Come up with a definition of Standard English. What are some of the complexities inherent in defining this concept?
Standard English is a variety of English, which is recognized as acceptable with respect to spelling, grammar, pronunciation, and vocabulary anywhere the language is spoken. It can be described as the ideal use of language by educated native speakers, which is suitable for any type of situation. This concept is difficult to define because of the many regional varieties of English, especially its spoken form, that exist in different countries. When learning Standard English, it is important to be aware of these variations, which include slight differences in grammar, vocabulary, punctuation, and pronunciation.
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Define communicative language teaching and discuss some of the complexities and challenges of using this approach, particularly in outer circle English-speaking countries
Communicative language teaching is an approach to teaching languages that focuses on communication as both the means and goal of education. It gives less attention to grammar and aims to develop fluency rather than accuracy. The main challenges of using this approach, especially in outer-circle English-speaking countries, are the misconceptions about its implementations. It is sometimes believed to be focused mainly on speaking and does not require practicing grammar at all, and students are taught to speak fluently but incorrectly.
Provide an example of an appropriate methodology for teaching English as an International Language. Support your response
One of the most appropriate methodologies for teaching English as an International Language is based on the connection between language and culture. It emphasizes the role of culture and states that both international and local specifics need to be reflected in language education. When learning English as an International Language, students are taught to communicate with people from different countries and be aware of their own culture and cross-cultural differences. The methodology is based on Vygotsky’s sociocultural theory, which states that language and culture are interrelated, and language should be taught with the consideration of this relationship.
What are some of the teaching goals for English as an International Language?
The primary goal of teaching English as an International Language is to enable students to communicate with individuals from other countries and participate in the global community. Leaners need to be able to present their cultures, identify others’ cultures, know their attitudes, customs, and features, and use this knowledge in communication. The main objectives include developing linguistic, sociocultural, and communication competencies in students which can be applied in everyday life.
What are some advantages of using the local culture to determine language teaching materials for use in their country?
Using the local culture to determine teaching materials for use in their country helps to establish a connection between the local culture and the English language. Linking educational resources to the local specifics allows students to learn the language in the context of their culture, which increases involvement and motivation. Teaching English as an International Language involves crossing borders, and choosing teaching materials that contribute to this purpose provides multiple advantages.
What are the issues experienced by non-native teachers of English?
There are several main issues that non-native teachers of English typically experience. They are the accent, the student’s attitude towards non-native teachers, problems with explaining grammar, and the lack of educational materials. Teaching English as an International Language is a particularly challenging task in developing countries where access to educational materials is limited, and English teachers do not always have sufficient language competency.
What are some student preferences for having a native/non-native English teacher? What are their reasons for their preference?
The advantages of having a non-native teacher are connected to their better awareness of the problems which students face when learning English as a second language. Non-native teachers have already experienced the same challenges and can explain grammatical rules and concepts more clearly. They understand the process of learning another language better than the teachers for whom English is a mother tongue. Native teachers, on the other hand, have a more profound knowledge of the language specifics and speak more confidently and with proper pronunciation. When practicing English with a native speaker, students learn to understand spontaneous speech and communicate more fluently.
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