LEARNING ENGLISH QUESTION ANSWER 2022

Answer the following 3 questions. 1 page maximum per question. (Size 12 Arial font 1.0 spacing) Please use references where applicable

Running head: ENGLISH ASSIGNMENT
ENGLISH ASSIGNMENT
Name of the Student
Name of the University
Author note

1ENGLISH ASSIGNMENT
Question 1.
Using authentic texts in classroom is more beneficial for the students learning
English.This presentation to the Literacy Committee highlights the significant points in support
of why authentic texts should be used in classrooms instead of inauthentic texts with only the
grammatical structures underlined.
Using authentic texts in classrooms is more beneficial for the students than inauthentic
and made up texts with the grammatical features highlighted. While inauthentic texts can be used
to teach specific grammatical features like the use of parts of speech and vocabulary in
sentences, inauthentic texts do not have the real life and practical implication that is associated
with the use of English. According to Mestari and Malabar (2017), the skill to use English
grammar appropriately and adequately is a core requirement for all learners to be able to speak as
well as write English. Therefore, it is prudent that authentic texts are used in classes because they
are reflective of the real life implications and usage of the language. According to Kilickaya
(2004), authentic materials expose the learners to the real language and its use in the community.
Authentic texts draw references from different sources, like TV scripts, brochures, memos, real
letters, magazine articles and stories etc. (Mestari & Malabar, 2017), thereby introducing the
learners to real use of English language. Clavel-Arroitia & Fuster-Marquez (2014) also suggest
that the use of authentic materials in the classroom is beneficial because the language is not
simplified in any way. That way the learners are exposed to the actual vocabulary and syntactic
structure from their formative years, making them more attuned to the practical implementation
of the English language. Therefore, it is suggested that the use of authentic English texts in
classrooms instead of inauthentic ones with simply the grammatical structures underlined, be
implemented and encouraged.

2ENGLISH ASSIGNMENT
Question 2.
LSCWC standing for Look, Say, Cover, Write and Check is a spelling memorisation
strategy that is used by most teachers in primary schools to support the students in their learning
and memorisation of spellings (Herrington & Macken – Horarik, 2015). In this strategy, as
Adoniou (2014) highlights, the words are repeatedly written using different fonts or colours to
aid memorisation, based upon the assumption that spelling is a visual skills. This is primarily a
language/phonemic approach to spelling. The key shortcoming of this process is the belief that
there is less to be done in classrooms by the teachers to aid the process of teaching spelling. Thus
they provide lists of spellings to the students and expect the parents and home learning
environment to provide support instead (Adoniou, 2014). This is largely disadvantageous for
teaching spelling to children, as Oakley and Fellows (2016) signify the social importance and
relevance of good spelling for clear and effective communication.
LFSWC, meaning Look, Find, Say, Write and Check, is an alternate strategy as outlined
in Herrington & Macken – Horarik (2015). In comparison with the LSCWC strategy which is
predominantly a memorisation based learning strategy, LFSWC engages the learner in
understanding what the internal composition of the words is, instead of viewing the whole word
to be memorised. The focus on parts of words instead of the whole word memorisation brought
iin significant changes to the spelling teaching and learning spectrum. The objective of this
relational approach is to “inform and extend” the approaches used by the teachers in spelling
instructional strategies.
Question 3.

3ENGLISH ASSIGNMENT
1. The language genre is primarily an exposition. The social purpose of this text is to
provide an argument to the readers and support it with personal understanding of the
topic. As seen in the blog post, Jenny supports her argument that Harry Potter is not a
simplistic series but rather a complex one, with examples of complicated human
relationships like friendship and love.
2. This type of text is found in the Australian Curriculum areas dealing with Literacy,
specifically Text Knowledge. One specific curriculum area in focus is ACELA1489
(Understand differences between the language of opinion and feeling and the language
of factual reporting or recording).
3. The tenor relationship expressed in the text is a non – hierarchic social relationship where
Jenny expresses her argument and supports is using references from her personal
experience. At the same time, she uses the forum of her publication as a source to draw
the base of the argument. This is evidenced in the following line:
“I know some people on this forum have said that Harry Potter is too simplistic, but I for
one don’t agree. There are quite complex and relevant themes like how ordinary people
become powerful through love and friendship and facing fear together”
This shows that Jenny does not take an expert stand on the topic, but does provide her
opinion in the form of an argument.
4. The following examples of wordings capture the positive and negative emotions and
feelings of Jenny as evidenced in the blog post.
Powerful – positive
Great writer – positive
Neville becomes a ‘real hero’ – positive

4ENGLISH ASSIGNMENT
Hermione could actually love such a ‘nobody’ – Negative
a bit on the intense side – negative
ordinary people – Negative.
5. The following examples of wording capture the opinions of other people as exemplified
in the blog.
I hear some academic say that the characters are one-dimensional – shows how
academicians view the characters.
Some people on this forum have said that Harry Potter is too simplistic – Shows how
other people view the Harry Potter series.

5ENGLISH ASSIGNMENT
References.
Adoniou, M. (2014). What should teachers know about spelling?. Literacy, 48(3), 144-154.
Clavel-Arroitia, B., & Fuster-Márquez, M. (2014). The authenticity of real texts in advanced
English language textbooks. ELT journal, 68(2), 124-134.
Herrington, M. H., & Macken-Horarik, M. (2015). Linguistically informed teaching of spelling:
Toward a relational approach. Australian Journal of Language and Literacy, The, 38(2),
61.
Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. Online
Submission, 10(7).
Mestari, S. A., & Malabar, F. (2017). The use of authentic materials in teaching grammar for
EFL students (teachers’ perspective). LLT Journal: A Journal on Language and
Language Teaching, 19(2), 125-131.
Oakley, G. and Fellowes, J. (2016). Foundations and theories of spelling development. In A
closer look at spelling in the primary classroom. Primary English Teaching Association
Australia (PETAA).