Online Discussion 2 - Essay Example

Topic: Online Discussion 2 Topic: Online Discussion 2 Introduction This discussion is a summary of the article written by Joseph Cots entitled “Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching”. It is a study of influences of social factors on the use of languages (Hatch, 1992). The article borrows the aspect of attitude from the notion that scholars have about linguistics, which in turn defines their responses to the various teaching methods that tutors apply in class room scenario.

It also views the resultant performance of the learners in linguistics (Subbiondo, 2005). The introductory part describes the expectation of linguistics learners to have simple languages so that they can easy apply their comprehension in literature (Shemshadsara, 2012). To that effect, the tutors compromise the standards of language proficiency in order to impress the learners. It shows teachers as being selective in developing their teaching programs instead of maintaining the prescribed schedule to develop critical and analytical skills in students (Cameron, 2001).

ObjectivesThe objective of the article is to first articulate the fact that linguistics is a challenging field of study. Secondly, it aims at developing constructive perception of teachers and students with regards to linguistics in order to develop skills that challenge the community beyond the classroom environment (Fairclough, 1995). This article demonstrates an understanding of the needs of sequential stages of learning, and suggests a low level proficiency requirement for elementary classes.

The ultimate aim of the article is to trigger a paradigm shift for both the students and learners about languages by providing solution to the emerging challenges. Target AudienceThe article addresses different categories of audience, with a variety of reasons. First, it exposes the attitude with which teachers discharge their duties. It focuses on pointing to teachers their real experiences in teaching with the hope that they can improve on their attitudes. The second target group is students.

It focuses on developing a sense of proactive participation of students in the acquisition of linguistics and literature skills. The third target group is that of the authors of various literatures. It recommends the use of simplified languages for the low level literature and linguistics classes to develop relevant skills in a progressive manner. Critical AnalysisStrengthThe strengths of the article is evident in its understanding of the linguistics and literature challenges. In the introductory section, Cots (2006) describes the tasks as problematic.

Secondly, it applies familiar events in the community as an effective way to demonstrate the aspect of attitude. It shows that the teaching techniques affect not only the students and teachers but the entire community. The third strength is the use of practical extracts from the ‘Unusual community’ in Pennsylvania in the USA. This provides an appropriate illustration to the situation. The author uses a detailed description of the features of attitude in the article to maintain his focus on the study problem.

WeaknessesThis article however shows a number of weaknesses that attract criticism. First, it appears to focus majorly in English than other international languages. It doesn’t address the challenges in other foreign languages such as Chinese, French, Greek, Hebrew and Spanish. In this, the author presents the issue of teaching with attitude at a risk of contradiction or misunderstanding of linguistics. It also fails to articulate the fact that each language has a unique application of syntax and semantics.

References Cameron, D. (2001). Working with spoken discourse. London: Sage. Cots, J. M. (2006). Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal, 60, 4, pp. 336-345. Retrieved January 3, 2007 from ELT Journal.Hatch, E. (1992). Discourse and Language Education. Cambridge: CUP. Fairclough, N. (1995). Critical and descriptive goals in discourse Analysis (Ch. 1). In Critical Discourse Analysis: The Critical Study of Language (pp. 28-53). London: Longman.

Shemshadsara, Z. G. (2012). Developing cultural awareness in foreign language teaching. English Language Teaching, 5 (3), pp. 95 – 99.Subbiondo, J. (2005). Benjamin Lee Whorf’s theory of language, culture and consciousness: A critique of western science. Language and Communication, 25, pp. 149 – 159.