Theory of Language

1. THEORY OF LANGUAGE The theory of lyric underlying Duysel Learning was derived from a view of proposed by Turkish Linguistics in the 2000s. Duysel Learning effect involves both the learnedness of linguistic process cognition and the cultivation of expression skills, with the speech pattern on both the form and the meat of a language. In educational activity coiffe, its all-inclusive nature requires English instructors to select special and effective pedagogy manners in conformity with its special tasks to avoid turning it into a virginal practical course of oral English or a sheer theoretical one on grammar.Regardless of all criticism it has received, the grammar-translation rule has been an ind sanitarying method in English teaching as well as a necessary step in the cultivation of students communicatory capability in a non-English environment. A person cannot fork over successful dialogue before having a correct mastery of language rules. Although the applic ability of the communicative method has been widely accepted, this method is confronted with around practical problems.I think we should hunting for a fusion between the traditional teaching method and the innovational teaching method with a much rational attitude base on the learners practical ability and request that is, adopting a new method fusing the two methods together in one social class of schoolwide English. 1. THEORY OF LEARNING Language is the most important panorama in the life of all beings. We spend language to gestate privileged thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to perform our wants and removes, as well as to establish rules and maintain our grow.Language is a subtle and complex instrument used to communicate an incredible number of antithetic things, but for our purposes here we can reduce the universe of intercourse to foursome basic categories information, direction, emotion, and ceremony. The first two ar often treated together because they express cognitive meaning while the latter two unremarkably express emotional meaning. Language is not learned primarily by learning the rules but rather by first earreach to and sympathy the spoken language and and then practicing speaking.Occasionally, however, learning of rules can serve well legion(predicate) adults learn and use the language. Just do not make rules the taper of the course. While repetition and memorization can play an important office in language learning, they cannot by themselves insure that students will be open to use the language for any genuine purpose. Repetition and memorization, if used, must be accompanied by other activities requiring the finishing of the learned patterns in novel situations and with variation in vocabulary and even structure. . DESIGN a. Objectives/Syllabus In Duysel Learning Method, grammar teaching is not intended for studying grammar but help students to grasp language rules and fulfill listening, speaking, reading and authorship practice in a better way. As a result, teachers should create situations for real activities match to students daily life to guide students to understand, grasp and use grammar correctly in such situations.I once adopted a four-step method including design, imitation, thick and application to promote grammar teaching at comprehensive English class. In the introduction section, the teacher gives oral demonstration on some original or pertinent sentences related to a legitimate grammar rule in order to introduce it. Selected examples should be in conformity with certain communicative situations thusly putting it across to students to what situations this grammar rule applies.In the imitation process, students atomic number 18 required to pass water oral imitation of some expressions fit for the given situation after(prenominal) understanding examples, which further establishes a pattern for corre ct use of grammar intimacy in a new situation as well as checks whether they contrive understood the given knowledge points or not. In the summary part, students are guided to sum up grammatical rules and points by analyzing particular situations themselves so that they will enjoy the joy of success. Students are evaluate to possess notes so as to accumulate material for review.In the last step, some real situations are set to help students to practice using the learnt grammatical knowledge to dumbfound communicating. Once they find that they can apply grammar to real communication and specific tasks instead of memorizing grammatical rules, students learning enthusiasm will be stimulated and their ability of independent analysis and solving problems will be cultivated as well. b. Types of Learning and Teaching Activities Duysel Learning Method emphasizes students comprehensive training in listening, speaking, reading, writing and translation.Due to the specialty of listening and speaking training, they are usually dealt with separately while other three skills are in the first place trained through the learning of schoolbookual matters. As for listening and speaking, students are expected to follow classes given in English, to understand short conversations, lectures as well as reports with familiar topics, simple structure and a speed of great hundred words per minute, to ask and result and retell based on relevant listening material, to make conferred presentations based on familiar topics after equal preparation.Obviously, the communicative method helps to achieve the teaching goal in listening and speaking practice. In practice, teachers whitethorn ask students to listen to tapes, do exercises and have discussions based on hot issues with teachers checking and instruction they may also probe some difficult points in listening material and have more extensive learning of new words 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 sufficient 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 textbooks. teachers are expected to base their teaching on texts to give students certain information and language knowledge first of all by concentrate on the translation and understanding of texts and then establish new situations beyond the texts for practice of communicative skills.I once adopted a four-step method including preceding(prenominal) reading, listening and answering, communication on text and conferred communication in the text teaching process, achieving a natural transition and fusion of grammar-translation training and commu nicative training. In the first step, students are required to preview a text beforehand with their grammar-translation experience in which they can make sure round some new words, the gist of the text and some questions and therefore have the next days class with full preparation.In the second step, the teacher first asks students to correct their pronunciation and intonation 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 previous two steps.When explaining key words and sentences, the grammar-translation method should be used to deepen 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 unalike from that in the previous steps since teachers need to employ a variety of advanced teaching methods to create language situations and communicative tasks which originating from text while going beyond of it.Students are adapted to apply what they have learnt to real communication through continuing writing texts, having simulated dialogues, having role-plays, having discussions and so on, hence achieving the purpose of communicating ideas through language. c. prentice Roles Learners have to participate in classroom activities that were based on a cooperative rather than individualistic approach to learning. Students have to become well-situated with listening to their peers in group puddle or pair work tasks, rather than relying on the teacher for a cast.They are expected to occupy on a greater degree of responsibility for their own learning. d . Teacher Roles 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 reservation students produce plenty of error-free sentences, the teacher have to develop a different view of learners errors and of her/his own 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 lie 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. Additionally, exercise handbooks, cue cards, activity cards, pair-communication practice materials. And student interaction practice booklets are employed in the activities with the armorial bearing 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 target language is not simply a new encrypt 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 slipway of understanding the world. The target language should be used not nevertheless during communicative activities, but also for explaining the activities to the students or in assigning homework. However, inhering language is only used in making translation. . Feelings of Students Learners feelings are very important because students will be more make to study a foreign language since they will feel they are learning to do something useful 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. military rank The teacher evaluates not only the students accuracy, but also their smoothness. Use an combinative 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 fluencybased activities and they are seen as a natural outcome of the breeding 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.