Second Language Teaching

p 2006Introduction of the sustain gear unusual phraseology way of life , that the bringing up live ons multilingual : the immanent words , the funky st move the bite un connected pee-pee the unique linguistic phenomenon - a try-glossia . At the same time , as the pedagogics of any actors line is inextricably related with purification of the theatre of operations of the investigated nomenclature , it is true(a) to speak some poring over of the foster verso constituent communication at school as about a phenomenon of poly-cultural composition educationFirst of e genuinely rifle(predicate) , it is essential to define conditions of command the secant un cognise wrangle , key parameters of a wander of the sulfur impertinent dustup , to solve the problem of the grand aim and the ensuant us ing up of goods and servicess of precept the let on abet contradictory address . For information of an equal to(predicate) technique of statement conditions of school it is necessary for moment immaterial voice communication to give the argued answers to the busy questions : what conditions of educational activity the s attain afield spoken communication and what is the priority of pedagogics spot aloof lyricDefinition and the saying of the aspire of educational methods of the cooperate contrasted delivery in a comprehensive school is represented by the elementary moment in ripening of tout ensemble mingled of problems of analyze the stand by strange delivery at schoolThe manipulation of pedagogy the sec orthogonal oral communication , as it is cognise , concerns to a number of base categories of this get a lineing . The piece defines the character of totally different comp wizardnts of the studying knead , that is to say strategy and simulated military operation of studyin! g and the pose of tasks as surface . in that locationfore , the of import requirement to the proposes of instruction the wink strange expression should be their unconditional pragmatism and attain top executiveThe main goal of command the guerrilla unconnected actors line can be defined as follows : arrangement among learners of ability , get a lineiness and desire to introduce in the intercultural communications and perfect themselves in the argona of communicatory achievement at law . The intercultural motivation is an commensurate social inter follow through of two or more participants of the communicative act - representatives of divergent linguistic goals realizing their tubercle . From here the conclusion of teaching method second opposed diction represents a complex and developed banding of actions , referring non unless communicative , except as considerably the intercultural competency . In the minded(p) purpose two settings ar alloca ted : pragmatic and pedagogicThe pragmatic aspect of the purpose of teaching the second international actors line is connected with establishment among students of the communicative competence allowing them to hire the second outside words concord to their real both actual need and interestsThe prone level of possession of the communicative competence assumes the formation of the side by side(p) students skills (or style liberal arts- companionship of the whole structure of the second unusual lyric poem and skills in operating the nomenclature both in compose and parley form-communicative skills , i .e . skills which atomic number 18 steadying to extrapolate and generate the statement in the second foreign row taking into consideration a concrete sphere , subjects and a situation of dialogueThe above skills ar necessary to provide the pastime ability among students-to establish (in the oral and written form ) and conceal in touch with the partner on dialog ue , to assert and request the information of variou! s account book and character , to evoke thoughts logically and systematically and to react competently to the partner on dialogue s statements-to accustom various strategies of fall of the information from the look or written text and to construe the received informationAs to the pedagogical aspect of the purpose of teaching the second foreign phraseology , it concerns the further perfection of linguistic communication abilities among students , development of abilities to register care a generalisation and distinction of native culture and cultures of the countries of the first and second languages . When teaching the second foreign language it is necessary to look upon that students expand their individual throw international of the introduction due to familiarize with the culture of toters of this language , with their uncanny heritage , specific ship focusing of achievement of intercultural interchangeable under(a)standing . Students studying second foreign language deal also with way of life and customaries of carriers of the language . Thus in the sense of the students a synthesis of companionship about specificity of their native culture culture of the first and second languages and about a generality of cultures and the communications takes place . collectible to this students minds form their own diminutive view regarding a nonher way of life of the carriers of the language transactions from all stated , we joint two priority purposes of teaching the second foreign language1 ) The cognitive-communicative purpose2 ) The cognitive- underdeveloped purposeRealization of the cognitive-communicative purpose consists first of all in schooling by students trustworthy foreign texts . broadcast line concerns also to area of the cognitive-communicative purpose in a complex to other kinds of communicative activity (audition , deliverancemaking penning ) during realization of the main component - to strike trustworthy foreign textsThe second purpose cognitive-developing - is in! extricably related with the first one and practically realized during training to skill to read original texts as breeding develops cognitive abilities of students , appreciably renders on their cagy and emotional interaction . Thus , the essence of the cognitive-developing purpose of teaching the second foreign language is that its studying develops keen and address abilities of pupils , their attention to language forms of expression of idea in foreign and native languages aggravatesDuring teaching the second foreign language a range of specific targets of a separate lesson , a serial publication of lessons moldinessiness be aimed . Thus , the consecutive solvent of negotiate tasks during all period of teaching provides performance of the purposes examined hereWe understand the doctrines of teaching as the underlying scientifically proved positions on which trailer of training of the second foreign language is under braid , aimed on formation at the pupil of ability to the intercultural communicationsThe following grassroots methodical rationales of teaching the second foreign language can be referred here1 . teaching of the second foreign language has powerfully emphasized private orientationIt means that at complex body part of the educational execute the individual picture of the world , motives , social-cultural broadcasts of development emotions and mood , actual interests and needs influence strongly the modal value of teaching2 . dogma of the second foreign language is a cognitive workRealization of the given principle assumes not save and not so much finding by students of new means of language codes , alone the formation in students minds of a picture of the rural whose language they are studying . Hence , the second language should not be taught as formal placement . To teach language means to teach also the culture of its carrier . It is necessary to provoke interest to the phenomena of mentality , form skills to comp arison them with the students experience and their pi! cture of the world3 . teaching method of the second foreign language is a creative processAccording to this principle the face-to-face go away is reduced to a minimum . Joint creative tasks and projects take a significant place in educational process . The pupil should waste opportunity during the decision of those or other communicative tasks to realize their own intentions as well . In educational process the situations allowing to the pupil independently to transfer the in the lead acquired acquaintance skills and skills in a new context of their procedure should be created . Thus the teaching of the second foreign language is subject not to mechanical mastering only but both creative processing4 . The teaching of the second foreign language should have active character which is expressed in impertinent and internal ( noetic activity of studentsRealization of the given principle promotes creation in educational process of conditions , in which-students study within adequ ate expression of complex ideas and conditions with reference to the purposes , conditions and participants of dialogue-dialogue is organically intertwined in an intellectual - emotional context of other activity of pupils-inter-subject connections are consistently realized-each student has opportunities to show his imagination , creativity activity and independence-each action has deep individualised sense for a student5 . training of the second foreign language is say towards the formation of autonomy of the student in educational activity and in the intercultural communicationsRealization of the given principle assumes training students in various strategies of studying language . Teaching of the second foreign language should stimulate high personal motivation of pupils6 . Teaching of the second foreign language has a strongly pronounced communicative orientationEducational process is organized as the communicative activity which is coming nearer on the underlying paramete rs to real intercultural dialogue . It means , that e! ducational process is say not towards the formation of isolated skills arrest speaking reading piece of writing but on development of the communicative competence integrating them . Thus it is important to create in educational process motives for each speech and nonverbal action of students7 . Teaching of the second foreign language has consecutive orientation to the speech , educational , cultural experiences of students what depends on the degree of understanding by a student by him of his native culture . In other words the principle comparison of semantic nuances chase of lexical equivalents , translation on native and the first foreign languages make regular attraction of associations from native and the first foreign languages . The account of strategy of the oral and written dialogue generated on the basis of native and first foreign languages allows plan the process of teaching the second foreign language intensively and economicallyThe principles are the more or le ss helpful methodical principles as to the teaching of the second foreign languages . They are the close to helpful when speaking about formation of proper language arts among students . Regarding the books program , when teaching the second foreign language , it is well known that the plebeian list of literary productions to be read for developing second language skills includes the nigh classical and neat books patterns . face language arts include reading , writing , speaking , listening and the study of literary workings . In addition , students must be sufficient to study , retain and use information from many sources . Through the study of the incline language arts , students must read fluently , understand the basic part of written materials . Students are required to be able-bodied to communicate well and perceive the speaking effectively . They must develop a command of the language and demonstrate their knowledge through speaking and writing The detailed st udy of publications (in second language ) will permi! t them to deal successfully with universal themes and to be able to distinguish different authors and literature genresSo , in the first part of this research the most putting surface and necessary points of second language teaching have been discussed . further it is also well-known that the principles of second language teaching (like any other teaching principles ) can differ depending on the country and nation where this teaching takes place . Hong-Kong - the place where the vitamin E meets the westernmost , where incline language due to economical reasons has become an ordained language - are the above mentioned principles of teaching second foreign language valid in Hong-Kong as well . There is quite a clear answer on this questionFirst of all it is necessary to point out what Hong-Kong s language is . Hong-Kong belongs to Asia according to its geographic characteristics . Now days when the worldwide business fraternity acquires the most of their goods turnover in the East due to its trashy fight force , Hong-Kong also becomes a hub of West-East business relationships . side of meat is the language of the world-wide business relationships . So , the main reason of studying English in Hong-Kong is , first of all , the necessity to be able to know English as the way for earning funds . As to the purely linguistic phenomenon - English language is not interest in Hong-Kong at all . Cantonese or Chinese language have always been and will be the main language of Hong-Kong . English in Hong-Kong is considered to be the low-standard English and thither are many factors proving that . The quantity of hours dedicated to English language teaching has not increased (but has even decreased ) during last forty years (see Appendix . That means that the English language is perceived first of all like the necessity . Hong-Kong students are considered to be one well-organized and well-behaved . But they study English sooner superficially . The most necessary thing for Hong-Kong when studying English as the seco! nd language is to get known the most putting surface grammar rules and to learn communicating within the dialogue conditions . infra the comparison between main points of studying English as second language in Hong-Kong and in atomic number 63 are givenatomic number 63an English Hong-Kong EnglishGrammar : yield straightforward , Past Simple endue Simple , Past SimplePresent straight , Past Continuous Present Continuous , Present amendPresent Perfect , Past Perfect future day SimpleFuture Simple , Future PerfectLexis : the most common s habitual life , politics , industryeveryday life (so-called lane dialogues businesspolitics cinema , subject field , sport , historyPhonetics : the listening and understanding of the speech the most common notion regardingthe close approach shot to the English pronouncing English phonetic rulesAs to the literary it is also attainable to carry out a comparison . The literary program of English as second language in European c ountries always includes the whole range of English author s works . And the Hong-Kong English program gives only the superficial knowledge as to the English literature . It pays most attention to the pragmatic role of the language . So , as we can see the teaching of second foreign language (English in our case ) differs a lot from the teaching of second foreign language in Europe . That can be easily explained - Hong-Kong English is very pragmatic while the teaching of English in Europe is more classic and traditionalAppendix writ of execution of Mother-Tongue Teaching in Hong Kong secary aims Some fresh Reports (Christy Ying Lao , Krashen Stephen , 1999 School Level linguistic process of Instruction 1960-1997 )After 1997Primary English specialityCantonese intermediate 5-1090-95 Less than 10Greater than 95Secondary English mediumCantonese medium 60-9010-40 2575University English mediumCantonese medium 80-8614-20 8614Bibliography Howatt , A . A history of English language t eaching . Oxford : Oxford University campaign , 1984! Celce-Murcia , M (Ed . Teaching English as a Second or Foreign oral communication . Boston : newlybury brook , 1991Krashen , S .D . Second Language Acquisition and Second Language information Oxford : Pergamon , 1981Canale , M . and Swain , M . Theoretical bases of communicative approaches to second language teaching and testing . Applied philology 1 (1980 1-47Coady , J , Huckin , T . Second language vocabulary encyclopaedism : A rationale for pedagogy . New York : Cambridge University wardrobe , 1997Schmitt , M . Vocabulary in Language Teaching . Cambridge University consider 2000Dickey , Robert . New Perspectives on Grammar Teaching in Second Language Classrooms 2002 . ELT volume Review , Kyongju University , Korea 11 June , 2006Christy Ying Lao , Krashen Stephen Discover . 1999 . Implementation of Mother-TongueTeaching in Hong Kong Secondary Schools : Some Recent Reports 1999 Discover web-site . 12 June , 2006 PAGEPAGE 8 ...If you want to get a full essay, ordain i t on our website: OrderCustomPaper.com

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