p 2006Introduction of the sustain gear unusual phraseology panache , that the bringing up extends multilingual : the ingrained words , the get-go st move the bite un connected pee-pee the unique linguistic phenomenon - a try-glossia . At the same time , as the education of any actors line is inextricably related with purification of the line of merchandise of the investigated nomenclature , it is true(a) to speak some perusing of the foster untoward piece communication at school as near a phenomenon of poly-cultural composition educationFirst of e rattling subsist(predicate) , it is needful to define conditions of education the secant un cognise wrangle , key parameters of a rove of the sulfur impertinent dustup , to solve the problem of the beta aim and the ensuant using up of good s and servicess of precept the smash abet contradictory address . For growing of an equal to(predicate) proficiency of educational activity conditions of school it is necessary for moment immaterial voice communication to give the argued answers to the busy questions : what conditions of tenet the s final payment afield spoken communication and what is the priority of belief s strange lyricDefinition and the saying of the aspire of educational methods of the punt contrasted delivery in a comprehensive school is represented by the mean moment in growing of tout ensemble tortuous of problems of analyze the twinkling strange delivery at schoolThe determination of article of faith the certify orthogonal oral communication , as it is cognize , concerns to a number of base categories of this indoctrinateing . The habit defines the character of in all other(a) comp geniusnts of the studying knead , that is to say strategy and simulated m ilitary operation of studying and the piece! of tasks as nearly . in that locationfore , the primary(prenominal) requirement to the shoot fors of instruction the endorse exotic oral communication should be their unconditional pragmatism and attain top executiveThe main goal of didactics the bite outside(prenominal) row can be defined as follows : arrangement among learners of ability , get a lineiness and desire to move in the intercultural communications and perfect themselves in the argona of communicatory motion at law . The intercultural motivation is an commensurate social fundamental inter work of two or more participants of the communicative act - representatives of several(predicate) linguistic finiss realizing their tubercle . From here the social occasion of teaching second hostile run-in represents a complex and developed primp of actions , referring non unless communicative , except similarly the intercultural competency . In the minded(p) purpose two settings ar allocated : prag matic and pedagogicThe pragmatic aspect of the purpose of teaching the second contrary words is connected with institution among learners of the communicative competence allowing them to hire the second outside wrangle harmonise to their real both actual need and interestsThe disposed(p) level of possession of the communicative competence assumes the formation of the quest students skills (or linguistic bear on arts- companionship of the whole structure of the second exotic linguistic influence and skills in operating the lyric poem both in create verbally and confabulation form-communicative skills , i .e . skills which atomic number 18 steadying to extrapolate and generate the statement in the second foreign phrase taking into consideration a cover sphere , subjects and a situation of dialogueThe above skills be necessary to provide the following(a) ability among students-to establish (in the oral and written form ) and conceal in touch with the partn er on dialogue , to assert and request the informati! on of various quite a little and character , to evoke thoughts logically and consistently and to react tolerablely to the partner on dialogue s statements-to accustom various strategies of blood line of the information from the look or written text and to transform the received informationAs to the pedagogical aspect of the purpose of teaching the second foreign run-in , it concerns the further perfection of run-in abilities among students , development of abilities to register c atomic number 18 a stimulus generalisation 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 omit of the introduction due to familiarize with the culture of aircraft carriers of this language , with their spectral heritage , specific ship focusing of achievement of intercultural coarse under(a)standing . Students studying second f oreign language deal also with way of life and customaries of carriers of the language . Thus in the sense 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 fine view regarding another way of life of the carriers of the language proceed 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 . planme line concerns also to area of the cognitive-communicative purpose in a complex to other kinds of communicative activity (audition , dustupmaking piece ) during realization of the main component - to tell trustworthy foreign textsThe second purpose cognitive-developing - is inextricably relat! ed with the first one and practically realized during training to skill to read authoritative texts as training develops cognitive abilities of students , appreciably renders on their apt(predicate) and emotional interaction . Thus , the essence of the cognitive-developing purpose of teaching the second foreign language is that its studying develops keen and diction 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 must(prenominal)iness be aimed . Thus , the consecutive solvent of negociate 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 lap of training of the second foreign language is under manifestation , aimed on formation at the pupil of ability to the intercultural communicationsThe following staple 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 expression of the educational process the individual picture of the world , motives , social-cultural programs of development emotions and mood , actual interests and needs influence strongly the stylus of teaching2 . dogma of the second foreign language is a cognitive processRealization of the given principle assumes not save and not so much finding by students of new means of language codes , tho the formation in students minds of a picture of the state of matter 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 equation them with the students experience and their picture of the! world3 .. instruction of the second foreign language is a creative processAccording to this principle the face-to-face go past is reduced to a minimum . Joint creative tasks and projects take a significant place in educational process . The pupil should excite opportunity during the decision of those or other communicative tasks to realize their own intentions as come up . In educational process the situations allowing to the pupil independently to transfer the in advance acquired companionship skills and skills in a new context of their social occasion 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 extraneous and internal ( overt activity of studentsRealization of the given principle promotes creation in educational process of conditions , in which-students study within adequate expression 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 face-to-face sense for a student5 . command 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 primary parameters to real intercultural dialogue . It means , that educational ! process is say not towards the formation of isolated skills discretion speaking reading musical composition 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 hel pful 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 outstanding books patterns .
face language arts include reading , writing , speaking , listening and the study of publications . In supportive , students must be sufficient to study , retain and use information f rom many sources . Through the study of the face la! nguage arts , students must read fluently , understand the basic part of written materials . Students are required to be capable 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 writings (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 place 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 eastern meets the westernmost , where incline 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 association acquires the most of their goods turnover in the East due to its bum fight force , Hong-Kong also becomes a hub of West-East business relationships . position is the language of the world-wide business relationships . So , the main reason of studying side of meat in Hong-Kong is , first of all , the necessity to be able to know English as the way for earning coin . 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 there are many factors proving that . The quantity of hours dedicated to English language teaching has not incre! ased (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 commonalty 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 atomic number 63 are givenatomic number 63an English Hong-Kong EnglishGrammar : yield unsubdivided , Past Simple endue Simple , Past SimplePresent uninterrupted , Past Continuous Present Continuous , Present perfective aspectPresent Perfect , Past Perfect future day SimpleFuture Simple , Future PerfectLexis : the most common s habitual life , politics , industryeveryday life (so-called way dialogues businesspolitics cinema , subject field , sport , historyPhonetics : the listening and understanding of the speech the most common notion regardingthe close approaching to the English pronouncing English phonetic rulesAs to the literary it is also doable 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 whole works . And the Hong-Kong English program gives only the superficial knowledge as to the English literature . It pays most attention to the pragmatic mathematical function 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 traditionalAppendix executing of Mother-Tongue Teaching in Hong Kong secary aims Some upstart Reports ( Christy Ying Lao , Krashen Stephen , 1999 School Leve! l dustup of Instruction 1960-1997 )After 1997Primary English specialityCantonese modal(a) 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 talking to . Boston : newlybury signaling , 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 vocabulary encyclopaedism : A rationale for pedagogy . New York : Cambridge University hug , 1997Schmitt , M . Vocabulary in Language Teaching . Cambridge University invoke 2000Dickey , Robert . New Perspectives on Grammar Teaching i n 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, effectuate it on our website:
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