~ Discuss with a teacher, in pairs, or in groups ~ Then share your results in a classroom discussion ~

1) To begin with, in groups or in pairs, select the questions you¡¯d like to talk about. 

2) Then, in pairs or in groups, ask questions and share ideas in your conversations .

3) Finally, share your ideas (each individual) in a classroom discussion (with all pairs/groups).

 

 

Print  QUESTIONS                                                                                                                  Wikipedia ESL

~ Dialog ~ Topic 1 ~ Studying English ~ Choose questions ~ Samples are below ~

 

1) For how long have you been studying English? Off and on or continuously? Explain.

For how long? I¡¯ve been studying English forever, since I was in elementary school.

I don¡¯t remember exactly, but maybe I began in the third grade¡¦

 

2) Who was your first English teacher? What do you remember about that class?

He/She was¡¦ I was impressed by¡¦ I was not impressed by¡¦ Our lessons began with¡¦

The school used the audio-lingual approach otherwise known as the army method.

Simply stated, these lessons consisted of a series of listening and speaking exercises

(sometimes referred to as "parroting). It turns out that that particular

approach/method was not very successful, and we we sincerely bored most of the time.

 

3) How often do you study English? Do you have a favorite place? Who with?

I study English at home every morning. I usually listen to a radio program but sometimes

tune in to educational shows on TV. I also use some textbooks and the internet.

 

4) What is your favorite way to study English (speaking/listening/writing/reading/other)?

I like watching movies with subtitles. I guess that¡¯s listening (watching?) and reading.

In that way it seems to be a passive form of studying. But I¡¯m thinking at the same time.

 

5) Why are you learning English? Do you need a reason? How about to make friends?

I think I just like languages in general. The world uses hundreds of different languages

every day. It seems to me that language more or less co-created our cultures¡¦

 

6) How do you use the Internet to study English? What websites do you use?

I use social media. I have a Facebook account and try to use my English there.

Once in a while, I call a friend and chat online. It can be stressful, because it's

Difficult to know what the other people really/actually think¡¦

 

7) What forms of social media can you use when you study? Are they helpful?

I use various chat group forums. They are easy to join and, most of the time,

the members are eager and helpful. You just have to take the time to find them.

 

8) Do you think it is necessary to learn textbook grammar? Why or why not?

Some grammar is useful, but I think lessons focusing on grammar are a waste of time.

Maybe grammar is ¡°over taught¡± in EFL (English as a Foreign Language) or English

in non-native speaking countries, because speaking is more difficult to teach.

 

9) How can learners improve their pronunciation? How important is it?

Pronunciation can/should be learned online. It¡¯s just a matter of practice and repetition.

 

10) What is the difference between fluency and accuracy? Which is more important? Why?

Accuracy is the formal part, like grammar, and fluency is the communication.

Both are important, but fluency, the ability to express yourself in real time, is more important. At least, that's what I think.

 

 

~ Topic 1 ~ Studying English ~ Second Thoughts ~ Wikipedia ~

 

Fluency versus Accuracy: Fluency is the native speaker pace of speaking that is achieved when the learner of a second language is confident and communicative. Accuracy is the grammatical output a non-native speaker produces. It involves word order, selection of vocabulary, the use of verb tenses, and the blunders that social norms imply.

 

Fossilization: Interlanguage fossilization is a phenomenon of second language acquisition (SLA) in which second language learners turn linguistic features that are correct in their first language into permanent errors in the way they speak and write the new language. In other words, they develop and retain their own, personal linguistic system that is self-contained and different from both their first language and the target language.

 

Lingua Franca: Also known as a bridge languagecommon languagetrade languageauxiliary language, vehicular language, or link language is a language or dialect systematically used to make communication possible between people who do not share a native language or dialect, particularly when it is a third language that is distinct from both of the speakers' native languages.

 

ESL/EFL: An ESL classroom is one in which English is the primary national language. On the other hand, an EFL classroom is one in which English is not the native language, as is true of most Asian countries, where it is common to learn to speak more than one foreign language. For these reasons, ESL is typically the term used in North America, whereas EFL is more often the term of choice in countries where English is not the native language.

 

A Contrastive Analysis Approach: Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is more closely related to English than Chinese. This may be true for anyone of any mother tongue (also called first language, normally abbreviated L1) setting out to learn any other language (called a target language, second language, or L2).

 

Intelligibility: The idea that pronunciation is unavoidably diverse, due to the fact that English is a global language, is a matter of common knowledge. If speakers of English from various backgrounds, cultures, and countries can comprehend and communicate, the idea of ¡°correct pronunciation¡± is no longer relevant. In other words, intelligibility is the priority versus having a particular accent or dialect.

 

 

 

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