Language Learning and Teaching: Importance of Second Language Learning and TEFL Methodologies for English Language Teachers

This report discusses the importance of language learning and teaching, specifically the necessity of understanding second language learning and TEFL methodologies for English language teachers. It also explores the benefits of learning a second language and various TEFL teaching methodologies.

Language Learning
and Teaching

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
English Language teachers needs to understand Second Language Learning and TEFL
methodologies. How can such knowledge help them to be better teachers?.........................3
REFERENCES.........................................................................................................................11
Books and Journals:.............................................................................................................11

INTRODUCTION
In educational institutions, it becomes necessary for the students to learn the language.
It is a compulsory subject for all students (Shadiev & Yang, (2020)). With the help of
language learning and teaching programs, students are able to get the opportunity for
exploding how languages are learned. it will also help the student how they are most
effectively through the language. It is a belief that all students must learn at least one world
language in addition to English. In this report, it will discuss the topic of language learning
which is required by the individual in order to achieve their goals and objectives. It will also
discuss the necessity of understanding of second language learning and TEFL methodologies
for English language teachers.
MAIN BODY
English Language teachers needs to understand Second Language Learning and TEFL
methodologies. How can such knowledge help them to be better teachers?
Language is defined as a shared set of verbal quotes which includes Spanish, English,
French, Mandarin and Swahili. But it is necessary to understand that language is defined as a
generic which is a communicative phenomenon that is used for the description of instructions
(Wang, Derakhshan & Zhang, (2021)). It is identified that teachers and students in the
colleges and schools used spoken in written language so that they are able to communicate
with each other in order to present the task, and academic content, engage in the learning
process, etc. This is the reason that students are required to learn the language read and write.
It is identified that language is important for learning as well as teaching. In the early years, it
is identified that children are learning both spoken and written language. As a person
progresses, it is found that language becomes very important because even in their career
path the skills can be demonstrated through words or language only. As we already know that
having a knowledge of a foreign language becomes beneficial for an individual in the respect
of their career, understanding of different cultures and ease of communication. In the format
time, it is found that human beings are illiterate and that's why they are not dependent upon
the return words. But now we are living in a text-rich environment where education is
becoming very important for each and every individual (Lou & Noels, (2019)). It is identified
that language is becoming a common item in the process of education which start with
learning to speak. It is possible with the help of listening to the sounds that are created by
people.

Language learning and teaching have become a necessity for students as well as
teachers. Without learning a common language it is not possible for the individual to
communicate their message to other people. In educational institutions, it is identified that
teachers are teaching the language in the classroom so that all students are able to read and
write the language. One thing which is very important to understand is that English is found
to be one of the most important languages which becomes a common language for every
national individual (Suhendi, (2018)). When individuals are able to understand the English
language then they can easily communicate with other nations. For example, German people
will communicate with the use of the English language to Japanese language people. It is
identified that English language teachers need to understand second language learning.
Learning another language is very important as it provides many benefits which
include greater academic achievement, a positive attitude and greater cognitive development
towards cultural and other languages (Nariyati & Pratiwi, (2020)). It is identified that
language learning is necessary for all students so that they are able to effectively function in
the modern global marketplace. There are many benefits that are provided by language
learning which include enhanced problem-solving skills, better memory, improvement in
verbal and spatial abilities, etc.
For English teachers, it becomes very important for them to have knowledge of a
second language. Some important reasons for learning a second language from the English
teachers include:
 It is identify that if the teacher has an understanding of another language then they can
easily tailor the instructions in order to meet the needs and requirements of a diverse
group of learners. It is necessary to understand that the classroom is not necessary to
have a common culture and background for all individuals (Abdel-Reheem Amin,
(2020)). It is very definite for the Teachers that they will meet with a diverse group of
learners. Due to such a type of group, it becomes necessary for the teachers so that
they are able to meet the needs and wants of all students.
 It is found that English teachers should know about the second language because
every day the complexity of education and the business environment is increasing.
This is the reason that it becomes necessary for each English teacher to provide
knowledge and information about the second languages to the students so that they
can develop more skills which help them to develop career opportunities. In order to

achieve the goals and objectives of an individual, English teachers require to learn and
teach the second language.
 Due to the increase in globalisation, it becomes necessary for every individual to learn
about two or more languages because without that they are not able to convey their
message to other people (Purba, (2018)). This is the reason that teachers require to
learn a second language so that they are able to provide knowledge to the students.
 In the cases of organisational point of view, they required employees who are
proficient in two or more languages. Because they want that their employees are able
to interact with other nations' employees (Ansarian & Teoh, (2018)). Every day the
communication with other nation employees is increasing which increases the
problem of language barriers and for solving this various it becomes necessary to
recruit the people who learn two or more languages. So that's why English teachers
are required to learn a second language which helps them to meet the demand of
organisations.
 In the cases of organisational point of view, they required employees who are
proficient in two or more languages. Because they want that their employees are able
to interact with other nations' employees. Every day the communication with other
nation employees is increasing which increases the problem of language barriers and
for solving this various it becomes necessary to recruit the people who learn two or
more languages. So that's why English teachers are required to learn a second
language which helps them to meet the demand of organisations.
English language teachers need to understand a second language for cognitive benefit.
Teachers speak more than one language it improves their memory, critical thinking skills, and
problem-solving it enhances concentration ability which creates the ability to multitask and
better listening skills (Norton & De Costa, (2018)). If teachers understand another language
so they connect with learners and their problems connect with also their cultures their
communication skills tell learners. English teacher is not a language teacher but also
understand the feeling and emotions of students. English is a very kind language but teachers
add many other languages along with English.
 English teacher understands another language which is helpful for teacher because
they connect easily with learner which is beneficial for the organization. Learning is
very important for the learner but it is easy when teachers give information in their
language. Other languages give advance in a career which necessity for an English

teacher many learners have come from various backgrounds so they can't understand
English they understand their domestic language in that case if a teacher uses other
languages so they give useful information within time.
 The second language is give confidence and strength in decision making.
Understanding the second language helps teacher instructs their learners. A second
language that gives inside into culture it gives the confidence to explore people and
their problems (Karacan & Akoglu, (2021)). Teachers add various skills by using the
second language it presents with the position. It gives a smooth image in front of other
teachers.
 Many learners come from another country where the language is different in that case
the only English teachers understand the second language they give direction to their
learners. English teachers must support leaner and give content in a second language.
Many studies show that multi linguistics easily handles multitasking it shows
improved information compared with monolingual pears. When teachers become
bilingual it means that they learn two languages which allows them to gain full of
abroad experience. Whenever there is a task in the organization every people
recommend the English teacher's name because they know bilingual languages and
they easily handle the language problems (Seven, (2020)). Other languages reduce
native language stress it gives strength to the native language. Teachers easily
understand the native language so they give information and take information about
the local cultures it gives a major goal because it easily connects with a large number
of learners. When the teacher comes into the class they use the second language if the
learner is aware of the language so they apply they answer their teacher. Every learner
wants those teachers who are aware of the domestic language they can easily handle
learners if they know the local language. The second language connects with the
learner as well as with their families.
 The second language is the part of acquisition if teachers understand the native
language so they connect with learners the main job of a language teacher is to
facilitate acquisition it is beneficial for the teacher to give information in the native
language (Ma & Yan, (2022)). There are lots of research results come which directly
indicate that if teachers give information in their native language so learners easily
understand the content. Students learn if teachers communicate with their language.

TEFL methodology is known as teaching English as a foreign language. It is not
surprising that English has become a foreign common language and that's why the necessity
to understand English is crucial for each and every individual. Without knowing of English
language it has become useless for individuals as they are not able to survive and in today's
environment teachers are focusing on English as a fallen language so that every individual is
able to learn the language of English (Suzuki & Storch, (Eds.) (2020)). There is some
teaching methodologist found that looks at the general approaches that are used to teach
English as a foreign language. Some of the important TEFL teaching methodologies mention
below that help the teachers to teach English as a foreign language in the classroom:
 Audio lingual method: It is the method wherein teachers are focusing on drilling into
the students with the help of repeating the sentence pattern again and again so that
they can learn. It is found that it becomes the most popular method in the made of
20th century in which teachers presented the students with enough knowledge of the
language with the help of examples and practice.
 Behaviourist method: It is found to be the foundation of several important methods of
teaching English which include the direct method and the audio-lingual method. It is
actually related to the response and stimuli so that students are able to learn the
language as it becomes a matter of habit (Blyth & Thoms, (Eds.). (2021)). That means
when a student gets a habit of responding in a certain way then it becomes very easy
for the student to do that work. Similarly, in the case of the English language, the
teachers are focused on making the habit of responding to a student in English so that
it becomes very easy to learn the English language. It becomes a natural way.
 The communicative method is found to be an important method which mainly focuses
on communication teacher want that it becomes a primary goal of language. That
means the student learns how to perform certain functions in English rather than learn
about them (Pekarek Doehler, (2021)). It is one of the popular approaches to language
teaching in which teachers emphasize on use of language in the same way that is used
in real life. That means a teacher put the students in language situations which
become very close to real life. With the introduction of communicative language
teaching, the teacher provided the situation where students need to deal with real-life
situations which becomes very helpful for learning the English language because
without solving that problem there are not able to overcome the situation.

 Contain and language integrated learning is based on which are likely geographic
history and physics the subject is not taught in the mother language. Understand the
content and instruct according to the subject they use various kinds of languages
which is the part of the subject (Aprianto & Zaini, (2019)). Physics history and
geography need practical knowledge given by teachers and use various presentations
and other technical methods.
 Grammar Translation is the oldest technique that is not used in modern time it adds
grammar to the English language this rely on translation from the mother tongue into
English. It is not a productive approach one of the main criticism of this method is
that students spend a lot of amount in their mother tongue rather than English which
becomes a big problem in front of teachers.
 Teaching is a unique method that involves examples in teaching. Teachers first give
example and connect with the student's grammar it is based on the inductive method
on the other hand detective teaching is teacher give rules to students and after they
make questions (Chik, Aoki & Smith, (Eds.). (2018)). The inductive approach is used
in the big classes where learners can understand the assumptions and the deductive
approach is used in the small classes where learners are not able to understand the
approaches and assumptions.
 Task language learning is the way where students perform specific tasks in English
every teacher gives a small story and essay to their learners. Go and prepare for their
specific task and learn the English language the main aim of the task. Teachers use to
give the task of saying some words on a topic which decrease the fear of the English
language. This method increases learners' English small tasks are an easy method that
gives confidence to the learner so teachers use this method in the class and encourage
the learner to speak in English.
 The total physical response is based on the physical appearance teacher shows any
physical thing and tells the learner to make some important essay and other words to
their language. Sometimes teacher gives the random task to leaner they can’t prepare
and they give an immediate performance in front of the class. This method is given
information about the learner's position. The teacher can guide and provide various
books to leaner the English language.
English language teachers need to understand second language and TEFL
methodology to become better teachers. This knowledge enhances teacher knowledge and

gives a direction to taught learners (Jones, (2020)). If the teacher understands the second
language it means if there are lots of subjects in teaching so the teacher gives various
information at the student level. They provide content with a specific language which gives
confidence to the learner. Second language and TEFL methodology increase teacher
confidence and strength in their subjects. TEFL methodology becomes an essential part of a
teacher it provides content knowledge or learner behavior information. TEFL methodology
divides its methodology into various parts every part is distinct from one other it gives broad
information about the learner curriculum and various approaches.
The audio-lingual method which focusing and drills the student's sentence pattern.
This method is found that in the 20th-century teacher give information with various examples
and practices knowledge. TEFL methodology includes a communicative method, content
learning indicated method both methods are different but used in the English language
communication is the most important and primary goal of the language if the teacher teaches
information in the English language which is beneficial for the learner to understand English.
Teachers provide instructions to the student the deal with real-life situations they use this
language in communication easily.
Every subject has a different language means that physics, chemistry, geography, and
economics are not taught in the English language. It required a subject knowledge teacher
who gives information in student languages which is the primary goal of a teacher. They use
the second language which connects with the learner it creates co-coordinative ability in the
learner which increases confidence or strength in the learner (Kormos, J. (2020)). Now
learners connect with their teacher they understand the teacher's point. If teachers use
techniques in their teaching so they become a good or effective teachers. They influence a
large number of learners and connect with the learnings. The teacher is that person who gives
information and many other things to their learners. Learners learn various things from their
teachers so if teacher give their best content in the best way so learners know the subject and
increase their learning.
CONCLUSION
As per about discussion English teacher is required to be a second language and the
TEFL methodology encourages the teacher to give information about their subject. If teachers
add this mythology and second language it evaluates teachers and gives specific and good
information to their learners in an easy way. Every learner must learn their concept because

the teacher provides good information on their level. TEFL method is used in practical
knowledge because it increases English knowledge. Teachers use various tasks to encourage
the English language so they provide various small task which increases the learner's
knowledge of English. Both are the basic part of the English teacher they add some
techniques to evaluate English. In this report, the researcher provides a second language and
TEFL methodology for becoming a good teacher.

REFERENCES
Books and Journals:
Abdel-Reheem Amin, E. (2020). A review of research into Google Apps in the process of
English language learning and teaching. Arab World English Journal (AWEJ), 11(1).
Ansarian, L., & Teoh, M. L. (2018). Problem-based language learning and teaching: An
innovative approach to learn a new language. Springer.
Aprianto, D., & Zaini, N. (2019). The principles of language learning and teaching in
communication skill developments. VELES Voices of English Language Education
Society, 3(1).
Blyth, C. S., & Thoms, J. J. (Eds.). (2021). Open education and second language learning
and teaching: The rise of a new knowledge ecology. Multilingual Matters.
Chik, A., Aoki, N., & Smith, R. (Eds.). (2018). Autonomy in language learning and
teaching: New research agendas. Houndmills, UK: Palgrave Macmillan.
Jones, R. H. (2020). Creativity in language learning and teaching: Translingual practices and
transcultural identities. Applied Linguistics Review, 11(4), 535-550.
Karacan, C. G., & Akoglu, K. (2021). Educational augmented reality technology for language
learning and teaching: A comprehensive review. Shanlax International Journal of
Education, 9(2), 68-79.
Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language
education: A research agenda for mindsets in language learning and
teaching. System, 86, 102126.
Ma, Q., & Yan, J. (2022). How to empirically and theoretically incorporate digital
technologies into language learning and teaching. Bilingualism: Language and
Cognition, 25(3), 392-393.
Nariyati, N. P. L., & Pratiwi, N. P. A. (2020). EFL Pre-Service Teachers' Perception toward
the Use of Mobile Assisted Language Learning in Teaching English. International
Journal of Language Education, 4(1), 38-47.
Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and
teaching. Language Teaching, 51(1), 90-112.
Pekarek Doehler, S. (2021). Toward a coherent understanding of L2 interactional
competence: Epistemologies of language learning and teaching. In Classroom-based
Conversation Analytic Research (pp. 19-33). Springer, Cham.
Purba, N. (2018). The role of psycholinguistics in language learning and teaching. Tell
Journal, 6(1), 47-54.
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational
Research Journal, 8, 62-71.
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language
learning and teaching. Sustainability, 12(2), 524.

Suhendi, A. (2018). Constructivist learning theory: The contribution to foreign language
learning and teaching. KnE Social Sciences, 87-95.
Suzuki, W., & Storch, N. (Eds.). (2020). Languaging in language learning and teaching: A
collection of empirical studies (Vol. 55). John Benjamins Publishing Company.
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive
psychology in second/foreign language learning and teaching: the past, current status
and future directions. Frontiers in Psychology, 12.