Grammar Linguistic Theories in the Classroom Throughout the early 20th century linguists proposed many different theories about how language is acquired.
?Now, knowing that British and American cultures are integrated in teaching English, the question is whether?intentionally teaching those cultures in ELT help student increase?their knowledge of the language, or it?only?reinforces cultural hegemony and alienate foreign?students from their own culture. Is teaching British/American culture a form a cultural imperialism? If it is so, how can teachers help preserve their student?s cultural identity while still teaching world cultures in ELT. Language, being a vehicle of culture, is
Whereas (Graddol, 2010) quoted that, “The place of English in India cannot be understood without simultaneously understanding both the local detail and the bigger national picture”. On the contrary English language has emerged as a global language, there are various countries emphasising on teaching English language as basic skill to the youth to prepare them for the civil society of twenty first century. English is considered as lingua franca and provides many advantages to its speakers. As per Graddol (2010), there are three main drivers of English in India, a) Education, b) Employment, and c) Social mobility. All three are interlinked and inter-dependent.
This goes in line with 21CLD rubrics (21CLD, 2014), which knowledge construction and skilled communication is highlighted. Moreover, Ermis (2008) believed that the problem should be looked at the earlier stage, which in this study was at lower elementary grades before provided students with the foundation that they need with learning content area subject in the upper elementary grades. According to Beyer (1980), students are thinking when they write history content area, thus they are capable to employ analytical skills such as making inferences, classifying and making conclusions. Frederick (1987) also asserted that writing skills are important and can be improved through social studies, where the process of writing and finished product approach should be emphasised. These approached was claimed to not only improve the students’ style and form of writing but as well as allowing students’ to acquire higher-order thinking
U.S. is known as the place of opportunities and education is the biggest way to accomplish one 's dreams but when someone moves to the U.S. from another country not being fluent in English can be a huge barrier to being able to accomplish what one wants, and being successful in the educational system. Therefore, the people who control the education system have set specific standards in order to teach students who are learning the English language. The set standard for students who don 't speak English is supposed to help them to learn English and keep up with the subjects that the other students who speak English are learning and are being tested on. The idea of that is great and should promote both content retention and the development of the English language at an academic level, but that is not happening. This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english.
(Lodin, 2012). The main reason for changing the medium of instruction into English was that all the latest information about medical and Engineering science are in foreign languages and it was tough for students to learn about latest discoveries. Rahima Baharustani (2012) stated in her report that Advance education can be the key determinant of a nation development and it can lay a solid infrastructure for education section of a country. For this purpose to be achieved it is important for students to learn high-quality education that could response to the need of our society and English as a medium of instruction is the best way to prepare students to learn the quality education in the private universities of
English language teaching, henceforth (ELT), “conceals the field’s difficulty that associates learning and teaching English as an additional, second, or foreign language or like an international lingua franca; for purposes which are academic, precise, or more common: at diverse levels and in diverse nations and settings;” (Hall, 2016). ELT sees itself like a forte of specific academic interest with research grants, journals, conferences, professorships etc. (Littlejohn, 2013). As a result, it gets necessary for ELT professionals and teachers to be familiar with the language’s contemporary status as well as of the concerns for learners, policymakers and institutions to modify the professional practice in accordance to the students’ circumstances and according to the settings in which the language will be used by the students (Seargeant, 2016). Perhaps, EPPI Center is the biggest organization which takes out systematic analyses in relation to numerous fields of English language learning and teaching.
With advancements in technology, transport and just about everything else, English has become the 'lingua franca' of the world. However, with that title comes a variation so diverse that we may as well call it French or German – instead, the term Englishes is born. The reason for this is because the range of the English language changes and spreads across time, culture, class and geography. Educators must be made aware of the differences in language and the role that language plays in social interactions and relationships. One-third of students already speak a non-English language at home and this means some of their "English" words may have a different context and meaning associated with it.
The main objective of the present study is to ‘develop writing skills in the context of teaching English as a second language for professional course students’. Professionals at JNTU asserted that ‘knowledge of the traditional ‘grammar form’ and ‘communicative function’ are both necessary ingredients for success in the scientific-technical
Universitas Negeri Gorontalo has been awakening of the importance of English language skills and competence as the essential for its’ students’ success, regarding the demand of accountably human resource for global market and competitive economic, as well as human resource growth. The frequency of English use has been noticeable, can be seen from the curriculum that considers English as a compulsory course in every major and department, or the use of English proficiency test for its graduating students. Another important fact to be considered is that many job vacancies, including public officer, the most popular job among graduates, require English proficiency certificate with certain standard score. For example, the 2014 job vacancy in the