Part: A – Discussion
Complexities are unavoidable when teaching a language as one that is secondary to the students and English language being secondary one in many schools does become difficult to teach. There are grammatical rules and exceptions to those rules that have to be appropriately communicated to the students. In order to do so effectively, most language instructors choose to make use of and recommend making use of simple text and techniques as a part of the teaching methodology (Afolabi & Olateju, 2006). However, as the following paragraphs shall elaborate upon, modern day teaching techniques for the teaching of English as a second language choose to refer to the usage of authentic texts.
The credibility of the material used in the case of second language teaching, such as the case would be if the English language was to be taught to Chinese students, comes to an extensively high level in consideration of the fact that while Chinese and English are perhaps two of the most different languages when considered in a comparative perspective, the cultural differences that each language incorporates are just as far-reaching. Richards & Rodgers (2001) proposed that that there are numerous words that the language being taught may has borrowed from the student’s native language because of the simple yet intriguing fact that they were either of purely native origin or awareness of the entities that the words represented did not exist in the culture of the language being taught.
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