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Secong Language Acquisition Essay

1660 words - 7 pages

Secong Language Acquisition
This is a class of 20 university graduates (12 females, 8 males) who major at business and have just come to England for two weeks. They are all about 21years old and have learned English for 2~4 years in China. Most of them are very outgoing and like to communicate with others. According to the language test at the beginning, half of them are at the advanced level, while the other half are at the intermediate level. What they want to achieve is to improve their communicative skills in business trades and apply for jobs in big business companies in England.
What I would like to teach them are some most commonly used expressions , such as, vocabularies, ...view middle of the document...

After my explicit explanation, they will be asked to drill them after me both chorally and individually. Then each of them will be given a card in which written the Chinese meaning of these expressions, what they have to do is to translate them into English in front of the class. However, based on the study “Grammar plus communicative practice” by Sandra Savignon, even though the students in ‘communicative’ group had no more advantages than the ones in normal ‘audiolingual’ groups in linguistic competence, they were enormously superior in the expressive and communicative abilities. It is obviously indicative of the traditional grammar instruction and pure repetition can not give sufficient opportunities for the learners to interact with others in normal conversation by using the new knowledge. Therefore, I still need some extra activities to help the students to consolidate the new expressions and enable them to make use of them properly in communication.
My second activitiy for my students is to provide them with a series of listening materials which specifically involve these expressions used in different business dialogues, such as introducing products, negotiating with others, or persuading the consumers to purchase the commodities. Meanwhile, every student will be also given a piece of paper in which drawn some pictures related to the dialogues respectively. After listening, they will be asked to match the pictures with the different dialogues. In the third activity, students will be given several pieces of reading materials which also include these expressions, and they will be asked to do some multi-choices according to the content in these passages. These two activitities are on the basis of “Just listen…and write” approach, which hypothesizes that language acquisition takes place when learners are exposed to comprehensible input through listening and reading. In these two activities, the students are likely to discover the proper usuage of these business expressions and consolidate them through effectively by receiving native-speaker input from tapes and understanding the reading materials set in the real business situation. It also correspond to the idea that the students would really improve if they pay attention to how a language point is used through various focus listening and reading, which has been proved by Bill VanPatten in his “Processing Instruction” research. However, although these kinds of activities can make the students understand the proper use of these business expressions in the right situation, they still haven’t got chances to put their knowledge into practice and really improve their communicative skills in the business trades.
As the learners’ main goal is to enhance their communicative skills in business marketing, “Let’s Talk” is the most beneficial and useful way for them to utilize the expressions they have learned to communicate with others. There are threee kinds of activities I would...

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