,FLT3701 ASS 2
QUESTION 1: (25)
Read the following statement and answer the questions below.
“FAL teachers are also presented with diverse classroom situations where
learners have many different home languages. The learners’ knowledge of English
also varies from communicative to barely communicative. Learners’ attitude
towards the language is also not the same. Learners entering the foundation
phase become vulnerable and nervous to communicate in a new language,
especially a language they do not understand. Learners at this stage of schooling
are still developing their home language and as a result, they become confused
and afraid when introduced to an additional language, particularly in Grade R and
1.1 Briefly describe how you will use the total physical approach (TPR) in assisting
you to address fear and confusion that learners might experience.
Provide THREE (3) examples.
1. Utilizing TPR can help address fears and confusion by incorporating physical
movement and gestures to help students understand language in a more tangible
way. For example, when teaching new vocabulary, the teacher could act out the
words, such as "jump" or "run", to help students understand the meaning without
relying solely on language comprehension.
2. TPR can also be used to model language use in a playful and non-threatening
manner, which can help alleviate fears and anxieties about speaking a new
language. For instance, the teacher can use TPR to act out a simple story or
scenario, allowing students to follow along and participate without feeling
pressure to produce language.
, 3. Using TPR to teach language can provide a multisensory approach, allowing
students to engage with the language in a more holistic way and reducing anxiety
about pure linguistic competence. For example, the teacher could incorporate
music and movement into language lessons, using TPR to accompany songs or
chants in order to reinforce language concepts in a fun and active manner.
References:
- Asher, J. J. (1969). The total physical response approach to second language
learning. The Modern Language Journal, 53(1), 3-17.
- Liu, D., & Matthews, M. S. (2005). Approaches to adult English language
teaching. ERIC Clearinghouse.
1.2 “Over-exposure to a teacher’s voice can lead children to be turned off from
listening.” Suggest FIVE (5) other ways that a teacher can use to attract children’s
attention
Over-exposure to a teacher's voice can indeed lead to children being turned off
from listening. This is a phenomenon that many educators and parents are
familiar with, as children often seem to tune out repetitive or monotonous
instructions from their teachers. However, there are numerous other effective
strategies that teachers can utilize to attract children's attention and engage
them in the learning process. In this essay, I will explore five alternative
approaches that teachers can employ to capture the interest of their students and
create an engaging learning environment.
QUESTION 1: (25)
Read the following statement and answer the questions below.
“FAL teachers are also presented with diverse classroom situations where
learners have many different home languages. The learners’ knowledge of English
also varies from communicative to barely communicative. Learners’ attitude
towards the language is also not the same. Learners entering the foundation
phase become vulnerable and nervous to communicate in a new language,
especially a language they do not understand. Learners at this stage of schooling
are still developing their home language and as a result, they become confused
and afraid when introduced to an additional language, particularly in Grade R and
1.1 Briefly describe how you will use the total physical approach (TPR) in assisting
you to address fear and confusion that learners might experience.
Provide THREE (3) examples.
1. Utilizing TPR can help address fears and confusion by incorporating physical
movement and gestures to help students understand language in a more tangible
way. For example, when teaching new vocabulary, the teacher could act out the
words, such as "jump" or "run", to help students understand the meaning without
relying solely on language comprehension.
2. TPR can also be used to model language use in a playful and non-threatening
manner, which can help alleviate fears and anxieties about speaking a new
language. For instance, the teacher can use TPR to act out a simple story or
scenario, allowing students to follow along and participate without feeling
pressure to produce language.
, 3. Using TPR to teach language can provide a multisensory approach, allowing
students to engage with the language in a more holistic way and reducing anxiety
about pure linguistic competence. For example, the teacher could incorporate
music and movement into language lessons, using TPR to accompany songs or
chants in order to reinforce language concepts in a fun and active manner.
References:
- Asher, J. J. (1969). The total physical response approach to second language
learning. The Modern Language Journal, 53(1), 3-17.
- Liu, D., & Matthews, M. S. (2005). Approaches to adult English language
teaching. ERIC Clearinghouse.
1.2 “Over-exposure to a teacher’s voice can lead children to be turned off from
listening.” Suggest FIVE (5) other ways that a teacher can use to attract children’s
attention
Over-exposure to a teacher's voice can indeed lead to children being turned off
from listening. This is a phenomenon that many educators and parents are
familiar with, as children often seem to tune out repetitive or monotonous
instructions from their teachers. However, there are numerous other effective
strategies that teachers can utilize to attract children's attention and engage
them in the learning process. In this essay, I will explore five alternative
approaches that teachers can employ to capture the interest of their students and
create an engaging learning environment.
