The second language teaching Research Proposal Example | Topics and Well Written Essays - 4500 words

The second language breeding - Research Proposal ExampleIn this light, this newsprint discusses the design, use and aims of a set of integrated skills materials that have been designed to teach and reinforce the future filter out to a group of six students, aged 16-17, who are preparing the Cambridge Certificate of Advanced face (CAE) examination for speakers of different languages (ESOL). The skills covered will range from listening to speaking, and from reading to writing in a ninety-minute session.The learning milieu is a small English language institute for non-native speakers (NNS) of English with a modern language laboratory, fitted out(p) with a teachers terminal and twelve individual student terminals. Each student terminal consists of a desk and an internet-enabled computer. The desk is wooden, on the face of which are call buttons to the teachers terminal, adequate writing space and a mouse, as well as a glass screen giving visibility to the monitor beneath. To one s ide of the desk is the central touch on unit (CPU), providing access to features such as a headset, CD and diskette-drives for individual practice. The teachers terminal has the same features with additional buttons for her to monitor and assign tasks. In addition, the lab has a whiteboard, flip charts, large television, DVD-player and slide projector, and is next inlet to the document centre, which has subscriptions to many English language publications. These resources facilitate the employment of a variety of integrated materials in facilitating maximum and optimal language acquisition and practice (Levy, 1997). The laboratory offers the learners to opportunity to be immersed in English through a maximum of methods, and accounts in part for their relative ease with the language at their level.Hinkel and Fotos (2002) in their book, New Perspectives in Grammar Teaching in Second Language Classrooms, trace the change in attitudes to and perspectives well-nigh effective grammar pe dagogy, showing how teachers have moved from textbook delivery and memorization of grammatical rules and structure, through audio-lingual, accordingly functional, then cognitive, then to communicative language teaching (Allwright, 1979, 1990), particularly in L2 contexts (Hinkel and Fotos, 2002, pp. 2-4). The latter approach and its start humanistic approach, developed to correct the problem of learners who knew grammar rules but could not use the target language communicatively, and others who urgently needed immediate survival competency in English (Hinkel and Fotos, 2002, p. 4). These approaches saw formal language teaching being superceded by natural acquisition through real communication, by means of exposure to a variety of language uses, namely listening, reading, speaking and writing.