Language education

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Language education refers to the process and practice of acquiring a second language or a foreign language. It is primarily a branch of applied linguistics, but can be considered an interdisciplinary field. There are four main learning categories for language education: communicative competence, expertise, crosscultural experience, and a lot of literacy.

Video Language education

Need

Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Languages ​​are commonly used in areas such as commerce, tourism, international relations, technology, media, and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame educational policies to teach at least one foreign language at the primary and secondary levels. However, some countries like India, Singapore, Malaysia, Pakistan, and the Philippines use the second official language in their government. According to GAO (2010), China has recently put great importance on learning foreign languages, especially English.

Maps Language education

History

Ancient to medieval period

The need to learn a foreign language is older than human history itself. For centuries, Latin was the dominant language in education, commerce, religion, and government in much of Europe, but the language was shifted for many purposes by France, Italy, and England in the late 16th century. John Amos Comenius is one of many people who try to reverse this trend. He wrote a full course to study Latin, covering the entire school curriculum, culminating in his book Opera Didactica Omnia, 1657.

In this work, Comenius also outlines his theory of language acquisition. He was one of the first theorists to write systematically on how languages ​​were learned and about methods for teaching languages. He argues that language acquisition must be combined with sensations and experiences. Teaching must be oral. The schoolroom should have a model of objects, or other photographs of them. He published the world's first pictorial children's book, Orbis sensualium pictus . The study of Latin is gradually reduced from the study of living language to a mere subject in the school curriculum. This decline requires a new justification for his studies. It was claimed that a study of Latin intellectual ability was developed, and the study of Latin grammar became an end in itself.

Grammar schools from the 16th to 18th centuries focus on teaching the grammatical aspects of Classical Latin. Continuing students continue grammar lessons with the addition of rhetoric.

18th century

Modern language studies did not become part of the European school curriculum until the 18th century. Based on pure academic study of Latin, modern language students do many of the same exercises, study the grammatical rules and translate abstract sentences. Oral work is minimal, and students are required to remember grammatical rules and apply them to decode written text in the target language. This traditionally-inspired method is known as the grammar-translation method.

the 19th and 20th centuries

Innovation in the teaching of foreign languages ​​began in the 19th century and became very rapid in the 20th century. This led to a number of different and sometimes contradictory methods, each claiming to be a major improvement over previous or contemporary methods. The earliest providers of languages ​​included Jean Manes ca, Heinrich Gottfried Ollendorff (1803-1865), Henry Sweet (1845-1912), Otto Jespersen (1860-1943), and Harold Palmer (1877-1949). They work on setting the principles of language teaching and approaches based on linguistic and psychological theories, but they leave many specific practical details for others to design.

The history of foreign language education in the 20th century and the teaching methods (as related below) may seem to be a history of failure. Very few students in US universities have a foreign language as a major in achieving "minimum professional skills". Even the "reading knowledge" required for a PhD degree is only comparable to what a second year language student reads, and few researchers who native English speakers can read and rate information written in a language other than English. Even a number of renowned linguists are monolingual.

However, anecdotal evidence for successful second or successful language learning is easy to find, causing differences between these cases and the failure of most language programs. This tends to make second language acquisition research emotionally. Older methods and approaches such as grammar translation methods and methods are immediately dismissed and even ridiculed, as newer methods and approaches are created and promoted as the only complete solution to the problem of high failure rates of foreign language students.

Most books on language teaching list various methods that have been used in the past, often ending with new author methods. These new methods are usually presented only from the author's mind, since the authors generally do not believe in what has been done before and do not explain how it relates to the new method. For example, descriptive linguists seem to claim without hesitation that there is no scientific-based language teaching method prior to their work (leading to an audio-lingual method developed for the US Army in World War II). However, there is concrete evidence to the contrary. It is also often inferred or even suggested that older methods are completely ineffective or completely dead, although in fact even the oldest methods are still used (eg Berlitz's version of the direct method). Proponents of new methods have been so confident that their ideas are so new and so true that they can not understand that older ones have enough validity to cause controversy. This in turn is caused by an emphasis on new scientific advances, which tend to blind researchers to precedent in older jobs. (Page 5)

There are two main branches in the field of language learning, the empirical and theoretical, and this has an almost completely separate history, with each gaining ground over the other at one time or another. Examples of researchers on the empirical side are Jesperson, Palmer, and Leonard Bloomfield, who promote mimicry and memorize by pattern practice. These methods follow from the basic empirical position that language acquisition results from habits formed by conditioning and drilling. In its most extreme form, language learning is seen to be the same as other learning in other species, human language is essentially the same as the communication behavior seen in other species.

On the theoretical side, for example, Francois Gouin, M.D. Berlitz, and Emile B. De Sauzà ©  ©, whose rational theory of language mastery fits with linguistic work done by Noam Chomsky and others. This has led to various teaching methods, from the grammar-translation method and the Gouin "method series" to the Berlitz and De Sauzà ©  © direct methods. With this method, students produce original and meaningful sentences to acquire functional knowledge of grammatical rules. It follows from the rationalist position that humans are born to think and that language usage is a unique human feature that is impossible in other species. Given that human language has many similarities, the idea is that humans share a universal grammar that is built into the structure of our brain. This allows us to create sentences that we have never heard before but that can still be directly understood by anyone who understands the particular language being spoken. Competition between the two camps is very intense, with little communication or cooperation between them.

21st century

Over time, language education has grown in schools and has become part of an educational curriculum worldwide. In some countries, such as the United States, language education (also called World Language) has become a core subject along with major subjects such as English, Mathematics and Science.

In some countries, such as Australia, it is very common today for foreign languages ​​to be taught in schools that the subject of language education is called LOTE or a Language other than English. In most educational centers that speak English, French, Spanish, and German are the most popular languages ​​to learn and learn. English As a Second Language is also available for students whose first language is not English and they can not speak politely.

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Teaching a foreign language in a classroom

Language education may occur as a subject of a public school or in a special language school . There are many language teaching methods. Some fall into relative obscurity and others are widely used; others have fewer followers, but offer useful insights.

Although sometimes confusing, the terms "approach", "method", and "technique" are hierarchical concepts.

An approach is a set of assumptions about the nature of language and language learning, but does not involve procedures or provide details of how such assumptions should be implemented into the classroom. Such can be attributed to second language acquisition theory.

There are three main "approaches":

1. The structural view treats language as a structural element system related to the meaning of the code (eg grammar).
2. The functional view sees language as a vehicle for expressing or completing certain functions, such as requesting something.
3. Interactive view sees language as a means of creating and maintaining social relationships, focusing on the patterns of movements, actions, negotiations, and interactions found in exchange of conversations. This approach has been quite dominant since the 1980s.

The method is a plan for presenting the language material to be studied, and should be based on the chosen approach. In order for an approach to be translated into a method, an instructional system should be designed with consideration of teaching/learning objectives, how content should be selected and organized, the types of tasks to be performed, the role of the student, and the role of the teacher.

1. Examples of structural methods are grammar translations and audio-lingual methods.
2. Examples of functional methods include situational oral/teaching language approaches.
3. Examples of interactive methods include direct methods, series methods, communicative language teaching, language immersion, Silent Way, Suggestopedia, Natural Approach, Tandem Language Learning, Total Physical Response, Teaching Skills through Reading and Storytelling and Dogme Language teaching.

The technique (or strategy) is a very specific and concrete strategy or trick designed to achieve the immediate goal. Such is derived from the control method, and less directly, from the approach.

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Online and self-taught course

Hundreds of languages ​​are available for self-study, from a number of publishers, for a variety of costs, using a variety of methods. The course itself acts as a teacher and should choose the methodology, just as the classroom teacher did.

Audio and book recording

Audio recordings use native speakers, and one force helps students improve their accents. Some recordings have pauses for students to talk. Others are continuous so the learner talks along with the sound recording, similar to learning the song.

Audio recording for self-learning uses many of the methods used in classroom teaching, and has been produced on recordings, tapes, CDs, DVDs and websites.

Most audio recordings teach the words in the target language by using an explanation in the language of the learner himself. The alternative is to use sound effects to show the meaning of the word in the target language. The only language in the recording is the target language, and they can be understood regardless of the original language of the learner.

Language books have been published for centuries, teaching vocabulary and grammar. The simplest books are phrasebooks to give short phrases useful to travelers, chefs, receptionists, or others who need a special vocabulary. Complete books include more vocabulary, grammar, practice, translation, and writing practice.

Also, other "language learning tools" have entered the market in recent years.

Internet Internet and software

Software can interact with learners in ways book and audio can not do:

1. Some software record students, analyze pronunciation, and provide feedback.
2. The software can present additional exercises in areas where certain learners have difficulty, until the concept is mastered.
3. The software can speak the words in the target language and show the meaning by using the image rather than the spoken explanation. The only language in the software is the target language. This can be understood regardless of the original language of the learner.

The Website provides a variety of services devoted to language education. Some sites are designed specifically for language learning:

1. Some software runs on the web itself, with the advantage of avoiding downloads, and losses because it requires an internet connection.
2. Some publishers use the web to distribute audio, text, and software, for offline use. For example, various travel guides, such as Lonely Planet, offer software that supports language education.
3. Some websites offer learning activities such as quizzes or puzzles to practice language concepts.
4. Language exchange sites connect users with complementary language skills, such as native Spanish speakers who want to learn English with native English speakers who want to learn Spanish. Language exchange sites basically treat language knowledge as a commodity, and provide a market environment for commodities to be exchanged. Users usually contact each other via chat, VoIP, or email. Language exchange has also been seen as a useful tool to help language learning in language schools. Language exchange tends to favor oral proficiency, fluency, the acquisition of daily vocabulary, and the use of language, rather than formal grammar or writing skills. In Australasia, 'Perfect Language' - an online vocabulary learning site - is often used because it allows teachers to monitor student progress when students get "dots" for each new word to remember. There is an annual International Language Contest held in May.

Many other websites are useful for learning the language, even though they are designed, maintained, and marketed for other purposes:

1. All countries have websites in their own language, which students can use elsewhere as the main ingredients to research: news, fiction, videos, songs, etc. In a study conducted by the Center for Applied Linguistics, it was noted that the use of technology and media has begun to play a heavy role in facilitating language learning in the classroom. With the help of the internet, students are easily exposed to foreign media (music videos, television shows, movies) and as a result, teachers pay attention to the influence of the internet and look for ways to incorporate this exposure into their classroom teaching.
2. Translation sites allow participants to discover the meaning of foreign text or to make foreign text translations from their native language.
3. Speech synthesis or text to speech (TTS) and software enables learners to hear the pronunciation of arbitrary written text, with pronunciations similar to native speakers.
4. The development of courses and learning management systems such as Moodle is used by teachers, including language teachers.
5. Web conferencing tools can bring learners together remotely; such as Elluminate Live.
6. Computer game players can practice target languages ​​when interacting in large-scale online games and virtual worlds. In 2005, the Second Life virtual world began to be used for the cost of foreign language education, sometimes with the entire business being developed. In addition, the institute of language and culture of Spain Instituto Cervantes has an "island" in Second Life.

Some free Internet content, often from government and nonprofit sites such as BBC Online, Book2, Foreign Service Institute, without ads or minimal. Some ads are supported, such as newspapers and YouTube. Some require payment.

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Learning strategy

The language learning strategy has attracted increased focus as a way to understand the language acquisition process.

Listening as a way of learning

Clear listening is used for learning, but not all language learners use it consciously. Listening to understand is a level of listening but the focus of listening is not something most students use as a strategy.

Reading as a way to learn

Many people read to understand but a text reading strategy for learning grammar and discourse styles can also be used.

Learning vocabulary

Translation and memorization are two strategies that have traditionally been used. There are other strategies that can also be used such as guessing, based on searching for contextual clues, repeating distances with the use of various apps, games and tools (eg DuoLingo, LingoMonkey, and Vocabulary Stickers). Knowledge of how the brain works can be utilized in creating strategies for how to remember words.

Code redirection

The transition of code, that is, to change the language at some point in sentence or speech, is a commonly used communication strategy among linguistic and bilingual learners. While traditional methods of formal instruction often prevent code transfers, students, especially those placed in language immersion situations, often use them. If seen as a learning strategy, where students use as many target languages ​​as possible but return to their native language for any speech elements that they can not produce in the target language (such as, for example, Wolfgang Butzkamm's concept of enlightened monolingualism), it has the advantages that encourage the development of fluency and motivation and sense of accomplishment by allowing students to discuss topics of interest to them early in the learning process - before the necessary vocabulary has been memorized. This is particularly effective for students whose native language is English, because of the high probability of simple English words or short phrases understood by conversational partners.

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Teaching strategy

Integrated learning

Blended learning combines face-to-face teaching with distance education, often electronic, whether computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years.

However, some people use the phrase 'Blended Learning' to refer to ongoing learning while the focus is on other activities. For example, playing a card game that requires calling cards can allow learning mixed numbers (1 to 10).

Skills teaching

When speaking of language skills, the four basic ones are: listening, speaking, reading and writing. However, other more socially-based skills have been identified recently such as summarizing, descripting, narrating, etc. In addition, more general learning skills such as learning skills and knowing how people learn have been applied to language classes.

In the 1970s and 1980s, four basic skills were generally taught separately in a very rigid sequence, such as listening before speaking. However, since then, it has been recognized that we generally use more than one skill at a time, leading to more integrated exercises. Speaking is a skill that is often underrepresented in traditional classrooms. This is due to the fact that it is considered more difficult to teach and test. There is a lot of text on teaching and writing testing but relatively little to say.

Newer textbooks stress the importance of students working with other students in pairs and in groups, sometimes throughout the class. Couples and group work allow more students to participate more actively. However, the supervision of spouses and groups is important to ensure everyone participates as much as possible. Such activities also provide opportunities for peer teaching, where weaker learners can find support from stronger classmates.

Sandwich Technique

In the teaching of a foreign language, sandwich technique is the oral insertion of idiomatic translation in the mother tongue between unknown phrases in the language learned and repetition, to convey the meaning as quickly and completely as possible. An equivalent mother language can be given almost as an aside, with little rest in the speech stream to mark it as an intruder.

When modeling a dialogue sentence for students to repeat, the teacher not only provides the equivalent oral mother tongue for unknown words or phrases, but repeats the sentence of a foreign language before the students imitate: L2 = & gt; L1 = & gt; L2. For example, a German English teacher may engage in the following exchange with students:

Teacher: "Let me try - lass mich versuchen - let me try."

Student: "Let me try."

Mirroring of the mother tongue

The reflection of the mother tongue is an adaptation of a literal translation technique or a word-for-word translation for pedagogical purposes. The goal is to make foreign constructions stand out and transparent to learners and, in many cases, avoid them technical jargon of grammatical analysis. This is different from the literal translations and the intertextual texts as used in the past because it takes progress that the learners have taken into account and only focuses on the particular structure at a time. As a didactic device, it can only be used so far as it remains understood by the learner, unless it is combined with a normal idiomatic translation. This technique is rarely mentioned or used today.

Back-chaining

Back-chaining is a technique used to teach oral skills, especially with difficult or polysyllabic syllables. The teacher pronounces the last syllable, the student repeats, and then the teacher goes on, working backward from the end of the word to the beginning.

For example, to teach the name 'Mussorgsky', a teacher will pronounce the last syllable: -sky, and ask the student to repeat it. Then the teacher will repeat it with -sorg- attached before: -sorg-sky, and the remaining is the first syllable: Mus-sorg-sky.

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By region

Practices in language education may vary by region but the underlying understanding that drives it is essentially the same. Repetitions of repetitions, drilling, memorization and grammar conjunctions are used worldwide. Sometimes there are different preference teaching methods by region. Immersion languages ​​are popular in some European countries, but they are not used very much in the United States, in Asia or in Australia.

Language studied is different; in the United States, Spanish is the most popular language to learn, while the most popular languages ​​to learn in Australia are Italian and Chinese.

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Holiday language study

More and more people are now combining vacations with language learning in their home country. It allows students to experience the target culture by meeting local people. Such vacations often incorporate formal lessons, cultural visits, recreational activities, and homestays, perhaps with time to travel in the country afterwards. Holiday language studies are popular all over Europe (Malta & UK being the most popular because almost everyone speaks English as first language) and Asia because of the convenience of transportation and various countries nearby. This holiday has become increasingly popular in Central and South America in countries such as Guatemala, Ecuador, and Peru. As a result of this increasing popularity, several international language education institutions have grown in recent years.

With the increasing prevalence of international business transactions, it is now important to have several languages ​​in the hands of a person. This is also evident in the business of outsourcing their departments to Eastern Europe.

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Minority language education

Minority language education policy

The main policy argument in favor of promoting minority language education is the need for multilingual work power, greater intellectual and cultural benefits and inclusion in the global information society. Access to education in minority languages ​​is also seen as a human right granted by the European Convention on Human Rights and Fundamental Freedoms, the European Charter for Regional or Minority Languages ​​and the UN Human Rights Committee. Bilingual Education has been implemented in many countries including the United States, to promote the use and appreciation of minority languages, as well as the language of the majority concerned.

Materials and e-learning for minority language education

Appropriate resources for teaching and learning minority languages ​​can be hard to find and access, which has led to calls for increased development of materials for teaching minority languages. The Internet offers the opportunity to access more text, audio and video. Language learning 2.0 (the use of web 2.0 tools for language education) offers opportunities for developing material for less-taught languages ​​and for bringing together geographically dispersed teachers and learners.

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Acronyms and abbreviations

Source of the article : Wikipedia