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(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

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Learning English as a Second Language Essay - 1032 …

Some countries use English as a second language, for example Malaysia and Singapore....

But these advantages are counteracted by the inappropriate curriculum design and demoded teaching methods and insufficient authentic input. It is pathetic but true that syllabus, which should be the ready reference for every teacher for their daily teaching practice, is something kept almost exclusively to the head group of the department. That is to say, syllabus becomes something to be studied or discussed on meeting. Rarely did I see the syllabus for English major students, nor did I see other teachers refer to it. But there is a syllabus studied once a year: syllabus of TEM 4, the national test for English major students. The same is the case of “foreign experts”: they know little about the context of TEFL in China, little about what the students are required to achieve through their teaching. A serious consequence is that each course is taught without coordinating the content and schedule with other courses. Here are the course arrangements of the four-year program:

For the first two years, the focus is set on basic language skills. Comprehensive English is essentially a course of intensive reading covering vocabulary, grammar and a small proportion of pronunciation and conversational practice. While extensive reading deals with reading skills. In the last two years, the scope of study extends to academic reading, critical writing, sociocultural knowledge and literature. Such a schedule has a satisfactory “surface value” – it covers language skills and linguistic knowledge and social knowledge. But the program cannot be called as communicative because:

Learning English as a Second Language

In addition, general language education which is not directly related with the target language should also be given attention. I find from my own experience, basic knowledge about language and language learning and psycholinguistics is of great benefit to English-major students in that it helps them develop proper learning strategies and keep them aware of their learning process. It is again crucial for the teachers to remember: always use authentic materials; present the knowledge in a real context and give students enough chance to use the language to communicate.

They have the right to learn how the English language works and to learn and think using English.

II. Application of Communicative Competence Theory in the Context of Teaching Undergraduate English Major Students in China
While the conception of communicative competence has been extending to include manifold meanings, it bears perhaps the most important message of language learning and teaching (Brown, 1994):

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English as a Second Language | Free Essay For You


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Then in what order shall we put grammatical competence, the competence of getting meaning across (“semantic options”) and appropriateness of utterances (sociolinguistic components)? In theoretical field, linguistic code is of priority. Many researchers may have objection, but this is how the study on linguistics has been developed. In teaching practice, however, I quite agree with Canale and Swain (1980) that the sequencing should differ according to different level of the learners and their communication needs. It will be as arbitrary to say sociolingusitic constraints determine the meaning and the grammatical form we choose, or the other way, as to say second language teaching should mirror the sequencing in our first language acquisition.

Free Essays on Teaching English Second Language (ESL)

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

ESL: English as a Second Language - Free English …

(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

ESL: English as a Second Language by Dr

I studied in Canada for two years in the ACE school (Advantage Centres for English), where I have earned the following two diplomas: The ESL (English as a Second Language), and the Business English Diploma.

Theory Of Second Language Acquisition English Language Essay

In the following sections, such implications are examined in a concrete language teaching context to see the feasibility of communicative competence as the goal of language teaching.

English Second Language Essays: Examples, Topics, …

In the past three years, I taught first and second year English major students in Wuhan University. Less than 20 percent of the total staff in my department received (higher than) Master’s education. Many of them received no formal teacher’s education. It can be said that they lack in competence of language teaching as well as the research potential. Then, teaching students communicative competence would be demanding for them. As I observed, the “teacher talk”, the most important source of target language input, is frequently a combination of Chinese and English. The department once launched a short training program of communicative language teaching. A common comment on it was that the ideas were good, but rather unrealistic because it sets a standard teachers themselves can hardly achieve. Meanwhile, only a few teachers have funds and opportunity to do research in the field of applied linguistics, and even if they do, the findings of research are seldom applied in the teaching practice. As far as the features of learners are concerned, the students are mostly highly motivated. They understand the importance and promising status of their specialty and are generally interested in language learning. They have acquired intermediate or intermediate-high proficiency (as described in ACTEL Proficiency Guidelines) in English language when they enter college. They are friendly oriented to the culture of the target language. They are cognitively mature. They attempt to learn consciously and try understanding abstract rules and linguistic conceptions.

Learning English As A Second Language Essays

Conclusion
To draw a brief conclusion, scholars have broken down the components of communicative competence in various ways. Different interpretations have different bearings on our syllabus design, teaching and learning process and testing. But these interpretations work mainly on a policy level. When we are actually developing curriculum and evaluation scheme of our teaching in a specific context to a specific learner group, we have to define our own framework of communicative competence. It will take great efforts and a long time to accomplish such a reasonable and feasible framework. In the course of implementation, we will be confronted with hindrance from the traditional teaching approach and from those who have been teaching and taught under the guidance of the traditional approach. In spite of the practical difficulties in promoting communicative competence, we see this is the change that is taking place and will continue in language teaching in China. It is worthwhile for the institutes and the policy-makers and for the teachers to try.

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