Reflective Writing for Modern Language Journal- myassignmenthelp.com

Question: Discuss about theReflective Writing for Modern Language Journal. Answer: I implemented my semester learning in the activity and tried a different approach in introducing grammar to the student. I chose indirect method for teaching through various classroom activities. The students were not informed about the learning they were receiving. The process that I chose to provide teaching on grammar were writing examples in the board, took a video sessions and finally took a reading session. The video and the reading were inter-related and used the same tense. It was to get the students accustomed with the proper grammar. While using the based approach, instead of focusing on the structure, I worked on the function of the learning process. However, I set a proper language structure for the task. I provided those well structured questions and guidelines for answering the questions to the students that they need to follow. The topic that I chose for them was to the various methods of saving water. The student had to research to find through the resources available to them and provide their understanding in a compact answer format on the topic. They also had to find the consequences of water wastage and prescribe the efficient methods of utilizing water while reducing the wastage. They had to communicate the procedure to their classmates in the gropu conversation session. This curriculum will make the student actively participate in their daily life activities in order to come up with the answers. The learners are asked to follow the structure provided to them and answer the questions in present simple t ense. The real life communication technique that I followed for the teaching process was proposed by Krashen (1985, cited in Terrell, 1991). I agree with Krashens thought and believe that this is an effective way of teaching grammar to the student in order to build their basic conception. Furthermore, Krashen stated the limitations of explicit teaching that limits the course in writing or preparing speech. The real world communication method helps the student to exploit the usefulness of daily life conversation. This style of teaching is my favorite as it goes beyond the formal learning and makes it enjoyable for them. It is because the process of learning does not involve only reading or learning and the students learn most of the things unintentionally. Another benefit of this process comes from the involvement of culture which is an integral part of language. This process will help the students gathering more knowledge and ready for their future life. The content of the assignment 2a was the indirect application of grammar. I used the same structure for my activity and provided the structure to the student. The students followed the same structure for the completion of their academic work. As I mentioned earlier, this particular activity is my favorite because of its consideration of grammar and structure for academic context and develops students skills. Usefulness of these skills goes beyond the academic boundaries as the students can apply them on their social life. It enables the students to refer literature or use it for referencing anything they like in their life. However, it is limited due to its isolative nature and the students have to struggle synthesizing their learning (Christison Murray, 2014). The Assignment 2b was Humanistic approach that was negotiated by the students. Students psychological dimensions and intellectual abilities were developed through this assignment. The students had to use my structure in the Genre Approach directly to pattern my examples to initiate conversations in the group. The examples in indirect implication of grammar point were academic and contextualized. My goal of this activity was to introduce the students to the simple present tense. I addressed the issues of the process that are schematic structured conversations, ignorance of content and placing emphasis on features of the genre. These plays important role in distracting students and restrict them from discovering the actual message of the text and neglects other necessary skills required to produce content. It facilitates in reducing the creative thinking which will result in the reproduction of meaningless text in genre writing. I faced difficulties in the process of teaching regarding the distraction the students face due to their attempt in mastering specialized lexis and other meta-linguistic system for producing the genre. According to my opinion, this process is not the best way of teaching grammatical points. I can support my statement with various drawbacks of the process. Firstly, it does not allow the student to develop their linguistic resources as the focus of the process circulates around the context of the task (Widdiwson, 2003, cited in Ellis, 2014). Secondly, it does not have a grammar syllabus and does not states any process of correction from the feedback (Sheen, 2003, cited in Ellis, 2014). Thirdly, verbal communication is the only way of learning tenses in this activity that is not appropriate for the pre-intermediate students as they have accumulated only a little knowledge over English language. Lastly, the students might fail in the process of using grammatical point and the language tool. Moreover, it is pointless for them to perform a task which primarily depends on incidental learning instead of intentional learning (Ellis, 2014). Hence, according to my understanding, process of teaching grammar should be in relation to the context. Otherwise it might get mixed up and loose its fluency and hesitate in decision making. The structure is not the only concern as the structure might be known to the student. The concern is regarding the proper way of implementation that might be unknown to the student. The procedure of teaching should meet the students requirement that might both be academic and real life communication. The closed approach should be utilized for the everyday communication. It first language would be taught through real life situation. There are several other approaches like national functional, topic-based, task based approaches that teaches the process of using language in real life. The grammar is taught as a mean of communication and the activities use in the process are empirical in nature. According to my personal opinion, the group learning will be fruitful for enhancing the students learning and making them understand the weaknesses they hold. References: Christison, M. D. E. Murray (2014). What English language teachers need to know (volume III), Linguistic based curricula (pp. 83-152). Routledge: New York London Ellis, R. (2014). Taking the critics to task: the case for Task-Based teaching. Proceedings of CLaSIC. Retrieved from: https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod Kim, M. (2007). Genre-Based Approach to Teaching Writing. Retrieved from: https://ictl.intimal.edu.my/ictl2007/proceeding/Full_Paper/2B-02-Paper%2092%20(Malaysia).doc Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. The Modern Language Journal, 75(1), 52-63.