How can I learn English? Many students ask this question. How can I learn English? I am an English teacher with over 15 years of experience. I have seen students have different ways of learning English.
Some students like to speak, speak and speak English … without even breathing! This is good but there is a risk of students & # 39; Mistakes become fossils if they do not have enough correction. Some students like asking a lot of questions about grammar and not following a lesson goal. This is good, but there is a risk of forgetting the rules without context or curriculum. I made this mistake when I was studying Italian. Some students want to see the language. They want to read, write and grammar practice. This is good but there is a risk of students & # 39; Speaking and listening levels will remain low.
I have also seen different methods of teaching English in different schools.
Some schools use native computers as a point of sale. This is good but speaking English is not the same as English teacher !! Some schools use the translation method with lists, lists and more lists; vocabulary and expression. This is good for some students, but the sense of meaning is often criticized because students remember their mother tongue but not foreign languages. So that's the case! Learning with the arts can also confuse students who could blend the expressions. Some schools promote the use of the communication method. Of all the methods, this is best because it is holistic and inclusive in all systems and skills. Most good schools practice this method.
If criticism has to be made, it is that its great emphasis is on speech abilities. Again, this is good, but some students need to learn other skills for business or university. They need to learn to write and read, and if they do not practice these skills, their reading and writing levels will be low. Some schools promote the use of a direct method. This is good at a lower level than students at a higher level find repetitive, boring and not as helpful learning. They are also less abundant at higher levels because they have undertaken a rote study and cannot communicate well enough. Some schools do not use courses or curricula. This is not good for anyone – not for students or teachers! Without a book there is no way! Both students and teachers have no structure! Students are learning blind and do not understand that grammar and vocabulary need to be repeated in reading, in practice, in writing in speech, in everything! This is necessary for preservation. Learning a language is a spiritual process, similar to changing your thinking. It's not like learning to fix a car or make a cake. Long ago, I worked at a school in Italy. My boss spoke 5 languages and I remember she told me that "language is mentality. If you can speak more than one language, you can think in more than one way." I've never forgotten her words.
In view of all this, I think the best way is to combine how students want to learn with the expertise of professional linguists and language teachers who understand how to learn languages. Too often, students do not understand the level of exercise or certain actions. But the key is that students should trust the teacher. Otherwise, what is the advantage of paying for their services? Certainly, because you buy their knowledge and knowledge in this field?
I believe in a holistic approach and have students practicing language, listening, reading, writing, grammar and vocabulary. This is because all skills and systems help each other in the process of purchasing another language. For example, reading helps grammar acquisition and expansion of vocabulary. This helps to speak and write skills. Writing also helps preserve grammatically correct structures and it also helps to speak skills. Listening helps pronunciation and so on … I also believe that students should receive material and follow a linear, progressive course plan. This helps them know where they are at a particular level and not to jump ahead when they are not ready. In one school we do not use a set course book. As a teacher, I know that most books expose students to language – a unit of unity – and build on vocabulary and grammar in a lesson. Certain grammar elements are repeated to teach their different uses and functions. For example, ideal for experience, it is perfect with "just", yet & # 39; and & # 39; already & # 39;. The students saw another lesson at the moment perfecting and came to the conclusion that from the time of perfect repetition, they were ready to go up. They would ask me if they could go to the next level, unaware of grammar, vocabulary etc. should be repeated within a single program. Therefore, students need books. Courses are curriculum and students can see that certain grammatical issues require repetition.
I also want to focus on individual mistakes of students. I know part of the theoretical assumptions of the British Council is taking up & r; correction & # 39; in all courses. Obviously, the British Council has been recognizing English courses for many years and knowing the methods of language learning. If this is a key issue, it is an indication of how important a correction is. Otherwise – as I mentioned earlier – mistakes stand and become fossils. When that happens, it is very difficult to delete mistakes.