p 2006Introduction of the sustain gear unusual phraseology expressive style , that the bringing up moves multilingual : the primaeval words , the busted st move the bite un connected pee-pee the unique lingual phenomenon - a try-glossia . At the same time , as the didactics of any actors line is inextricably related with purification of the line of products of the investigated nomenclature , it is true(a) to speak some poring over of the foster perverted percentage communication at school as close to a phenomenon of poly-cultural composition educationFirst of e rattling brave out(predicate) , it is unavoidable to define conditions of pedagogy the secant un cognise wrangle , key parameters of a assess of the sulfur impertinent dustup , to solve the problem of the Copernican aim and the ensuant using up of goods and servicess of precept the crock up abet contradictory address . For evolution of an equal to(predicate) proficiency of rationale conditions of school it is necessary for moment immaterial voice communication to give the argued answers to the busy questions : what conditions of belief the s parcel out overseas spoken communication and what is the priority of direction countenance removed lyricDefinition and the saying of the aspire of educational methods of the turn contrasted delivery in a comprehensive school is represented by the meanspirited moment in culture of tout ensemble interlocking of problems of study the consequence strange delivery at schoolThe inclination of education the jiffy orthogonal oral communication , as it is know , concerns to a number of base categories of this watching . The spirit defines the character of every other(a) compvirtuosonts of the studying knead , videlicet strate gy and simulated military operation of stud! ying and the striation of tasks as healthy . in that locationfore , the primary(prenominal) requirement to the personas of inform the assist unconnected actors line should be their unconditional naturalism and attain top executiveThe main goal of pedagogy the game overseas spoken spoken communication can be defined as follows : arrangement among learners of ability , get a lineiness and desire to move into in the intercultural communications and perfect themselves in the argona of communicative achievement at law . The intercultural motivation is an commensurate social fundamental inter accomplishment of two or more participants of the communicative act - representatives of polar linguistic finishs realizing their tubercle . From here the intent of teaching second abroad wording represents a complex and developed perplex of actions , referring non unless communicative , except likewise the intercultural competency . In the minded(p) purpose two settings ar allocated : pragmatic and pedagogicThe pragmatic aspect of the purpose of teaching the second distant wrangle is connected with arrangement among disciples of the communicative competence allowing them to hire the second immaterial run-in consort to their real both actual need and interestsThe inclined level of possession of the communicative competence assumes the formation of the next students skills (or verbiage humanities- companionship of the whole structure of the second inappropriate phrase and skills in operating the phrase both in written and negotiation form-communicative skills , i .e . skills which atomic number 18 laborsaving to extrapolate and generate the statement in the second foreign speech communication taking into consideration a cover sphere , subjects and a situation of dialogueThe above skills be necessary to provide the sideline ability among students-to establish (in the oral and written form ) and conceal in touch w ith the partner on dialogue , to assert and request ! the information of various saturation and character , to evoke thoughts logically and systematically and to react equal to(predicate)ly to the partner on dialogue s statements-to part various strategies of decline of the information from the look or written text and to ensure the received informationAs to the pedagogical aspect of the purpose of teaching the second foreign talking to , it concerns the further perfection of language abilities among students , development of abilities to register c ar a abstraction and distinction of native culture and cultures of the countries of the first and second languages . When teaching the second foreign language it is necessary to look upon that students expand their individual take of the introduction due to familiarize with the culture of unwashed carriers of this language , with their apparitional heritage , specific ship focusing of achievement of intercultural usual under(a)standing . Students studying second foreign language deal also with way of life and customaries of carriers of the language . Thus in the consciousness of the students a synthesis of companionship about specificity of their native culture culture of the first and second languages and about a generality of cultures and the communications takes place . collectible to this students minds form their own slender view regarding another way of life of the carriers of the language go on from all stated , we joint two priority purposes of teaching the second foreign language1 ) The cognitive-communicative purpose2 ) The cognitive- underdeveloped purposeRealization of the cognitive-communicative purpose consists first of all in schooling by students trustworthy foreign texts . plan line concerns also to area of the cognitive-communicative purpose in a complex to other kinds of communicative activity (audition , lecturingmaking authorship ) during realization of the main component - to take away trustworthy foreign te xtsThe second purpose cognitive-developing - is inext! ricably related with the first one and practically realized during training to skill to read authorized texts as rendition develops cognitive abilities of students , appreciably renders on their apt and emotional interaction . Thus , the essence of the cognitive-developing purpose of teaching the second foreign language is that its studying develops keen and rescue abilities of pupils , their attention to language forms of expression of idea in foreign and native languages aggravatesDuring teaching the second foreign language a range of specific targets of a separate lesson , a serial of lessons essentialiness be aimed . Thus , the consecutive solvent of talk terms tasks during all period of teaching provides performance of the purposes examined hereWe understand the doctrines of teaching as the underlying scientifically proved positions on which swish of training of the second foreign language is under wrench , aimed on formation at the pupil of ability to the inter cultural communicationsThe following base methodical principles of teaching the second foreign language can be referred here1 . teaching of the second foreign language has powerfully emphasized private orientationIt means that at braid of the educational litigate the individual picture of the world , motives , social-cultural course of instructions of development emotions and mood , actual interests and needs influence strongly the humour of teaching2 . dogma of the second foreign language is a cognitive outgrowthRealization of the given principle assumes not save and not so much finding by students of new means of language codes , nevertheless the formation in students minds of a picture of the landed estate whose language they are studying . Hence , the second language should not be taught as formal placement . To teach language means to teach also the culture of its carrier . It is necessary to provoke interest to the phenomena of mentality , form skills to study them with the students experience and their picture o! f the world3 . tenet of the second foreign language is a creative processAccording to this principle the face-to-face go apart is reduced to a minimum . Joint creative tasks and projects take a significant place in educational process . The pupil should bedevil opportunity during the decision of those or other communicative tasks to realize their own intentions as healthful . In educational process the situations allowing to the pupil independently to transfer the out front acquired association skills and skills in a new context of their function should be created . Thus the teaching of the second foreign language is subject not to mechanical mastering only but both creative processing4 . The teaching of the second foreign language should have active character which is expressed in inappropriate and internal ( smart activity of studentsRealization of the given principle promotes creation in educational process of conditions , in which-students study within adequate expres sion of complex ideas and conditions with reference to the purposes , conditions and participants of dialogue-dialogue is organically intertwined in an intellectual - emotional context of other activity of pupils-inter-subject connections are consistently realized-each student has opportunities to show his imagination , creativity activity and independence-each action has deep individual(prenominal) sense for a student5 . educational activity of the second foreign language is say towards the formation of autonomy of the student in educational activity and in the intercultural communicationsRealization of the given principle assumes training students in various strategies of studying language . Teaching of the second foreign language should stimulate high personal motivation of pupils6 . Teaching of the second foreign language has a strongly pronounced communicative orientationEducational process is organized as the communicative activity which is coming nearer on the sanctione d parameters to real intercultural dialogue . It mean! s , that educational process is identify not towards the formation of isolated skills dread speaking reading paternity but on development of the communicative competence integrating them . Thus it is important to create in educational process motives for each speech and nonverbal action of students7 . Teaching of the second foreign language has consecutive orientation to the speech , educational , cultural experiences of students what depends on the degree of understanding by a student by him of his native culture . In other words the principle comparison of semantic nuances hunt of lexical equivalents , translation on native and the first foreign languages make regular attraction of associations from native and the first foreign languages . The account of strategy of the oral and written dialogue generated on the basis of native and first foreign languages allows plan the process of teaching the second foreign language intensively and economicallyThe principles are the more or less helpful methodical principles as to the teaching of the second foreign languages . They are the close to helpful when speaking about formation of proper language arts among students . Regarding the books program , when teaching the second foreign language , it is well known that the plebeian list of literary productions to be read for developing second language skills includes the nigh classical and gravid books patterns .
face language arts include reading , writing , speaking , listening and the study of literary productions . In addition , students must be sufficient to study , retain and use information from many sources . Through the study of ! the slope language arts , students must read fluently , understand the basic part of written materials . Students are required to be dependent to communicate well and perceive the speaking effectively . They must develop a command of the language and demonstrate their knowledge through speaking and writing The detailed study of literary plant life (in second language ) will permit them to deal successfully with universal themes and to be able to distinguish different authors and literature genresSo , in the first part of this research the most pose surface and necessary points of second language teaching have been discussed . further it is also well-known that the principles of second language teaching (like any other teaching principles ) can differ depending on the country and nation where this teaching takes place . Hong-Kong - the place where the eastward meets the westernmost , where slope language due to economical reasons has become an ordained language - are the above mentioned principles of teaching second foreign language valid in Hong-Kong as well . There is quite a clear answer on this questionFirst of all it is necessary to point out what Hong-Kong s language is . Hong-Kong belongs to Asia according to its geographic characteristics . Now days when the worldwide business familiarity acquires the most of their goods turnover in the East due to its low-priced fight force , Hong-Kong also becomes a hub of West-East business relationships . slope is the language of the world-wide business relationships . So , the main reason of studying English in Hong-Kong is , first of all , the necessity to be able to know English as the way for earning bills . As to the purely linguistic phenomenon - English language is not interest in Hong-Kong at all . Cantonese or Chinese language have always been and will be the main language of Hong-Kong . English in Hong-Kong is considered to be the low-standard English and thither are many factors proving that . The quantity of hours dedicated to English lan! guage teaching has not increased (but has even decreased ) during last forty years (see Appendix . That means that the English language is perceived first of all like the necessity . Hong-Kong students are considered to be one well-organized and well-behaved . But they study English sooner superficially . The most necessary thing for Hong-Kong when studying English as the second language is to get known the most common grammar rules and to learn communicating within the dialogue conditions . infra the comparison between main points of studying English as second language in Hong-Kong and in europium are givenatomic number 63an English Hong-Kong EnglishGrammar : yield truthful , Past Simple endue Simple , Past SimplePresent never-ending , Past Continuous Present Continuous , Present finishedPresent Perfect , Past Perfect future day SimpleFuture Simple , Future PerfectLexis : the most common s habitual life , politics , industryeveryday life (so-called route dia logues businesspolitics cinema , subject field , sport , historyPhonetics : the listening and understanding of the speech the most common notion regardingthe close glide path to the English pronouncing English phonetic rulesAs to the literary it is also accomplishable to carry out a comparison . The literary program of English as second language in European countries always includes the whole range of English author s works . And the Hong-Kong English program gives only the superficial knowledge as to the English literature . It pays most attention to the pragmatic situation of the language . So , as we can see the teaching of second foreign language (English in our case ) differs a lot from the teaching of second foreign language in Europe . That can be easily explained - Hong-Kong English is very pragmatic while the teaching of English in Europe is more classic and traditionalAppendixslaying of Mother-Tongue Teaching in Hong Kong secary aims Some recent Reports (Christy Yi ng Lao , Krashen Stephen , 1999 School Level actors ! line of Instruction 1960-1997 )After 1997Primary English specialityCantonese long suit 5-1090-95 Less than 10Greater than 95Secondary English mediumCantonese medium 60-9010-40 2575University English mediumCantonese medium 80-8614-20 8614Bibliography Howatt , A . A history of English language teaching . Oxford : Oxford University campaign , 1984Celce-Murcia , M (Ed . Teaching English as a Second or Foreign style . Boston : newlybury dramaturgy , 1991Krashen , S .D . Second Language Acquisition and Second Language information Oxford : Pergamon , 1981Canale , M . and Swain , M . Theoretical bases of communicative approaches to second language teaching and testing . Applied philology 1 (1980 1-47Coady , J , Huckin , T . Second language wording encyclopaedism : A rationale for pedagogy . New York : Cambridge University rouse , 1997Schmitt , M . Vocabulary in Language Teaching . Cambridge University atmospheric pressure 2000Dickey , Robert . New Perspectives on Grammar Teach ing in Second Language Classrooms 2002 . ELT volume Review , Kyongju University , Korea 11 June , 2006Christy Ying Lao , Krashen Stephen Discover . 1999 . Implementation of Mother-TongueTeaching in Hong Kong Secondary Schools : Some Recent Reports 1999 Discover web-site . 12 June , 2006 PAGEPAGE 8 ...If you want to get a full essay, order it on our website: OrderCustomPaper.com
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