TMN3701 Assignment 2 2023
QUESTION 1
A debate was held in the department of Language Education, Arts and
Culture, during which the participants discussed the role of the home
language in the acquisition of a first additional language. One group of
colleagues believed the home language does not have an influence on the
acquisition of an additional language, while the other group argued that the
home language plays a vital role in the acquisition of a first additional
language
1.1 If you were part of the above conversation, what would have been your
opinion regarding the role of the home language? Provide evidence to
support your answer.
In my opinion, the home language can have a significant influence on the
acquisition of a first additional language. Research suggests that students who have
a strong foundation in their home language are better equipped to learn additional
languages (Cummins, 1979; Baker, 2006). This is because students who have
developed strong cognitive and linguistic skills in their home language can transfer
these skills to the learning of an additional language. Furthermore, students who
are encouraged to maintain and develop their home language alongside learning an
additional language have been found to perform better academically (Garcia,
2009). Therefore, I believe that acknowledging and valuing a student's home
language can enhance their ability to acquire an additional language.
1.2. When teaching an additional language, it is important to incorporate
comprehensible input, interaction, and comprehensible output. Discuss the
communicative approach to additional language teaching, by linking the
communicative approach to the role that input, interaction, and output play in
that context.
The communicative approach to language teaching emphasizes the importance of
providing students with opportunities to use the language in meaningful contexts,
with a focus on communication rather than simply rote learning of grammar rules
, and vocabulary. Comprehensible input, interaction, and output are central to this
approach.
Comprehensible input refers to language that is slightly beyond the student's
current level of proficiency but can still be understood with the help of context and
other cues. Interaction involves students communicating with each other in the
target language, while comprehensible output refers to the production of language
that is both accurate and meaningful.
In the communicative approach, teachers focus on creating opportunities for
students to engage in authentic communication, such as through role-play,
discussions, and debates. This approach emphasizes the development of
communicative competence rather than linguistic competence, which means that
students not only learn the rules of the language but also how to use the language
effectively in real-life situations.
1.3. Unit 3 of the study guide discusses different teaching approaches that a
language teacher should adopt in his/her practice. Explain what is meant by
the Total Physical Response (TPR). Explain how you would use this approach
when teaching English first additional language in the Intermediate Phase.
Total Physical Response (TPR) is a teaching approach that emphasizes the use
of physical movement to aid language learning. This approach was developed
by James Asher in the 1960s and is based on the idea that language learning is
most effective when it involves the whole body.
When using TPR to teach English first additional language in the Intermediate
Phase, I would incorporate physical movements and actions to help students
understand and remember vocabulary and grammar structures. For example, I
might ask students to stand up and act out verbs as they learn them, or use hand
gestures to illustrate different parts of speech. This approach can be especially
effective for younger learners who may struggle to focus for extended periods of
time, as it encourages movement and engagement.
QUESTION 1
A debate was held in the department of Language Education, Arts and
Culture, during which the participants discussed the role of the home
language in the acquisition of a first additional language. One group of
colleagues believed the home language does not have an influence on the
acquisition of an additional language, while the other group argued that the
home language plays a vital role in the acquisition of a first additional
language
1.1 If you were part of the above conversation, what would have been your
opinion regarding the role of the home language? Provide evidence to
support your answer.
In my opinion, the home language can have a significant influence on the
acquisition of a first additional language. Research suggests that students who have
a strong foundation in their home language are better equipped to learn additional
languages (Cummins, 1979; Baker, 2006). This is because students who have
developed strong cognitive and linguistic skills in their home language can transfer
these skills to the learning of an additional language. Furthermore, students who
are encouraged to maintain and develop their home language alongside learning an
additional language have been found to perform better academically (Garcia,
2009). Therefore, I believe that acknowledging and valuing a student's home
language can enhance their ability to acquire an additional language.
1.2. When teaching an additional language, it is important to incorporate
comprehensible input, interaction, and comprehensible output. Discuss the
communicative approach to additional language teaching, by linking the
communicative approach to the role that input, interaction, and output play in
that context.
The communicative approach to language teaching emphasizes the importance of
providing students with opportunities to use the language in meaningful contexts,
with a focus on communication rather than simply rote learning of grammar rules
, and vocabulary. Comprehensible input, interaction, and output are central to this
approach.
Comprehensible input refers to language that is slightly beyond the student's
current level of proficiency but can still be understood with the help of context and
other cues. Interaction involves students communicating with each other in the
target language, while comprehensible output refers to the production of language
that is both accurate and meaningful.
In the communicative approach, teachers focus on creating opportunities for
students to engage in authentic communication, such as through role-play,
discussions, and debates. This approach emphasizes the development of
communicative competence rather than linguistic competence, which means that
students not only learn the rules of the language but also how to use the language
effectively in real-life situations.
1.3. Unit 3 of the study guide discusses different teaching approaches that a
language teacher should adopt in his/her practice. Explain what is meant by
the Total Physical Response (TPR). Explain how you would use this approach
when teaching English first additional language in the Intermediate Phase.
Total Physical Response (TPR) is a teaching approach that emphasizes the use
of physical movement to aid language learning. This approach was developed
by James Asher in the 1960s and is based on the idea that language learning is
most effective when it involves the whole body.
When using TPR to teach English first additional language in the Intermediate
Phase, I would incorporate physical movements and actions to help students
understand and remember vocabulary and grammar structures. For example, I
might ask students to stand up and act out verbs as they learn them, or use hand
gestures to illustrate different parts of speech. This approach can be especially
effective for younger learners who may struggle to focus for extended periods of
time, as it encourages movement and engagement.
