WHAT A LANGUAGE STUDENT SHOULD LEARN

Where these are clearly defined, such as in the case of a student studying medicine who needs to read textbooks in English, we may design a special syllabus which restriets the amount of language and the language skills being taught. A great number of student, however, do not have such clearly defined needs, and so we will attempt to teach them a ‘general’ English.

Our syllabus will change depending on certain other factors such as the type of students we are teaching and the situation they are learning in. We have discussed briefly the idea of language function, and we have decided that while they are important, they cannot take the place of the grammar of language. Students obviously need to know the latter, and should know how to perform certain language functions as well.

Our main concern is that they should be able to communicate efficiently with what they have got, even if the level of this language is fairly low. In particular we criticised the idea that student should speak like southern Englishmen (for example) without a trace of a foreign accent. We said that, on the contrary , it might not be desirable  for them to speak like Englishmen and it certainly isn’t pronunciation is that it should not impede communication.

In terms of the language skills communicative efficiency means that students should (in ‘general’ class) be able to perform  efficiently in all of the four skills, and the sub-skills will be determined by level. Students should be taught within the framework of a definite language variety the beginner level: once we have decided which one to adopt we should stick to it in the early stages.

Introducing New Language

A.      What do we introduce

1.      The prentation of meaning and use

The prentation of meaning and use should take place and some context,either provided by the materials the class the using or created by the teacher.

The context for introducing new language should have a number of characteristics.it should,for example, show what the new language means and how it is used.

2.      Types of context

In classroom terms we can divide context into three main areas,the clasroom,situation,and formulated information.

There are,of course,variations on these types of context but in general we can represent them in the folowing way:

B.      The prentation of form

1.      Analyzing the form

C.      A general model for introducing new language

         The model has five components:laed -  in,elication,explanation,accurate reproduction,and immediati creativity.we can represent the model for intorducting new language in diagram form.

Explanation techniques, Accurate reproduction, Corection, Formulated information.

D.     Preseting vocabulary

The teacher s aim here will be to explain the new word as quickly and as efficiently as ossible and folowing  “aids” can to do this.

Language learning and language teaching

In this chapter we will lay down the basis for a language learning and teaching methodology  which we will show in detail in part B of this book the metodology will be based on much that we have alreadi discussed in the first three chpters as well as on singnificant theories of language learning.

The ethies of this experiment are highly qestionable.watson and reynor had managed to condition albert to be altraid of the rat.language teaching has never adopted a methodology based on cohomsky’s . traditional foreign language teaching , concentrated on getting the adult student conseiously to learen items of language in isolation, often unconneeted with any real communication situation.

That communicSation activities may act as a switch that allows ‘learnt’ language to pass to this acquired store. And whereas younger learners of english may not benefit greatly from an emphases on consious learning, adults have a wide variety of learning strategies that they can draw upon, and it is being sugested that learning is one way ot helping them to internalise rules for later ‘aequired’ knowladge.

It is clearly necessary to give students a lot of reading and listening material . thisis so because one of our major aims will be to teach students how to read and lisend to english. But reading and lisening texts that are roughly-tuned do not only train the students to read and listen. They also provide exacly the kind of imput that we have suggested is necessary.