Quotes for learning plan
Learning is a continuous process which has no end. The role of a teacher in the classroom is to direct the learning process by guiding the learner on how to gain knowledge. The purpose of this study is to identify different language-acquisition theories and teaching methodologies for English
The first theory is known as an intuitive acquisition which states that a new language is learned the same way the student learned his first language through a lot of exposure to the new language (Frodesen, et al 9). It is through practice that the new language will be acquired learned without difficulties.
The second theory to learning English is known as Habit-formation (Kumar, et al 36) which defines language as a set of habits and practice in which a learner needs to mimic and memorize the vocabularies of new language until he can produce the correct patterns without difficulties.
Another theory is known as the Cognitive process which states that learning a new language involves understanding the underlying rules after which one is able to apply in a different context upon mastering them.
Then we have Skill-learning theory which states that language is a skill which we learn in school the same way we learn other skills (Chater, et al 21). The teacher explains the rules or words to the student after which the latter understands and practices them until he masters them and can use them fluently and skillfully with easiness.
In addition to these theories, we have language teaching approaches and methodologies. We have Grammar translation approach in which the teacher explains grammar rules to the students, through translating the texts to the target language. This approach focuses on the written form of language and does not touch much on communicative and oral work.
The communicative approach states that students learn a new language best by the process known as the naturalistic acquisition, a process similar to that used in learning the native language. In this approach, the classroom is made to be more learner-centered rather than teacher centered (Chung, et al 18). Under the communicative approach, we have a task-based instruction method and the content and language integrated learning method.
Under the task-based instruction method, the learner performs communicative tasks by conveying information to each other or by filling in information on a map from instructions. On the other hand, the content and language integrated learning method involves the use of English language in teaching other school subjects or specific content.
There is an extra quote for this learning plan by Sydney J. Harris who explained the purpose of education as for turning mirrors into windows. This means that a teacher can encourage his student to explore an exciting and mysterious learning experience by showing him the window to his education. The teacher’s role is to show the student that there is a much better world that exists beyond the classroom (Maluleka, et al 6). What the student needs to do is just to explore the new ideas through learning new concepts. The teacher should also guide the students to know that they can enrich and expand their lives by applying in the outside world the concepts they learn in the classroom, in the outside world.
In conclusion, the activities discussed above will actively enable students to practice their speaking skills when learning a new language by applying the newly acquired vocabularies. The teacher should, therefore, motivate the learner to learn using these quotes since motivation is crucial in successful language learning.