Literature Review On Innovative Language Learning

It is important to have an understanding of what language is, what learning is as well as what teaching is. Knowledge of how a student learned their native language can provide guidance on how the students’ will acquire their second language. Krashen and Terrell state that there is a “difference between learning and acquisition of language”. Learning is knowing about the language and is a formal knowledge process. The learner is conscious that the language is being taught.

Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.

LEARNING THEORIES In spite of the fact that there are a wide range of ways to deal with learning, there are three essential sorts of learning hypothesis: behaviourism, intellectual constructivism and social constructivism. This segment gives a concise prologue to each sort of learning hypothesis.  BEHAVIOURISM Behaviourism is a hypothesis of creature and human discovering that exclusive spotlights on impartially detectable practices and rebates mental exercises. Conduct scholars characterize learning as just the adjusting of new conduct. Learners are essentially latent and aloof retention of a predefined assemblage of information by the learner advanced by redundancy and uplifting feedback and negative support however revise behavioural

I can also see how confusing it could be when learning academically as well. 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

When it is taken into account in the field of language teaching, it shows how languages are learned. Behaviorist psychology had a significant effect on the teaching and learning principles of audio-lingual method. In Audiolingualism, the underlying theory of learning is behaviorist. Stimulus, response, and reinforcement are the main components of Behaviorism. When we adjust it to language learning; the stimulus is the information about foreign language, the response is student’s reaction on the presented material, and the reinforcement is natural “self-satisfaction of target language use (Richards & Rodgers, 1987).

Behaviorist and Cognitivist leaning theories are two key elements of psychology that have significant implications for education, learning, as well as technology. The behaviorist learning theory “Focuses on that which is observable and measurable“. Furthermore, it regards the concept of learning as a behavior and provides a framework for manipulating behavior through conditioning for a desirable result reinforcement and punishment. The behaviorist stance on learning is a behavior can be learned through rewards and punishment. The cognitivist learning theory focuses on the mind and mental thinking even more so, how the mind acquires and processes information.

As a Foreign Language Teaching Assistant, I should take into account many aspects in order to succeed this experience. One reason to note is that I should usually focus on the functional aspect of the language, getting them to look at it as a tool to communicate. For example, heritage language learners might use the language in order to converse with different people in their lives like

These kind of shows offer English teachers authentic materials to bring their learners into contact with language in context which can help them to identify various functions of a single utterance. This paper will analyse the discourse and social interaction of a short dialogue in the series Friends (Appendix 1). In order to conduct this analysis, I will follow Halliday and Hasan's discourse analysis model viewed in terms of the parameters of field, tenor, and textuality to discuss the language system, context of situation and culture involved during the interaction of the participants. In addition, I will follow Hymes speaking model to identify and point out components of linguistic interaction to explain the importance of utterances in conveying meaning more than just elaborating isolated sentences.

My teaching addresses learners ' specific needs, using a variety of official and authentic material (newspaper articles, websites, blog posts, literature, reports) in a communicative, and as much as possible, real-life, context, reducing “Affective Filter”, and thus facilitating language acquisition. The same approach emphasized (and actually still does!) on conveying the meaning through speaking (and thus communicative). The purpose of learning a language is not actually the language itself, but though the language the learner will be able to meet the culture of the Target Language, and easily connect with new people; which is the ultimate aim. Teaching process is personalized to individual learner 's needs, as everyone is different.