This research talks that foreign or second language teaching instruction has long been attained a wider attention from the last few decades. The identification of the key characteristics having an influence on the learning process of second language for students…
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This report makes a conclusion that in relation to the recent pace of globalization, the process of emphasizing intercultural understanding has attained a greater attention of the nations to develop learning skills of the students. In this regard, second language learning mechanism of the educational institutions plays a pivotal role in terms of developing the skills of the learners to encourage intercultural understanding. In order to emphasize the teaching skills of the educators, numerous strategies and frameworks that substantially improves understanding of the learners especially the children to increase their proficiency in second or foreign language. In this context, focus on form can be duly accepted as one of the major strategies of the educators or the educational institutions to increase proficiency level of the children on a specific second language. This essay approves that the strategy of focusing on form provides a number of best practices to the educators to understand the linguistic capability of the learners and make them proficient on a specific second language. An effective practice of focus on form empowers children to acquire adequate proficiency on second language. Moreover, the higher level of cognitive skills along with less consciousness on linguistic errors often enable the focus on form strategic practices to increase the second language skill of the children. With due regard to the observation of the framework used in Ontario schools, the core elements of teaching French as the second language of the students can also be accepted as an asset of best practices that fundamentally improve the teaching skills of the educators.
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(Second Language Teaching For Children Through Form Focused Instruction Essay)
“Second Language Teaching For Children Through Form Focused Instruction Essay”, n.d. https://studentshare.org/education/1660149-second-language-teaching-for-children-through-form-focused-instruction.
PPP Approach to Language Teaching Language is the basic mode of communication amongst all animals, particularly advanced and complex in humans. Humans use language to express, communicate, inform, alert, instruct, and attract. Thus, learning to communicate in language is a very critical part of the learning phase and it is for this very reason that doctors, psychologists, and linguists have devoted their time and effort in analyzing, contemplating, and implementing the art and science of language acquisition.
Since so much of a language is ‘caught’ rather than ‘taught’, individuals must move beyond simple explanations of grammar and move towards critical and creative thinking skills. Grammar is, however, essential to the overall language development of the individual.
In fact, this form of research is facilitated by effort aimed at exploring the process of classroom language acquisition (Archibald, 2000). Therefore, in elementary school the learning process of second language depends on the input offered by teachers and oral output of learners.
It functions automatically. In contrast, the learned system is built via formal instruction, and involves conscious knowledge for the grammar rules. According to Krashen, these two systems operate independently, thus knowledge from one system cannot cross-over to the other.
Their prospects are uncertain and their future not too bright unless they learn English.
"This is the situation faced by millions of students in U.S. schools who do not speak English fluently. Their number has grown dramatically just in the past 15 years.
THE SKILLS COVERED WILL RANGE FROM LISTENING TO SPEAKING, AND FROM READING TO WRITING IN A NINETY-MINUTE SESSION.
The field of second language (L2) teaching is naturally full of challenges, not only for learners, who would have several language-acquisition difficulties not present in most L1 learners - eradicating accents, formulating English-sounding sentences, poverty of vocabulary - but also for the teacher, who must find ways and means to expose learners to a variety of real-life materials, contexts and challenges which will sufficiently enable learners to operate in those contexts, while transmitting and promoting correct usage and ease with the language (Allwright, 1990).
Metalinguistic awareness signifies the ability through which children develop their language during the infant stage. In this regard, Anderson, Rasmussen and Stromme (pp. 2-9) argued that children are developing their linguistic knowledge and languages from its surroundings. In this case, Gopnik and Meltzoff (p. 1523) claimed that most of the children develop their languages and knowledge from simple symbols of the surroundings.
The implications in this study noted the importance of early and regular evaluation of bilingual children’s development of both languages in order to monitor children’s growth in their two languages.