Situational Language Teaching (Oral Approach) The Oral Approach or Situational Language Teaching is an approach developed by British applied linguists in the 1930s to the 1960s. It is little known by many language teachers although it had an impact on language courses and was still used in the design of many widely used EF/ESL textbooks in the 1980s such as Streamline English The Oral Approach and Situational Language Teaching relied on the structural view of language. Both speech and structure
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CONTENTS INTRODUCTION………………………………………………………………3 1. WORDS AND THEIR MEANINGS………………………………………..3 1.1.The Conventional nature of Linguistic Signs………………………………..3 1.2.The Societal Environment of Word………………………………………….8 1.3.General reasons for changing of meaning…………………………………...10 1.4.Main Types of Semantic Change……………………………………………14 1.5.Some Special Factors of Social Environment………………………………16 2. STUDYING POLYSEMY…………………………………………………..18 2.1.Polysemy as the Source of Ambiguities in a Language……………………
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Upon reflecting on the course materials and my own experiences in implementing my applied project‚ there are many positive conclusions I have developed. My applied project has changed me as a professional educator‚ influenced my approach to instruction and prepared me for continued professional growth as I enter the classroom. Ultimately‚ it has directed me towards becoming a more effective researcher and early childhood educator. This project has had a tremendous impact on me as a professional educator
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factors which are prime determinants of meaning and interpretation of meaning. We may distinguish three main strands of thinking which have influenced this perspective on translation: (a) the functionalist views of the British tradition in linguistics‚ stemming from J. R. Firth and continuing in the work of J. Catford‚ Michael Gregory‚ Michael Halliday and others (b) the notion of communicative competence developed originally by Dell Hymes in response to the Chomskyan view of language competence
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proficiency‚ but students of higher learning level in tertiary education also have problems in mastering the writing skill. In addition‚ Bacha (2002) suggests that non-native English learners primarily have more difficulties in writing than other three linguistics skills. As influenced by the culture of the mother tongue‚ language learners may find it difficult to acquire writing skills through changing the vocabulary and sentence structures. Zhang (2001) states that many learners learn to write by translating
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learn to use language in childhood. Is language innate or is it learned after birth? Is there any biological foundation for language? How do children acquire their first language? These and other issues have the focus of interests and research to applied linguists‚ psycholinguists and language teachers. L1 acquisition theories are the attempted explanations for these unanswered questions. 1. Major Modern First Language Acquisition Theories 现代主要母语习得理论 How do children acquire language is at the
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“understanding the language in use‚ representing a writer’s or speaker’s attempts to guide a receiver’s perception of a text” (Hyland‚ 2005‚ p. 3). Later on‚ the notion of metadiscourse developed by other scholars‚ considering Holliday’s Systemic Functional Linguistics (SFL). SFL attributes three metafunctions to the language: Ideational‚ Interpersonal and Textual. The ideational function refers to the use of language to express ideas and experiences. This function is similar to propositional content. The interpersonal
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“Knowing Other Languages Brings Opportunities.” New York: Washington State University‚ n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Marcos‚ Kathleen M. "Benefits of Being Bilingual." CAL.org. Center For Applied Linguistics‚ n.d. Web. 09 Oct. 2012. Pauk‚ Walter Ting-Toomey‚ Stella. Communicating Across Cultures. New York: Guilford‚ 1999. Questia. Questia Ward‚ Ted W. Living Overseas: A Book of Preparations. New York: Free Press‚ 1984. Print. White‚ Mercedes
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learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development‚ theoretical models attempting to explain these findings are presented‚ ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally‚ recent developments investigating specifically the relationship between instruction and L2 development
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Cambridge University Press. Rutherford‚ W. 1987. Second Language Grammar: Teaching and learning. London: Longman. Swain‚ M. 1995. Three functions of output in second language learning. In G. Cook and B. Seidlhofer (eds) Principles and Practice in Applied Linguistics: Papers in honour of H. G. Widdowson. Oxford: Oxford University Press. 39
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