Learner`S Spoken Language

1085 Words5 Pages
Table of Contents Pages • INTRODUCTION 1 • CLASS PROFILE 1 • BRIEF LESSON OUTLINE 1 • CORRECT SAMPLES 2 • INCORRECT SAMPLES 3 • AREAS OF LANGUAGE DEVELOPMENT 5 • CONCLUSION 6 • BIBLIOGRAHPY 6 INTRODUCTION In this assignment you will find an evaluation of the learner`s spoken language with first graders which according to CEF (Common European Framework) they are in A1 level. I noticed that most of the difficulties that learners face in the study of English as a second language (L2) are a consequence of the degree to which their native language (Spanish) differs from English. Language learners often produce errors of syntaxes, lexis, syllable structure and pronunciation thought to result from the influence of their L1, which is known as“language interference”. This transfers effects are typically stronger for beginners’ language production. Oral language plays a pivotal role. As teachers we give verbal instructions and verbal explanations, so both teachers and students use spoken language to communicate, to discuss ideas and to ask questions. Teachers we cannot assume that learners should already know how to structure a question or the pronunciation of certain words. Teachers support their students’ acquisition of spoken L2 by planning for students to become familiar with the language they need for their classroom learning. While students were orally communicated in L2, I took note of five correct and incorrect samples of students’ spoken language. I. CLASS PROFILE It is a group of thirty students. According to CEF they are in A1 level. The atmosphere within the classroom is quiet; teacher controls the participation of students. Teacher use L2 to communicate with their learners. Students find it difficult to interact with the
Open Document