English As A Fl

1. INTRODUCTION.
A second language learner is different from a very young child acquiring a first language. This is true in terms of both the learner’s characteristics and the environments in whichfirst and second language acquisition typically occur. Think about how the characteristics and learning conditions of the following learners may differ:
1. A young child learning a first language.2. A child learning a second language in day care or on the playground.
3. Adolescents taking a foreign language class in their own country
4. And adult immigrant with limited or disrupted educationworking in a second language environment and having no opportunity to go to language classes.
Teacher should ask him or herself several questions when teaching about these different learners.
- Dothey already know at least one language?
- Are they cognitively mature? Are they able to engage in problem solving, deduction and complex memory tasks?.
- How well developed is their metalinguisticawareness?
- Can they express themselves accurately in the target language?
- How extensive is their general knowledge of the world?
- Do they receive corrective feedback when making errors?
-Are they likely to be anxious about making mistakes and concerned about rounding ‘silly’ when speaking the language?
2. Oral language. The complexity of global listening comprehension: active andselective listening.

During many years the goal of most of the methods were based on one specific area of the language in particular grammar, from Latin antique technique that influenced grammar-translation method and that didn’t teach students how to express and communicate in the target language. In the 1970s, though, educators began to question if they were going about meeting the goal in theright way. Teachers observed that students could produce sentences accurately in a lesson but could not use them appropriately when genuinely communicating outside of the classroom. Students may...