'Theory of Language\r'

'1. theory OF LANGUAGE The theory of quarrel implicit in(p) Duysel erudition was derived from a view of proposed by Turkish Linguistics in the 2000s. Duysel Learning Method involves both the larn of voice communication fellowship and the cultivation of manner of speaking skills, with the dialect on both the form and the means of a language. In didactics exert, its tout ensemble told-embracing nature requires English instructors to select finical and effective teaching regularitys in residency with its special t collects to avoid turning it into a pure(a) oper commensurate-bodied course of viva English or a pure theoretical superstar on grammar.Regardless of all criticism it has received, the grammar- translation manner has been an indispensable system in English teaching as well as a needed step in the cultivation of students’ communicatory competency in a non-English environment. A person quarter non spend a penny successful converse before having a correct conquest of language rules. Although the applicability of the communicatory manner has been widely accepted, this method is confronted with most applicatory problems.I esteem we should search for a confederacy between the traditional teaching method and the modern teaching method with a much rational attitude base on the attainer’s practical ability and request that is, adopting a youthful-made method fusing the two methods together in one class of all-round(prenominal) English. 1. surmise OF LEARNING phrase is the most weighty aspect in the lifespan of all beings. We wont language to get intragroup thoughts and emotions, shit sense of complex and abstractionist thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and throw our culture.Language is a subtle and complex peter mathematical functiond to communicate an incredible list of different things, but for our purposes here we can red uce the universe of colloquy to 4 basic categories: information, direction, emotion, and ceremony. The first two argon often treated together beca uptake they indicate cognitive meaning firearm the latter(prenominal) two commonly express excited meaning. Language is non in condition(p) in general by discipline the â€Å"rules” but earlier by first earshot to and reasonableness the spoken language and wherefore practicing language.Occasionally, however, learning of rules can facilitate many adults learn and use the language. Just do non make rules the focus of the course. While repetition and memorization can play an pregnant social function in language learning, they cannot by themselves insure that students result be able to use the language for any factual purpose. Repetition and memorization, if utilise, must be go with by other activities requiring the cover of the larn patterns in novel situations and with variation in vocabulary and even structur e. . DESIGN a. Objectives/ computer programme In Duysel Learning Method, grammar teaching is not intended for counting grammar but help students to grasp language rules and fulfill pick uping, speaking, interpreting and written material enforce in a better way. As a result, instructors should hold situations for actual activities correspond to students’ daily life to guide students to see, grasp and use grammar properly in such situations.I once espouse a four-step method including introduction, imposture, summary and application to promote grammar teaching at comprehensive English class. In the introduction section, the teacher fathers viva demonstration on whatsoever original or relevant sentences associate to a certain grammar rule in order to introduce it. Selected examples should be in conformity with certain communicatory situations thus putting it across to students to what situations this grammar rule applies.In the imitation process, students ar co mpulsory to have oral imitation of some expressions fit for the given up situation after understanding examples, which get ahead establishes a pattern for correct use of grammar experience in a late situation as well as larns whether they have understood the given knowledge points or not. In the summary part, students atomic number 18 guided to sum up grammatic rules and points by analyzing specific situations themselves so that they volition enjoy the joy of success. Students atomic number 18 anticipate to take notes so as to compile material for review.In the last step, some real situations be set to help students to practice using the learnt grammatical knowledge to have conference. Once they find that they can follow through grammar to real talk and specific t strikes preferably of memorizing grammatical rules, students’ learning enthusiasm will be stimulated and their ability of self-governing analysis and solving problems will be cultivated as well. b. Types of Learning and tenet Activities Duysel Learning Method emphasizes students’ comprehensive rearing in listening, speaking, reading, piece of writing and translation.Due to the specialty of listening and speaking training, they atomic number 18 usually dealt with independently while other three skills are mainly learn through the learning of text editions. As for listening and speaking, students are judge to follow classes given in English, to understand short conversations, lectures as well as reports with familiar topics, simple structure and a speed of 120 lyric poem per minute, to beg and answer and retell base on relevant listening material, to make conferred presentations based on familiar topics after adequate to(predicate) preparation.Obviously, the communicative method helps to achieve the teaching goal in listening and speaking practice. In practice, teachers may ask students to listen to memorializes, do exercises and have discussions based on hot issues with teachers’ checking and instruction; they may besides analyze some difficult points in listening material and have more extensive learning of clean quarrel and expressions. However, those who have been accustomed to the traditional method tend to keep silent and think little of this method since they cannot learn adapted knowledge and language points.As a result, teachers should use the grammar-translation method at times with the communicative method as the main line. For instance, some difficult points at the linguistic level can be explained with the traditional method. Students’ reading, writing and translation skills are mainly trained in learning texts. Teachers are anticipate to base their teaching on texts to give students certain information and language knowledge first of all by focussing on the translation and understanding of texts and then establish rude(a) situations beyond the texts for practice of communicative skills.I once adopted a four-step method including preparatory reading, listening and answering, chat on text and conferred communication in the text teaching process, achieving a infixed transition and fusion of grammar-translation training and communicative training. In the first step, students are required to preview a text in front with their grammar-translation experience in which they can make sure slightly some refreshing words, the gist of the text and some questions and because have the next day’s class with full preparation.In the second step, the teacher first asks students to correct their pronunciation and transition by imitating the tape and then plays the tape once again for students to answer questions or make judgments so as to check their preparatory reading. In the third step, the teacher may guide students to have communication in the context related to the text and help them to solve some problems in key words, sentences and understanding of content they displayed in the preliminary two steps.When explaining key words and sentences, the grammar-translation method should be used to combine students’ understanding of the text and improve their ability to use language correctly and flexibly through right communication on the text. In the last step, students’ enthusiasm for communication is fully encouraged. Here the communication in this step is different from that in the previous steps since teachers need to employ a variety of advanced teaching methods to bring on language situations and communicative tasks which originating from text while going beyond of it.Students are able to apply what they have learnt to real communication through continuing writing texts, having simulate dialogues, having role-plays, having discussions and so on, hence achieving the purpose of communicating ideas through language. c. Learner agencys Learners have to get in in classroom activities that were based on a cooperative rather than individual appr oach to learning. Students have to become sluttish with listening to their peers in group puzzle out or pair work tasks, rather than relying on the teacher for a type.They are expected to take on a greater degree of responsibility for their sustain learning. d. Teacher percentages Teachers have to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students garden truck plenty of error-free sentences, the teacher have to coach a different view of learners’ errors and of her/his receive role in facilitating language learning. e. The Role of Instructional Materials Classical texts and carefully compiled texts according to grammar system are used.The materials usually harp of three parts: grammar, vocabulary, and text. The main functions of the materials used in Duysel Learning are presenting and reinforcing grammar rules and new words, and offering cultural information. A dditionally, exercise handbooks, hint cards, activity cards, pair-communication practice materials. And student interaction practice booklets are employed in the activities with the aim of improving communicative skills. f. The Role of Native Language The role of language in learning cannot be over-emphasized. Language is the prime resource teachers have and use for mediating learning.When learning languages, then, teachers and students are working with language simultaneously as an object of study and as a medium for learning. In teaching languages, the draw a bead on language is not simply a new compute †new labels for the same concepts; rather, effectively taught, the new language and culture being learned offer the opportunity for learning new concepts and new ways of understanding the world. The target language should be used not only during communicative activities, but withal for explaining the activities to the students or in assigning homework. However, domestic language is only used in making translation. . Feelings of Students Learner’s flavorings are really important because students will be more motivated to study a foreign language since they will feel they are learning to do something utilitarian with the language. They are given an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. h. Evaluation The teacher evaluates not only the students’ accuracy, but likewise their fluency. Use an integrative test which has a real communicative function. To assess students’ writing skill, a teacher might ask them to write a letter to a friend.Written tests in which students are asked to translate from their native language to the target language or vice versa are also used. Questions about the foreign culture or questions that ask students to apply grammar rules are common. i. Treatments of Errors Errors of form are tolerated during fluencyâ€based activities and t hey are seen as a natural outcome of the study of communication skills. But in the translation part, having the students get the correct answer is considered very important. If students make errors or dont know an answer, the teacher supplies them with the correct answer.\r\n'