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

The second diction teaching - Research Proposal ExampleIn this light, this paper discusses the design, use and aims of a set of integrated skills materials that have been designed to teach and reinforce the future tense to a group of six savants, aged 16-17, who are preparing the Cambridge Certificate of move on English (CAE) examination for speakers of other languages (ESOL). The skills covered will range from listening to speaking, and from reading to writing in a ninety-minute session.The learning environment is a undersize English language institute for non-native speakers (NNS) of English with a modern language laboratory, equipped with a teachers terminal and twelve one-on-one 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 glaze screen giving visibility to the monitor beneath. To one side of the desk is the central processing 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 door to the document centre, which has subscriptions to some 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 about effective grammar pedagogy, showin g how teachers have moved from textbook delivery and memorisation of grammatical rules and structure, through audio-lingual, then 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 offshoot humanistic approach, positive 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 axiom 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.