The communicative art of language a learning Essay Example for Free

The communicative art of language a learning Essay The existence of the diversity of Language made the communication ideas between people difficult enough because of language differences. It also affects the interaction of the teachers with their students who lacks the necessary need of the knowledge about the second language development. With these, a concept is made to introduce the process of acquiring language that involves the 5 major stages of language learning. The use of Language is a special human ability and the more advance use of it means to have added control to deal with the world where communication is the major outlet of understanding. Both in the lives of the children and the adults, there is a certain call to transmit the ideas and information they know and this is where the necessity to put all these into words and gestures comes in. One difficulty with language study is that, particularly, the learner has a language barrier that is uprooted from what is taught to them from the start. This scene occurs especially inside a classroom where a group of students could not process out what their instructor is saying due to the limited resources available to support the new language that are being introduced to them. From here, there is a concept developed to divert the second language acquisition to these students (from their teachers) which includes undergoing the five major stages of language learning that could be used as key concepts in applying the second language development in their very own classrooms. The Silent / Receptive or Preproduction Stage First of the five stages is the silent period that requires the skillful listening training. It is more focused on listening because in this early stage, students are not required to speak nor the teachers to force them to respond verbally. Here, gestures and facial expression is much needed by the students to show that they understand what is being said. Although there are some students who acquire enough self – confidence to produce their own generate language, it is best for them to give off some time understanding the new words or ideas to be receptive enough to them for further advance use. This stage usually can last from ten hours to six months, depending on the student’s capability to perceive. This initial stage shows the set-up wherein student starts to familiarize him / her self to the words or instructions offered to them and what it literally means. Though listening and understanding may be simple enough to do at the same time, students may face special conditions that may affect the usual length of time this stage may undergo. First, the environment could not be suitable enough for mere interaction as students may not apprehend the new language or what is being said because of the interference occurring around. He / she may not be comfortable enough to go along with the discussion and so as the lesson being taught to them. Second, the student could be directly affected by the personality of the speaker (which is the teacher) whose voice, gestures and presence are as often as the words being spoken. Thus there, this stage needs not only the adequate training for students but also of the teacher involve. Instructors could easily introduce the new language to the students at this early stage by doing the traditional teaching procedures such as; asking the students with queries that are subjected to be answerable with a yes or a no, initiate whole class activities that pose students to participate freely and willingly etc,. They could also encourage their students by letting them communicate on their own in form of games such as charades (which requires a lot of hand gestures and facial expressions). The Early Production Stage The early production stage enters when students could respond over 1000 active words and use them in everyday conversations. Awareness is needed in this stage because students are asked to speak in phrases or demonstrate what they know and even answering questions even with only one word. Soon students are given their freedom to relate their opinion over things with the kind of speech behavior with repetitive language patterns. Their words should be clear, precise and direct applying to the dialogue and questions asked to them. This second stage of language learning last an additional six months subsequent to the initial stage of training. But in this stage, there are things that may hinder the progress of the said language concept. One of these is that they may lose interest to respond simply because of the errors upon on their pronunciation of words or grammar. When they are corrected for over several times, the students may later learn not to respond anymore and could result into repeating again the first step of the conversation. Another is that the student may find it difficult to respond because of the lack of suitable to answer the questions being asked to them. Because of the demand to use what they have learned, they may be found it hard to alter the appropriate phrase the teacher had provided for them to respond with. The stage is eventually believed to be the first step for the development of speech usage in discussions and conversations and therefore, should be given enough time for the students to be able to understand again and again. Here, the teacher should be experimental in shifting working tactics to make learning a lot easier and fun. The teacher may ask the student certain things only answerable with a yes/ no, or just by giving short answers or in instances, requiring the students of their own opinion by nodding or shaking off their heads. With these, they would feel the security of being in a group that shares in a certain expression of thought.