Learning of A Second Language Essays -- Teaching Education Foreign Lan

Learning of A Second LanguageEver since God penalise the passel who wanted to build the Tower of Babel with the confusion of tongues in the meter of old testament, people around the world encounter faced the job of communication. When giving step forward a historical overview of second- dustup initiateing in Second-Language eruditeness in Childhood, McLaughlin stated As early as the third gear millenary B.C., in what was probably the worlds first great civilization, the Sumerians had scribed habituated exclusively to education. When the country was conquered by the Akkadians in the last quarter of the third millennium, these scribes complied the oldest known bilingual dictionaries. Long continuous passages were translated from Sumerian into Akkadian, line by line. (McLaughlin 2) It was since then that people started exploring the arts of language. For years, people have been arguing nigh the most appropriate methods to teach a second language (L2). wholeness question that teachers encounter in the classroom is the habituate of the learners native language (L1). While a group of people think that teaching of the point language should involve no L1, another group of people think L1 as a help to L2 teaching. Throughout the years, L2 teachers around the world have been analyzing the data they gathered for years along with their personal experiences to find out which approach of L2 teaching works best for teachers themselves. Those who atomic number 18 in party favor of the Grammar-Translation method believe that L1 holds great significance in L2 teaching and learning. They teach grammar rules in the mother tongue of the learners as a basis of instruction. Methods such as the Natural Approach , the Silent Way , Total forcible Response , Audio-Lingual Method , and the Direct Method emphasize various concepts of language teaching and learning but followers of these methods all void L1 in the classroom. As the debate goes on, it is crucial for all t he L2 teachers to first forge on the finis of language teaching and then to decide what mathematical function they want L1 to play in their L2 classroom. For a L2 learner who lives in an environs where the target language is not used on a workaday basis, such as English taught in Taiwan, exposure to L2 helps accomplish the goal of language learning, which is to communicate. The use of L1 in L2 classrooms is primarily based on the Grammar-Translatio... ...eelings with others. pickings reality and ideal both into consideration, no one should go to extremes in the debate of the use of L1 or L2. However, if we clarify the goal we want to give way in the L2 classroom, the decision should not be too hard to make. Since school-aged students ordinarily cannot choose what to learn or how they would like to be taught at school, no matter how tough a reality they need to deal with, the teachers should of all time keep the ultimate goal of teaching and learning in consciousness so that the students will not be deprived of the opportunity to accredited learning. They should always know by hearts that when they are with the students in the classroom, they are introducing a concept of communication to the students they are focusing on the communicative competence of the students. Moreover, they also bear the responsibility to acquaint their students with a better learning attitude towards language learning, which is to be able to communicate with people who speak the language they are learning. If all of these notions come first in language teaching and learning, the teachers will realize that it is worth trying to use L2 in their L2 classrooms to fulfill the goal.