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LCN638 Theory and Practice of Second Language Teaching and Learning

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Theory and Practice of Second Language Teaching and Learning (LCN638)

   

Added on  2020-03-04

LCN638 Theory and Practice of Second Language Teaching and Learning

   

Theory and Practice of Second Language Teaching and Learning (LCN638)

   Added on 2020-03-04

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Running head: THEORY AND PRACTICE OF SECOND LANGUAGETheory and Practice of Second LanguageName of the studentName of the University:Author note
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1THEORY AND PRACTICE OF SECOND LANGUAGETeaching SequenceTenses indicate to us how any action is relative to the time flow. Three main tenses inEnglish are there: present, past and future. These three tenses are then divided into four aspects:simple, continuous, perfect and perfect continuous. Simple present tense is used for describing habits, unchanging situations, fixedarrangements and general truths. This tense is simple to form, just by using the basic form of theverb. Tenses can be identified by noticing the changes they take in their forms in accordancewith the number and person of the subject. Simple present tense can be used only for expressing habits, repeated actions, generaltruths or unchanging situations, wishes and emotions. It is used also for giving instructions ordirections. Practicing making sentences with simple present tense would be helpful in understandingthe norms and techniques in this tense.
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2THEORY AND PRACTICE OF SECOND LANGUAGEContext of Teaching SequenceThis task investigates a lesson I taught as of late at Axpea Education Academy. Theschool is for universal students learning English as an Additional Language or Dialect (EAL/D)(ACARA - English as an additional language or dialect, 2017). The students are essentiallymatured in the vicinity of eighteen and twenty-four, and numbers vacillate from roughly a fewhundred, with a few students being enlisted for two weeks and others for up to a year. The schoolhas been as of late revamped, and classrooms are agreeable, clean and aerated and cooled. NEAS(National ELT Accreditation Scheme) is the administrative body (NEAS, 2017). The school distributes students to stages in accordance with the Common EuropeanFramework of Reference for Languages (CEFR) & Europe, 2017). Classes keep running fromstages A1 and A2 (tenderfoot), through B1 and B2 (middle) to C1 to C2 (progressed). Each stageis part into three sub-levels, for instance, A1.1, A1.2 and A1.3. In this grouping, the fourth of ten lessons, I educated a B1.2 general English classcontaining thirteen students. To begin with I mostly taught Indian students there. The learningobjective, to utilize passive voice with the past simple tense, was taken from the EF Syllabus,and students got to their course book and English Guide (Entityframework Training Syllabus2017). Instrumental inspiration is the most usually communicated inspiration amid coordinatedmeetings, with a few students taking Cambridge or IELTS exams in the not so distant future andmany needing to utilize English in their vocation. Student independence is supported, andstudents have open doors for independently directed investigation incorporated into thetimetable. Amid the two months effectively finished, student nervousness and eagerness to
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3THEORY AND PRACTICE OF SECOND LANGUAGEconvey in the class have enhanced fundamentally. There is a blend of field needy and freestudents. Educators frequently need to oversee student desires, for instance, arrangement in levelslower than anticipated, yet we strive to set up affinity with our students (Robertson, 2013). Onleaving, most students' composed assessments indicate extraordinary fulfilment with their courseand instructors. We now and again need to adjust courses or bring additional care with studentswho have unique instructive needs, and we guarantee students under eighteen are sheltered andgoing to school. Lessons are part between two days with a poor start and three days with an encouragingstart. There is small timetabling weight on the students. Educators are relied upon to instruct in astudent focused style, with periodic instructor focused exercises, and students react well to this(Cheon et al., 2012).Literature review:This particular chapter is to review the literature of the study. The method of the teachingsequence used in this particular study is the teaching method used in Axpea Education Academy.Vocabulary is always noted as an important part of language and to achieve broader success onemust have the knowledge of English vocabulary. It is seen that the number of words that thestudents know and the knowledge of grammar that they have is average. Grammar is a toughterm and for the Indian students it is very hard part of their course. The research on the conditionof the first language clearly describes the fact that they have proper knowledge about that there isno existing problem that they have in their first language (Cheon et al., 2012). The teachingmethod at Axpea Education Academy included teaching of English as a second language to the
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