LEARNING ENGLISH QUESTION ANSWER 2022

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

ENGLISH ASSIGNMENT1
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.

ENGLISH ASSIGNMENT2
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.