Teach English in HongshAba Zhen - Wulanchabu Shi — Ulanqab

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In this summary I will explain why I feel language acquisition is better for ESL courses than grammar focused lessons. While this is my opinion, I will show research that I have done supports this as well. I will provide some links as some resources will come from youtube or my current university library. In a video seminar, 1980 Krashen stated, “We acquire language in one way, and only one way, when we understand messages. We call this comprehensible input, we acquire language when we understand what people tell us, not how they tell us" (YouTube Krashen 1980). Dr. Krashen is professor emeritus at the University of Southern California and is the winner of numerous awards in regards to his work of language acquisition. Much research has been done using his multiple theories which go to show how language acquired through the natural process of comprehensible input is often more effective. One such research was conducted in Sri Lanka by V. Suntharesan, a senior lecturer in English Language, English Language Teaching Center, University of Jaffna, Jaffna Sri Lanka (V. Suntharesan). This research showed that competence in intercultural communication was more effective when taught with a focus on learning English in a natural, cultural aspect, and when students focused on the rules or grammar, the students struggled to communicate effectively. This evidence consistently shows the benefit of learning in a more natural way. Students who focused on output of the language in contrast to those who focused on rules, structure, and grammar, have consistently higher communication skills. There are several factors within a student which affect language acquisition; self-esteem, motivation, and anxiety reduction. This lower stress-higher confidence situation is what allows language acquisition to be drastically more successful. According to Krashen's "Affective Filter", which is a mental block inhibited when a student feels anxiety, state, "when a student enters a learning context with a low level of anxiety, then the students are much more likely to become successful language acquirers than those who do not" (Lin, Grace Hui Chin). While language acquisition theories have consistently proven to be a more efficient way of becoming proficient in a new language, many still argue for the absolute necessity of a strong grammatical presence. A grammar-oriented approach was developed in Tennessee for ESL designated the EEE method. This approach used three steps to determine the effectiveness of grammar-based curriculum. The three steps named the exploration stage, explanation stage, and expression stage, had students apply the grammar rules in different ways. The first stage had students apply the "grammar rule" by looking for common patterns in a set of structures. Second, the explanation stage focuses on form and rule codification. "The final stage, expression, concentrates on meaningful utterances using the targeted structure" (Morrissey, Glenda; Young, Barbara N.). This research concluded that grammar-based content significantly bolstered the student's ability to acquire language meaningfully. While this research shows grammar enhances language meaningfully, it does not necessarily increase communicative capabilities. Reiterating back to previously stated research of (V. Suntharesan) shows that when students were focused on the rules or grammar, the students struggled to communicate effectively. While grammar can be useful in a structured educational environment, this does not help with global communication in which is necessary for today's global framework, both economically and socially. Communication, not grammatical knowledge is what drives language globalization. Krashen, S. (n.d.). Youtube. https://www.youtube.com/watch?v=NiTsduRreug Suntharesan, V. (2013). https://search-ebscohost-com.ezproxy.snhu.edu/login.aspx?direct=true&db=edsglr&AN=edsgcl.320423698&site=eds-live&scope=site Morrissey, G., & Young, B. N. (2005). https://search-ebscohost-com.ezproxy.snhu.edu/login.aspx?direct=true&db=eric&AN=ED561231&site=eds-live&scope=site