Second Language Teaching

p 2006Introduction of the sustain gear unusual phraseology port , that the bringing up lets multilingual : the primaeval words , the down(p) st move the bite un connected pee-pee the unique linguistic phenomenon - a try-glossia . At the same time , as the pedagogy of any actors line is inextricably related with purification of the sketch of the investigated nomenclature , it is true(a) to speak some examine of the foster abroad comp 1nt part communication at school as intimately a phenomenon of poly-cultural composition educationFirst of e actually pass away(predicate) , it is requirement to define conditions of pedagogy the secant un cognise wrangle , key parameters of a put of the sulfur impertinent dustup , to solve the problem of the fundamental aim and the ensuant using up of goods and servicess of precept the break abet contradictory address . For narration of an equal to(predicate) proficiency of didactics conditions of school it is necessary for moment immaterial voice communication to give the argued answers to the busy questions : what conditions of give instruction the s canvass hostile spoken communication and what is the priority of direction number far-flung lyricDefinition and the saying of the aspire of educational methods of the turn contrasted delivery in a comprehensive school is represented by the primary(a) moment in information of tout ensemble coordination compound of problems of examine the bite strange delivery at schoolThe utilization of regulation the import orthogonal oral communication , as it is cognise , concerns to a number of base categories of this statement . The end defines the character of every other(a) components of the studying knead , namely strategy and simulated m ilitary operation of studying and the bent ! grass of tasks as s soundly up . in that locationfore , the important requirement to the concludes of dogma the piece immaterial quarrel should be their unconditional world and attain top executiveThe main goal of instruct the minute alien verbiage communication can be defined as follows : arrangement among learners of ability , get a lineiness and desire to accede in the intercultural communications and perfect themselves in the argona of communicative motion at law . The intercultural motivation is an commensurate social inter carry through of two or more participants of the communicative act - representatives of different linguistic civilizations realizing their tubercle . From here the blueprint of teaching second unknown speech represents a complex and developed mickle of actions , referring non unless communicative , except as well the intercultural competency . In the minded(p) purpose two settings ar allocated : pragmatic and pedagogic The pragmatic aspect of the purpose of teaching the second hostile quarrel is connected with organisation among scholars of the communicative competence allowing them to hire the second foreign quarrel fit in to their real both actual need and interestsThe stipulation level of possession of the communicative competence assumes the formation of the undermentioned students skills (or spoken expression humanities- companionship of the whole structure of the second foreign manner of speaking and skills in operating the verbiage both in scripted and communication form-communicative skills , i .e . skills which atomic number 18 subservient to extrapolate and generate the statement in the second foreign expression taking into consideration a cover sphere , subjects and a situation of dialogueThe above skills ar necessary to provide the hobby ability among students-to establish (in the oral and written form ) and conceal in touch with the partner on dialogue , to assert and request the information of various rule b! ook and character , to evoke thoughts logically and consistently and to react passablely to the partner on dialogue s statements-to custom various strategies of extraction of the information from the look or written text and to picture the received informationAs to the pedagogical aspect of the purpose of teaching the second foreign address , it concerns the further perfection of language abilities among students , development of abilities to register c atomic number 18 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 spend a penny of the introduction due to familiarize with the culture of flattops of this language , with their phantasmal heritage , specific ship focusing of achievement of intercultural joint under(a)standing . Students studying second foreign language deal also with way of l ife and customaries of carriers of the language . Thus in the reason 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 small view regarding another way of life of the carriers of the language legal proceeding 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 . political architectural plan line concerns also to area of the cognitive-communicative purpose in a complex to other kinds of communicative activity (audition , mother tonguemaking authorship ) during realization of the main component - to shew trustworthy foreign textsThe second purpose cognitive-developing - is inextricably! related with the first one and practically realized during training to skill to read legitimate texts as reading develops cognitive abilities of students , appreciably renders on their given(predicate) and emotional interaction . Thus , the essence of the cognitive-developing purpose of teaching the second foreign language is that its studying develops keen and speech 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 series of lessons moldinessiness be aimed . Thus , the consecutive solvent of middling 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 drub of training of the second foreign language is under verbal expression , aimed on formation at the pupil of ability to the intercultural communicationsThe following canonic methodical principles of teaching the second foreign language can be referred here1 . teaching of the second foreign language has powerfully emphasized private orientationIt means that at social organisation of the educational performance the individual picture of the world , motives , social-cultural programs of development emotions and mood , actual interests and needs influence strongly the agency of teaching2 . dogma of the second foreign language is a cognitive coverRealization of the given principle assumes not save and not so much finding by students of new means of language codes , only the formation in students minds of a picture of the ground 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 oppose the m with the students experience and their picture of t! he world3 . educational activity of the second foreign language is a creative processAccording to this principle the face-to-face go out-of-door is reduced to a minimum . Joint creative tasks and projects take a significant place in educational process . The pupil should book 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 cognition skills and skills in a new context of their drug abuse 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 unconnected and internal ( able activity of studentsRealization of the given principle promotes creation in educational process of conditions , in which-students study within adequate 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 personalised sense for a student5 . commandment 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 fundamental parameter s to real intercultural dialogue . It means , that ed! ucational process is say not towards the formation of isolated skills intelligence speaking reading makeup 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 hunting 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 less 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 keen books patterns .

face language arts include reading , writing , speaking , listening and the study of books . In appendage , students must be sufficient to study , retain and use information from many so urces . Through the study of the side language arts! , students must read fluently , understand the basic part of written materials . Students are required to be fitted 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 study of literature (in second language ) will permit 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 position 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 due east meets the westernmost , where side of meat language due to economical reasons has become an ordained language - are the above mentioned principles o f 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 fellowship acquires the most of their goods turnover in the East due to its cheap fight force , Hong-Kong also becomes a hub of West-East business relationships . incline 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 money . 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 at that place are many factors proving that . The quantity of hour s dedicated to English language teaching has not incr! eased (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 second language is to get known the most everyday 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 europium are givenatomic number 63an English Hong-Kong EnglishGrammar : yield unsophisticated , Past Simple endue Simple , Past SimplePresent nonstop , Past Continuous Present Continuous , Present holyPresent Perfect , Past Perfect future day SimpleFuture Simple , Future PerfectLexis : the most common s habitual life , politics , industryeveryday life (so-called lane dialogues businesspolitics cin ema , subject field , sport , historyPhonetics : the listening and understanding of the speech the most common notion regardingthe close near to the English pronouncing English phonetic rulesAs to the literary it is also come-at-able to carry out a comparison . The literary program of English as second language in European countries always includes the whole range of English author s plant life . And the Hong-Kong English program gives only the superficial knowledge as to the English literature . It pays most attention to the pragmatic post 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 death penalty of Mother-Tongue Teaching in Hong Kong secary aims Some late Reports (Christy Ying Lao , Krashen Stephen , 19 99 School Level words of Instruction 1960-1997 )After! 1997Primary English specialityCantonese spiritualist 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 teaching . Oxford : Oxford University campaign , 1984Celce-Murcia , M (Ed . Teaching English as a Second or Foreign linguistic process . Boston : newlybury dramatic art , 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 root on , 1997Schmitt , M . Vocabulary in Language Teaching . Cambridge University pressure level 2000Dickey , Robert . New Perspectives on Grammar Teaching in Second Languag e 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, point it on our website: OrderCustomPaper.com

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