EDS5205 Assessment 2 on Language Learning and Curriculum Assignment Sample

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Nature of the language, language learning and Australian curriculum

Nature of language refers to the primary means through which human convey their message to another individual by speaking, writing or by symbols. Language learning refers to the process of enhancing knowledge regarding the language and involve in learning new language. Language based theory of learning indicate that children learn language by analysing the surrounding (Halliday, 1993). Individual learn basic language that has spoken at their home and further enhance their languages learning by through school, friends and neighbours. The new curriculum of Australia introduced eight additional languages that include the German, Spanish, Japanese, French, Chinese, Korean, Hindi and Arabic (Australian curriculum for languages, 2024).

Korean language should be taught to the student as in the current time, the language has been used in large number of countries. It has depicted that this languages has been highly learned in larger number of countries and in the current time, it has been jumped to six most learned languages in the world. The special feature of the language includes the Honorific’s that is politeness is involved in the language. The language is having complex pronunciation system based on age, gender and social context (Kim-Renaud, 2021). This language is inspired by the Chinese’s character and the verb of the sentences is places at the last which is the uniqueness of the languages. This should be introduced in school curriculum of Australia as the students will able to effectively enhance their knowledge regarding the language.

References

Books and journals

Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-116.

Kim-Renaud, Y. K. (2021). The Korean alphabet: Its history and structure. University of Hawaii Press.

Online

Australian curriculum for languages. 2024. Online. Available through: < https://www.australiancurriculum.edu.au/f-10-curriculum/languages/ >

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250

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Various constructivist approaches to communicate language learning.

Constructivist approach means that effective learning could only take place if the learner actively participates in the learning process (Savignon, 2005). This indicates that learner should take initiation to enhance their knowledge which could only help in effectively learn new languages. The basic idea behind the learning is that learners could enhance knowledge through continuous experiences (Constructivist approaches in language learning, 2024). There are five crucial methods that should be included for enhancing knowledge regarding Korean language that includes case-based teaching, inquiry-based teaching, project-based teaching, discovery-based teaching and problem-based teaching. For enhancing interest of the secondary student’s towards Korean language, the inquiry based approach of constructivist should be adopted (Behrens, 2021). Under this approach, students should be provided with larger number of problem solving and decision making situation that help in uncovering new facts regarding language. Student should be provided with diverse words whose meaning need to be identified that help in enhancing their knowledge.

Further student should be asked to write sentences in the Korean language which will motivate them to learn the languages and develop interest of the students. Under this, students should also provided with some level or scope of mistakes by the student that will help in learning form the past experiences and support in increasing overall understanding of the learners (Aprianto and Zaini, 2019). Moreover, secondary school should initiate activities and competitive event including the Korean language which encourages student to actively learn or construct knowledge regarding the particular language. Case-based study approach should also be included that includes providing examples and situation to gain attention of student towards the language.

Real life example should be provided that demonstrate the necessity and requirement of Korean in the life of individual which will encourage student to learn new language. Moreover, a project based learning technique could also be used by the teacher that includes providing real would issues whose solution should be answered in the particular language. This all method together helps in communicating and developing interest of learner towards the language.

References

Books and journals

Savignon, S. J. (2005). Communicative language teaching: Strategies and goals. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 635-651). Routledge. 

Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language, 48(5), 959-983.

Aprianto, D., & Zaini, N. (2019). The principles of language learning and teaching in communication skill developments. Voices of English Language Education Society, 3(1).

Online

Constructivist approaches in language learning. 2024. Online. Available through: < https://testbook.com/question-answer/constructivist-approach-to-language-learning-inclu--622b55daf84ac5a40cd566f0#:~:text=Constructivist%20approach%20is%20based%20on,and%20reflecting%20on%20those%20experiences. >

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340

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Intercultural competence

For learning any additional language the intercultural competence is one of the most significant aspects that should be covered. Intercultural competences refer to the capability of understanding, valuing and respecting each other’s cultures. There are three methods through which intercultural competence of student should be developed that includes interpretive, critical and social scientific (Shah, 2019). There are five pedagogies that should be used for developing intercultural competences for learning new language that includes the active construction, making connections, reflections, responsibility and social interactions. Under the first’s method, students should be motivated to explore the culture by engaging in the language.

In active construction, students motivate to purposefully utilize the Korean language in text and interacting with others. Under this teacher should allot time to discover the languages, experiment languages and ask questions for better understanding Korean (Intercultural competence in language learning, 2024). Teacher should design task that will stimulate student’s thinking regarding the culture and the languages. In the second method, comparison should be initiated that include comparing the home language and culture with Korea that aids in enhancing knowledge. In this teacher should involve in scaffolding by providing interactive questions, resources and technologies. In this learner should involve towards rethinking their original conception regarding culture and support in enhancing knowledge (Shadiev and Wang, 2022). After this social interaction should be carried out that includes communicating with teachers that help in exploring more than one culture, developing better knowledge and support in understanding cultural and linguistic boundary.

Next step includes the reflection in which student should be inspired to write on their experience and knowledge regarding one culture and language. In this teacher are focusing on promoting reflection on cultural and linguistic concept and focus on developing intercultural sensitivity (Kakhramonovich, 2021). Last method involves responsibility in which teacher develops knowledge and awareness regarding the ethical uses of languages and learners are able to understand the culture and languages of other country. 

References

Books and journals

Shah, R. K. (2019). Effective Constructivist Teaching Learning in the Classroom. Online Submission, 7(4), 1-13.

Shadiev, R., & Wang, X. (2022). A review of research on technology-supported language learning and 21st century skills. Frontiers in Psychology, 13, 897689.

Kakhramonovich, A. A. (2021). Principles of communicative competence and its practical reflection on homework. Galaxy International Interdisciplinary Research Journal, 9(12), 480-484.

Online

Intercultural competence in language learning. 2024. Online. Available through: < https://www.researchgate.net/publication/346006324_Teaching_languages_from_an_intercultural_perspective

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320

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Communicative competence

The concept of communicative competence was developed by the Dell Hymens and it refers to the existing knowledge that is present by learner and teacher for effectively communicating with each other (Xiuwen and Razali, 2021). There are four main components or model that need to be covered in communicative competences that includes the discourse, strategic, sociolinguistics and linguistic. Undertaking this model will help teacher in effectively try to understand student’s understanding and efficiency and support in accurately achieving the language goal.

Individual’s communicative competencies are identified while communicating with other individual. Teacher should focus on developing the linguistic competences that include developing knowledge regarding the grammar that will help in enhancing the efficiency of communication while texting other or convening message to others. This competence is related to gain knowledge regarding the syntax, vocabulary and grammar of the particular language (Communicative competences in language learning, 2023). This also includes providing learning lesson regarding the spelling, pronunciation and punctuation. Under this teacher should aim at creating awareness regarding the general rules, sound interaction, sentence formation, word phases and tenses that help in developing communicative competence (Toro et al, 2019). The second method for developing communication competence is related to sociolinguistic that includes developing competencies for aligning verbal and non verbal communication so that message could be effectively conveyed. This includes creating awareness regarding the words that should be used in particular social context that help in enhance communication efficiency.

This also includes creating awareness regarding the topic that should be discussed at particular point of time. Teacher should focus on developing discourse competence that is related to creating awareness regarding the manner in which grammar sentences should be combined so that effective meaning could be carried out (Koponen, Julkunen and Asai, 2019). This includes creating knowledge regarding two distinct but related words so that a right word is used at appropriate place. Strategic competences model includes developing knowledge to effective communicate in other’s language. For this teacher should provide various classroom material and exercises that will help in effectively implementing all the knowledge and support in developing the required competence.

References

Books and journals

Xiuwen, Z., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7), 1439-1451.

Koponen, J., Julkunen, S., & Asai, A. (2019). Sales communication competence in international B2B solution selling. Industrial Marketing Management, 82, 238-252.

Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the Communicative Language Teaching Approach to Improve Students' Oral Skills. English Language Teaching, 12(1), 110-118.

Online

Communicative competences in language learning. 2023. Online. Available through: < https://study.com/learn/lesson/communicative-competence-models-components-what-is-communicative-competence.html>

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350

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Interacting at a basic user level

According to Yang et al, 2020), interaction with teacher is the basic and most effective method of developing the knowledge and understanding regarding the diverse language. This interaction could be carried out by implementing the IRF principle that is Initiation- response- feedback pattern (Importance of interaction in learning, 2023). This pattern helps students in easily and effectively clarifying their doubts and support in enhancing understanding regarding the particular language. Under this the interaction is initiated by the teacher, student and provides the responses based on which teacher provide appropriate feedback that help in enhancing learning efficiency (Ross et al, 2023). While creating awareness regarding the language and teaching Korean language, this principle should be employed that will help in identifying the error and mistake of the student and support in correcting the same which result in enhancing overall efficiency of the teaching and learning.

This help in clearing out all the misconception of the students while learning and support in reducing the scope of mistake in upcoming future (Wu, Terry and Cai, 2022). It has identified that student did not initiate on their own so the teacher initiation forces learners to focus on providing effective and accurate responses to the teachers. If the learners are provided with no or delayed feedback then misconception will not resolve and student will make the same error several time that result in negatively impacting on the overall efficiency of the learners. This also helps in increasing enthusiasm within the students for learning new language that results in effectively achieving the goal. This IRF pattern provides space for communication between the teacher and students which help learner to use the language in meaningful manner.

References

Books and journals

Ross, S. I., Martinez, F., Houde, S., Muller, M., & Weisz, J. D. (2023, March). The programmer’s assistant: Conversational interaction with a large language model for software development. In Proceedings of the 28th International Conference on Intelligent User Interfaces (pp. 491-514).

Wu, T., Terry, M., & Cai, C. J. (2022, April). Ai chains: Transparent and controllable human-ai interaction by chaining large language model prompts. In Proceedings of the 2022 CHI conference on human factors in computing systems (pp. 1-22).

Yang, Q., Steinfeld, A., Rosé, C., & Zimmerman, J. (2020, April). Re-examining whether, why, and how human-AI interaction is uniquely difficult to design. In Proceedings of the 2020 chi conference on human factors in computing systems (pp. 1-13).

Online

Importance of interaction in learning. 2023. Online. Available through: < https://www.researchgate.net/publication/232002680_Interaction_as_method_and_result_of_language_learning

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280

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The features of Authenticity within the Communicative Language Teaching (CLT).

by Elodie Ghestem - Wednesday, 3 July 2024, 6:40 PM

Number of replies: 1

Communicative Language Teaching (CLT) brings an experiential dimension to Second Language Learning (SLL), shifting the focus from a structural practice to authentic interaction, emphasising the crucial role of authentic learning and teaching (Littlewood, 2011; Dewey, 1938). 

Rotten in both social constructivist theory of language learning (Dewey, 1938) and studies on Second Language Acquisition (SLA) (Ellis, 2005), authentic activities involve collaborative learning with a focus on meaning instead of grammar and rules (Elli, 2008; Coleman & Klapper, 2005). This 'learning by doing' methodology (Dewey, 1938) promotes a holistic and naturalistic language learning experience by exposing students to ‘real world’ language (Ellis, 2005; 2008). 

Authentic activities are used to facilitate communication rather than direct teaching (Tomlinson, 2012) and are designed to reflect real-life situations. In the context of CLT, authentic materials brought into the classroom, such as songs, newspapers, and recipes, can be used to create activities that mirror their actual use in real life. For example, role-plays, real-life scenarios, debates, and speech performances allow students to engage in naturalistic language learning experiences, connect with other cultures, build on prior knowledge, and learn new vocabulary (Ellis, 2005; Nation 2013; Main et al., 2023)

However, research highlights that authentic contexts can be challenging due to cultural and linguistic differences, and the fear of making mistakes (Deardorff, 2006). Thus, authentic materials must focus on learners' needs and interests, allowing a ‘mistake-free’ mindset to enhance JS learners' engagement (Marcella, 1998; Main, 2017). For instance, these activities can be centered around a newspaper article or a topic of particular interest to JS students, such as music, or aligned with one of the general capabilities of the Languages curriculum (ACARA, 2024), such as sustainability topics. Using the feature of authentic materials, teachers play an important role of facilitator to guide interaction and modeling positive communication aligning with Vygotsky’s constructivist approach, which underscores the importance of cultural immersion in language learning (Esterhazy et al., 2021).

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2024). Understand this learning area: Languages. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/languages

Dewey, J. (1938). Experience and education. New York: Macmillan.

Ellis, R. (2005) Instructed Second Language Acquisition: A Literature Review. Ministry of Education, New Zealand Government. https://www.educationcounts.govt.nz/publications/schooling/5163

Esterhazy, R., De Lange, T., &Møystad, A. (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in Education: Principles, Policy & Practice, Vol 28, No.2, 135–150. doi.org/10.1080/0969594X.2021.1902273

Littlewood, W. (2011). Communicative language teaching: An expanding concept for a changing world. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 560-576). Routledge. 

Littlewood, W. (2014). Communication-oriented language teaching: where are we now? Where do we go from here? Language Teaching, 47(03), 349-362. 

Main, S., Hill, S., & Paolino, A. (2023). Improving the reading skills of struggling secondary students in a real-world setting: Issues of implementation and sustainability. Australian Journal of Learning Difficulties, 28(1), 73-95. https://doi.org/10.1080/19404158.2023.2210588

Main, K. (2017). Middle-years learners: Supporting the development of lifelong learners. In B. Saggers (Ed.), Developing positive classroom environments: Strategies for nurturing adolescent learning (pp. 20-34). Crows Nest, New South Wales: Allen & Unwin.

Marcella, F. (1998). The historical development of ESL material in the United States. Paper presented at the Annual Meeting of the New York State Teachers of English to speakers of other languages, New York

Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press.

Widdowson, H. G. (1972). The teaching of English as communication. ELT Journal, 27(1), 15–19.

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The communicative; language teaching is a language teaching that undertake interaction as both the ultimate goals and means of communication. The main principle of the CTL includes focus on functional language use, communication, student centred learning, and collaborative learning and task based activities (Firman et al, 2020). In this communication and interaction is the main methods through which teaching are undertaken. However, this method is claimed to ignore the grammatical issues and mistakes in communication that result in negatively impacting on overall efficiency of learners.

The second learning languages refer to method in which student learn new languages that is not native language but used at the school or workplace. In this teacher has focuses on gaining authentic knowledge regarding the language.

The theory of constructivism is based on the view that learners could effectively gain knowledge regarding language by involving in learning process (Agustin, Wahyudin and Isnaini, 2021). Learners involve and initiation is crucial for developing language knowledge. On the critical point, this method could not be effectively implements by all the educators and create issues in assessing the outcome of the theory.

The learning by doing methodology is most impactful and effective method of creating awareness within students that includes the promoting knowledge by practically undertaking activities (Kacetl and Klímová, 2019). This learning is based on IRF principle that includes practically using the learned language which will help in identifying error and support in gaining accurate feedback related to the mistakes.

References

Books and journals

Firman, F., Mirnawati, M., Sukirman, S., & Aswar, N. (2020). The Relationship Between Student Learning Types and Indonesian Language Learning Achievement in FTIK IAIN Palopo Students. Jurnal Konsepsi, 9(1), 1-12.

Agustin, W., Wahyudin, A. Y., & Isnaini, S. (2021). Language learning strategies and academic achievement of English Department students. Journal of Arts and Education, 1(1).

Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 179.

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Communicative Competence

by Megan Nugent - Monday, 15 July 2024, 5:19 PM

Number of replies: 0

When learning an additional language, communicative competence is one of the most important aspects. The idea of communicative competence is a new concept that has expanded my ideas on language learning. One common situation in language learning is this idea of ‘classroom language’. This means that within the classroom you can answer questions and write answers in the textbook correctly, but once you are outside the classroom, you are unable to communicate properly. Communicative competence encompasses linguistic, sociolinguistic, discourse and strategic competencies (Celce-Murcia et al., 1995).

There is no single pedagogy that can effectively cover all aspects of communicative competence. As such, a range of pedagogies need to be considered for developing communicative competence. The grammar translation method (GT), task-based language teaching (TBLT), and total physical response (TPR) can be used in combination with each other to improve communicative competence.

GT can be utilised when improving linguistic competency. It involves exercises like filling in blanks, translating passages and creating passages on given topics (Roma, n.d.). TPR involves using movement in conjunction with vocabulary. These movements make it easier for students to remember words (Xie, 2021). When the movements are culturally relevant, it assists students with developing sociolinguistic competency and strategic competency through the use of body language. In the classroom, TPR can be utilised with games, role-playing, and storytelling. TBLT can develop sociolinguistic, discourse, and strategic competencies. It encourages learners to find ways to communicate their ideas and thoughts to others. While accuracy with the language does get developed through constructive critiques of language use, the most important part is learners using the language and developing fluency (Bhandari, 2020). Classroom activities utilising TBLT include giving students research tasks to learn about the target language’s culture, creating real-world dialogues, and collaborative projects like making a video or story.

While no one pedagogy can encompass the development of communicative competence, using a range of pedagogies can help additional language learners achieve communicative competence.

Resources

Alberta Government. (n.d.). Communicative Competence. https://www.learnalberta.ca/content/eslapb/about_communicative_competence.html

Celvce-Murcia, M., Dornyei, Z. & Thurrell, S. (1995). Communicative Competence: A pedagogically motivated model with content specifications.

Bhandari, L. P. (2020). Task-Based Language Teaching: A Current EFL Approach. Advances in Language and Literature Studies. Vol 11(1). https://files.eric.ed.gov/fulltext/EJ1259462.pdf

Roma, M. (n.d.). Grammar Translation Method – Meaning, Merits, Demerits & Techniques. https://www.romaielts.com/blog/grammar-translation-method

Skidmore, M. (1917). The Direct Method. The Modern Language Journal. Vol. 1(6). (pp. 215-225). https://www.jstor.org/stable/313369 https://doi.org/10.2307/313369

Xie, R. (2021). The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners. Journal of language teaching and research, 12(2), 293-303. https://doi.org/10.17507/jltr.1202.11

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The grammar translate method is one of the significant method of teaching foreign; language to other individual by creating awareness regarding the basic of the language (Aminatun and Oktaviani, 2019). This helps learner in readings and writing new languages and supports student in effectively use words and phrases. On the other hand this method does not help in enhancing competence for listening or speaking the foreign or new language.

The task based learning includes using task or scenario based on which the understanding regarding new languages is created (Methods for developing communicative competences, 2023). These help learners in resolving the task by understanding the languages that help in enhancing knowledge. However, this method ignores the improvement in grammar or vocabulary of the learners that negatively impact on efficiency of TBL method.

The third method includes the total physical learning method in which the student provides response based on educators question in a physical manner. This method focuses on developing connection and relationship between the spoke command and the corresponding action and support in enhancing overall understanding of the listeners (Turan and Akdag-Cimen, 2020). The efficiency and effectiveness of this method is impacted if the teacher uses this method for longer period of time. Teacher need to accompany this with other teaching method as it does not focuses on improving the speaking or grammatical mistakes of the learners.

By using all the three method together a teacher will be able to enhance the wiring, learning, speaking and grammatical efficiency of the student that will help in developing communicating competence of the students.

References

Books and journals

Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting students’ autonomous learning skill through language learning application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214-223.

Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer assisted language learning, 33(5-6), 590-606.

Online

Methods for developing communicative competences. 2023. Online. Available through: < https://www.idpublications.org/wp-content/uploads/2020/02/Full-Paper-PRINCIPLES-OF-DEVELOPING-STUDENTS%E2%80%99-COMMUNICATIVE-COMPETENCE-THROUGH-TASK-BASED-LEARNING.pdf>