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Essay / Research Paper Abstract
A 10 page research paper that discussing ESL instruction. The field of “teaching English to speakers of other languages (TESOL)” brings together individuals from diverse backgrounds to exchange knowledge on the topics of “teaching, learning and research” (Kubota and Lin, 2006, p. 171). This is an extremely complex field, and one fascinating aspect of this field is how various environmental and physiological factors affect second language learning. This examination of literature attempts to formulate a theory that can be utilized in relation to teaching English as a second language (ESL). Bibliography lists 9 sources.
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10 pages (~225 words per page)
File: D0_kheslth.rtf
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research" (Kubota and Lin, 2006, p. 171). This is an extremely complex field, and one fascinating aspect of this field is how various environmental and physiological factors affect second language
learning. The following examination of literature will attempt to formulate a theory that can be utilized in relation to teaching English as a second language (ESL). In the twentieth century,
English rapidly assumed the position previously held by French as the means by which broad international communities could communicate. English is the language of the airline industry, for example, as
well as the language of used most prominently in regards to science and technology. However, despite the fact that there are vast numbers of people who now use English as
a new lingua franca (ELF), Atkinson reported in 1999 that there had been surprisingly little research done in regards to this area. This situation has subsequently changed, as indicated by
Jenkins (2006) who states that ELF researchers endeavor to "identify frequently and systematically used forms (of English) that differ from inner circle forms without causing communication problems" (Jenkins, 2006, p.
161). This suggests that there are various forms of English that vary considerably according to their social context and the purposes of the communication. Canale and Swain (1980) differentiate
between grammatical and communicative approaches to second-language teaching. Grammatical approaches refer to instructional methods that emphasis linguistic or grammatical forms, such as "phonological forms, morphological forms, syntactic patterns (or) lexical
items" while focusing on how these elements are combined in sentence construction (Canale and Swain, 1980, p. 2). Contrasting this methodology, a communicative approach is organized to address the functions
or end goals of the communicative process, that is, "apologizing, describing, inviting, promising," which "a given learner or group of learners needs to know," while focusing on the "ways in
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