Liana Wonga
Diploma in TESOL
1. What are the principles on which foreign language teaching is based? What are the justifications of them?
It should be noted, the methodology of TESOL is based on fundamental principles of didactics: the principle of conscious approach, communicative approach, differentiated and integrated instruction, activity, visualization, accessibility and durability, individualization, consecutiveness, systematic approach, etc.
One cannot but mention methodological principles of FLT, such as the principle of communicative orientation (the leading methodical principle, which assumes the involvement of pupils in oral and written communication). Another principle is the differential and integrated learning.
Differentiation assumes the set of actions for teaching each type of speech activity. Integration is shown in the condition of distinction of language aspects, i.e. grammar, phonetics, lexis, which occur not separately but in interrelation and interaction. The principle of interconnected learning types of speech activity reflects simultaneous formation of four types of speech activity: speaking, listening, reading and writing.
The next principle is based on axioms. Any statement has to be: 1) motivated (it should proceed from internal need of the pupil to express the opinion); 2) situational (to be suitable for a concrete situation); 3) performing the dialogue (if it is demanded by a situation).
The creative principle is worth mentioning, too. In fact, knowing a foreign language means being able to create new sentences in that language. Moreover, a language cannot be learned without a situation of meaningful use. Motivation plays a great role in the acquisition of a language. This includes a positive attitude towards the people whose language has to be learned. Teachers of foreign language should create such motivation which helps their students feel secure and confident in a foreign atmosphere (UaStudent.com., 2012).
2. Describe how children acquire their mother tongue.
In learning, or acquiring, as many linguists prefer to say, their native language, children should initially assimilate its rules, not simply produce what they have heard. A child should pass through several stages while acquiring mother tongue. Recent researches have shown that babies are capable to learn the native language in a maternal womb. Children react to loud noises and can hear their mother’s voice. The first sounds a baby makes express comfort or discomfort.
It should be noted that human sounds are very important in the development of a child. The first sound produced by a baby is the cry at birth. Later (when the child is only a few weeks old) the mother can interpret different types of a baby’s cry indicating that a child is developing. When an infant is 6-7 weeks old, it begins to coo and chuckle, which is the sign of vocalization stage (Janmulder.co.uk., 2012).
At the age of 3-4 months, children move to the next stage of babbling (making approximate speech sounds). Then babies proceed to the next step, known as reduplication or the da-da type of utterance.
As time passes, babies may produce a word which overlaps with adult meanings. This process is called overextension. For example, babies often call all animals toy dogs or soft slippers “wau-wau”.
Another important method of language acquisition refers to the M.L.U. (mean length of utterance). This is measured in morphemes, or minimal meaningful units of speech. In fact, declarative, negative, imperative sentences and questions are distinguished there. For instance, ‘No play’ instead of ‘I will not play.’
One cannot but mention telegraphic speech. A child does not know all the grammatical structures at this stage, so he or she loses some words leaving only content words as in the telegram. For example, Kristy room.
It should be admitted that a child learns language functions through the process of social interaction. Therefore, mother’s role is essential as a baby spends most of its time with her. Mother’s language has an utmost influence on the child development (Janmulder.co.uk., 2012).
3. From your experience of a young child that you know describe the stage of language acquisition he or she is at, and what preceded this
While I was a baby, I passed almost through all stages mentioned above. I produced different sounds which only my mother could understand. Those sounds denoted my emotions, such as joy, pain, anger etc. Then I began to produce speech sounds and passed through the stage of bubbling. Later the stage of reduplication began. The most remarkable utterances were na-na, la-la, ta-ta. As for overextension, I should note that I used such words as kotya for all the animals. Then I started to produce such phrases as “go walk” that meant “let’s go walk together with me”, “liana sleep” which meant “I want to sleep,” etc. Undoubtedly, my mother played the essential role in my development.
4. Choose two or three methods of language teaching and compare/discuss the merits or otherwise of each.
A number of main teaching methods are known for today, namely the grammar translation method, direct methods, the structural approach, the audio-lingual approach, the cognitive approach, the natural approach, the communicative approach, the total physical response method and the immersion method (Esl.fis.edu., 2012).
The essence of a grammar translation method refers to teaching to read and understands texts in a foreign language. Earlier this method was very popular, and many grammatical exercises were done and many texts were translated at the lessons. Rules were explained in the native language. Students were abused for mistakes, and they were corrected either by themselves or by a teacher. The main drawback of this technique is that the person does not gain the skills of oral speech; grammar was as though torn off from language.
The audio-lingual method is good for ear training, for fluency in the sense of quickness of response and for grammatical accuracy. This method presupposes hearing a stimulus (teacher or on tape), respond, and be corrected. It aims at developing listening and speaking skills, which is a step away from the grammar translation method (MyEnglishPages.com., 2012).
In conclusion, it should be admitted that TESOL has passed through several stages and is based on certain methods. The teacher of a foreign language should know them and use in her/his work.
This text was written by Liana Wongа who is a writing editor at https://superbessay.com/
