This article will discuss the way of educating particular mixture nouns in the class room through the context of Libyan classes. The first area of the essay handles the learners and the learning framework in Libya. The next one is about the analysis and arguments of the lexical set of compound nouns corresponding with their use, form and interpretation. Part three explains the approach that is used in the teaching procedure within the Libyan framework. The last part of the essay shows some mistakes and responses and advised corrections and advised options for improvement in effectiveness. The lesson plan and materials used to teach the classes have been attached as appendices outside the key body of the essay.
The students in the school are aged between 14 and 17 years and they study in a private institution in Libya. Their British language effectiveness level is intermediate. They study English as a second terms for four classes in weekly with each category being about 35 minutes in length of time. The students' local words is Arabic and the school is monolingual. The students started out studying British at age around eight in main school.
English is considered a second vocabulary in Libya; although it is a compulsory part of the educational curriculum. The British syllabus material in this level corresponds reasonably closely compared to that of the amount in "New Headway" training, but there's a wider selection of classes during the week. In addition, students are occasionally required to review other supplementary material in English in order to acquire perfect terminology skills.
The topic of the paper is about teaching notion and lexical uses of element nouns. The word "compound" has several meanings in the British language. A substance is a combination of two words or more to form a fresh word with an alternative meaning: Compounds may be labeled into three types; substance nouns such as "toothpaste", element verbs such as "spin-dry", and element adjectives which are usually hyphenated such as "long-haired". Most substance nouns in British are developed by nouns customized by other nouns or adjectives. Sometimes both words are became a member of jointly (e. g. teeth + paste = toothpaste), or these are joined utilizing a hyphen (e. g. check-in), and sometimes they look as two independent words (e. g. full moon). The terminology point that'll be highlighted in this article is the teaching of substance nouns.
Compound nouns consist of two or more words combined jointly to form a new word with another type of so this means. Graver (1986) points out that element noun can be created like phrasal verbs with the addition of an adverb + verb; for example, results, takeaway and inlet. He says that we now have two various ways to compound these elements. One of these ways is to put the verb and the particle in reverse order to create a mixture noun or verb. For instance, take over evolved to overtake (verb), and released to result (noun). Generally, to compound two words or more is a successful process in conditions of word-formation (Schmitt & McCarthy, 1997).
Compound nouns can be written as you expression, e. g. policeman; as two words joined up with together by the hyphen, e. g. easy-chair or as two individual words, e. g. air space. Mixture nouns are usually made up of two parts, the first part explains to us about the thing or person or what the goal of the thing is, simply put the first part right answers the question what is the purpose or which type it is? The next part explains to us what or who the object is. For example, in the term policeman, the second area of the compound noun instructs us what or who the thing is, in this case its man and the first part then recognizes what kind of a guy this noun is, so we know that he is a police man. A set of good examples and a related practice exercise is added in appendix 2 for the purpose of presenting the students some practical experience of subscribing to words to form chemical substance nouns.
The needs and the amount of the students have been taken into consideration, and the technique is suitable with their talents and communicative style. Harmer (2007) says that students should be uncovered amply to the dialect in use, in order to improve their skills and knowledge so that they have the ability to interact successfully in real situations. Advocates of Task-Based Learning (TBL) procedure argue that learners must learn the target language to have the ability to express themselves and be understood. Engaging in real vocabulary situations is one of most effective means of learning the target language.
To make the category interactive and allow for more pupil interaction the instructor motivates the students to interact in the most natural possible ways. So how exactly does one normally use vocabulary? We use vocabulary in several ways: to react to questions, to explain or express things, to ask questions, to inform stories, to speak about events and for most other purposes. So to lessen teacher-talk-time and invite more student connections a task-based methodology has been adopted here. A task-based lessons usually has a preparation and planning stage called the pre-task; then the task phase is accompanied by a post-task period where the teacher facilitates discussions and the students can practice their skills.
Pre-task activity requires eliciting some examples of chemical substance nouns to make the students understand what a mixture noun is. Instructors can use teaching supports like hand-outs, text messages, flash cards, audio-visual materials etc. so that students can familiarize themselves with the concepts learnt. The instructor can then elicit information from the students regarding the text or audio/aesthetic clip provided. The elicited element nouns are collated and written on the mother board. The learners are asked to recognize and designate them in the written text and use these chemical substance nouns in suitable sentences of their own in the in-task activity. Students work in pairs to come up with some substance nouns related to the duty, and then each college student in the class is asked to suggest another different substance noun and make an effort to pronounce it accurately.
In the post-task stage, students are asked to apply what they have been trained and to be more fluent. The students are engaged in activities where in fact the whole school is likely to participate. The experience uses a set of element nouns and utilizes these words in sentences in real life contexts. The tutor facilitates small group conversations, question-answer classes, pop-quizzes, individual or pair work so the students have sufficient opportunity to practice the newly learnt chemical substance words in diverse contexts. The tutor supervises the conversations and moves round the category and corrects mistakes wherever necessary.
Non-native English audio system like the Arab students of this class may mistake or misuse lexical terms particularly sophisticated ones like ingredient nouns. This misunderstanding can occur especially for audio system of Arabic due to influence of these mother tongue, that includes a different grammatical structure from English. For instance, truck driver is the right form of the English compound noun discussing somebody who drives a truck. However, due to grammatical structure in Arabic the name of the doer (subject) "driver" is positioned before the name of the machine (purpose) "truck" which can make the word drivers truck and will not communicate the same meaning as truck driver. Another difference between British and Arabic is the fact Arabic doesn't have hyphenated words like break-out or passer-by and the students may be perplexed when they see or notice this routine until they become familiar with it.
To conquer such situations, the professor needs to spend a significant amount of time in designing activities like role-plays, story-telling and use audio-visual videos that will assist minimize language obstacles and strengthen the positive learning final results.
To have the ability to develop fluency and a moderately grasp of the words, learners must use every opportunity beyond your class to apply their skills. A lot more they use the dialect in multiple contexts a lot more chances will they get of receiving feedback and have the possibility to rectify their flaws and figure out how to adjust themselves to the lexical and grammatical variations between their local tongue and the prospective words. Pica (1992 & 1994, cited in Ellis 2004) suggests that negotiation provides learners with responses on their own use of the prospective language. When more qualified interlocutors react to less competent speakers they often times reformulate their assertions based on the skills of the listener.
The purpose of teaching English as second terms to non-native audio system is usually to be in a position to help students to attain a fair level of competency in the target language so that they have the ability to make sense of lexical and grammatical buildings and concepts which may be different from their native tongue. Contact with the target terms is important as is the desire to practice and grasp the dialect. The teacher can only just provide information and facilitate learning. The level of adaptability and use of more technical lexical and grammatical buildings will be dependant on the quantity of practice that is devote by the learner.
It has been the effort of this newspaper to suggest ways by which learners are motivated to achieve this level of competence.