Teaching grammar and CLT

Teaching grammar and CLT As second and foreign language teachers, we have to look for opportunities to improve the teaching process and enhance its effectiveness. Deepening our knowledge of the current approaches, strategies and methodologies, the educators are enabled to create personal opinion concerning the most effective principles of the language acquisitions.Advertising We will write a custom critical writing sample on Teaching grammar and CLT specifically for you for only $16.05 $11/page Learn More Reading of Nassaji (2000) and Nunan (1998) researches shedding light upon the issues of the form-focused and communicative approaches to language teaching was helpful for enhancing my awareness of the problem and strengthening my persuasion that the integrative approach incorporating principle of both of the theories is the most effective one. The primary goal of every foreign language teacher is to prepare the learners for real life communication. The form-focused approach deprive s students of opportunities to develop the necessary skills for meeting this demand. Nunan (1998) noted that â€Å"We need to supplement form-focused exercises with an approach that dramatizes for learners the fact that different forms enable them to express different meanings; that grammar allows them to make meanings of increasingly sophisticated kinds† (p. 103). In other words, there is nothing wrong with the form-focused assignments though they should be coupled with communicative exercises for the purpose of filling the gap between theory (cramming the forms) and practice (expressing one’s opinion during the interpersonal communication). From my own experience of a language learner, it should be noted that the transition between the form-focused and organic exercises might be rather stressful. Being certain what form should be use in every particular case in form-focused exercises, a student might be confused trying to express one’s own ideas. This separati on of grammar forms from the context of communication creates the feeling of discrepancy between the grammar norms and the communicative goals in the learner’s consciousness. The process of language acquisition depends upon the peculiarities of the learners’ perception of the course materials. It has been proven that learners remember not only things but also the context within which they were acquired. Thus, having learnt the table of forms by heart I must recollect the chart in which they have been represented for choosing the appropriate one, while choosing the words for expressing my thoughts at the same time might overcomplicate the process of communication exchange. For this reason, a teacher should allot time to diverse activities planning language lessons. Nassaji (2000) noted that â€Å"the most effective way †¦ is to consider activities that result in attention to form while maintaining meaningful communication and using form for communication† (p . 244). Going from one extreme to another would be unwise; both sides of the language acquisition process are equally significant.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Those who consider the information exchange to be the end goal of second language learning are in the wrong underestimating the importance of accuracy of the student’s speech. The fact is that neglecting the form-focused approach may result in neglecting the grammar forms and distorting the interlocutor’s perception of one’s message. An ideal language lesson should contain the elements of both approaches. It would enhance the learner’s understanding of the materials and create a colorful picture instead of focusing on separated fragments of the language components. The primary goal of a contemporary teacher is to incorporate the elements of both form-focused and communicative approaches into the process of language acquisition giving preference to meaningful interaction within the teaching-learning process paying attention to the language accuracy at the same time. Reference List Nassaji, H. (2000) Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities, The Modern Language Journal, 84 (2), pp.241-250. Nunan, D. (1998) Teaching grammar in context. ELT Journal, 52 (2), pp.101-109.

Mark Twains Two Ways of Seeing a River Reading Quiz

Mark Twains Two Ways of Seeing a River Reading Quiz Two Ways of Seeing a River is an excerpt from the end of Chapter Nine of Mark Twains autobiographical work Life on the Mississippi, published in 1883. The memoir recounts his early days as a steamboat pilot on the Mississippi and then a trip down the river much later in life from St. Louis to New Orleans. Twains The Adventures of Huckleberry Finn (1884) is regarded as a masterpiece and was the first piece of American literature to tell the story in colloquial, everyday language. After reading the essay, take this short quiz, and then compare your responses with the answers at the bottom of the page. In the opening sentence of Two Ways of Seeing a River, Twain introduces a metaphor, comparing the Mississippi River to:(A) a snake(B) a language(C) something wet(D) a beautiful woman with a deadly disease(E) the devils highwayIn the first paragraph, Twain uses the technique of repeating key words to emphasize his main point. What is this repeated line?(A) The majestic river!(B) I had made a valuable acquisition.(C) I still keep in mind a wonderful sunset.(D) I had lost something.(E) All the grace, the beauty, the poetry.The detailed description that Twain provides in the first paragraph is recalled from whose point of view?(A) an experienced steamboat captain(B) a small child(C) a beautiful woman with a deadly disease(D) Huckleberry Finn(E) Mark Twain himself, when he was an inexperienced steamboat pilotIn the first paragraph, Twain describes the river as having a ruddy flush. Define the adjective ruddy.(A) crude, rough, unfinished condition(B) having a sturdy build or strong constit ution(C) inspiring pity or compassion(D) reddish, rosy(E) neat and orderly How are Twains comments on the sunset scene in the second paragraph different from his descriptions of it in the first paragraph?(A) The experienced pilot is now able to read the river rather than marvel at its beauty.(B) The older man has grown bored with life on the river and simply wants to return home.(C) The river looks strikingly different at sunset from the way it appears at dawn.(D) The river is suffering as a result of pollution and physical decay.(E) The older and wiser man perceives the true beauty of the river in ways that the younger man would probably make fun of.In paragraph two, Twain uses which figure of speech in the line concerning the rivers face?(A) mixed metaphor(B) oxymoron(C) personification(D) epiphora(E) euphemismIn the final paragraph, Twain raises questions in regard to the way that a doctor might examine the face of a beautiful woman. This passage is an example of what technique?(A) wandering away from the subject(B) drawing an analogy(C) making a transit ion to an entirely new topic(D) deliberate word-for-word repetition to achieve emphasis(E) anti-climax ANSWERS:1. B; 2. D; 3. E; 4. D; 5. A; 6. C; 7. B.