Introduction To TESOL Essay

Using what you break read in this introduction to TESOL and your own issueledge, what do you consider to be the blocks which may prevent nomenclature learning?When speaking about difficulties in learning and teaching exotic language different authors put on different terminology. Some of them speak about mistakes, misbehavior (Cummings, C. 2000), sources of friction (Smith, C. J., & Laslett, R. 2002), some about anxiety (Nishimata, T. 2008), troubles, difficulties and so on. For better understanding lets summarize all this definitions into a word block, which heart and soul block, that could prevent language learning. There argon two major types of blocks. The first type is instructors blocks. And the second one is school-age childs. This means that we could face with some challenges in the question of in force(p) learning from the both sides of the process. And in each situation there are also external and internal blocks. External are blocks that are dictated with the en vironment. Internal ones are coming from the personality. In both cases I suppose blocks are about psychological reactions but the difference is in a reason for that.Regarding blocks that could issue from the teachers side most of the authors pay attention to the following. Lack of self-discipline, fears of working with different (non-standard) students (Cummings, C. 2000), managing stress, fire and other emotions (Coetzee, S. A., Wydeman, J. L., & Niekerk, E. J. 2008). Also I could mention blocks that are connected with the previous see to it, teachers distortion and burnout. To overcome this troubles teacher unavoidablenesss to be a immobile-motivated person able to struggle with his/her blocks. Help of colleagues and comment feedback, realistic understanding of the own level and own abilities may be very drillful. Connecting with other teachers is a way of sharing your burdens, and your successes, with somebody else. They might feel the same and share strategies to help y ou overcome the burdens and jubilate in the successes (Saumell, V. 2014). Authors also stress that teacher should remember that the blocks exists from both sides, try to create a reposeful atmosphere, be respectful to students, give a verifying feedback and be encouraging, give students an opportunity to redo the tests, use various teaching methods and techniques.As for the students and their blocks there is much more information to think of. In a list there are such huge themesas age, motif, level of knowledge, previous learning experience and influence of mother tongue. The problem of age mostly appears before adults. Im too sometime(a) to learn English or The time is lost and so on. Its important to work upon the positive attitude of grown-up students, to show them the advantages of learning language now, when they exactly know where they will use it and what for do they need it. And do not forget to dispel a myth that its impossible to learn foreign language effectively aft er the age of 20. Teacher may use different arguments to confront with the drop of sanction. For example without strongly embedded L1 syntactic structures, young children are probably more amenable to actions and activities that crusade productive language skills. (Holloway, M. K. 2008)And for sure its essential for a teacher to know the basis of developmental psychology to be able to communicate effectively with the students of different ages and to consider age peculiarities. As for the motivation its a great clue to solve the problems with other blocks. Strong motivation to learning allows student to overcome all other difficulties. Speaking about children its a rare situation when a teacher faces with the highly motivated class. So it is one of the great challenges to motivate students, to show them the positive attitude, to kick upstairs for search and discovering new world.As with all learning skills, pupils will be more motivated when they are interested in what they are thinking about or see a real finding for their thinking (Wilson, J., & Murdoch, K. 2008). Its far not all the blocks and not all the ways of overcoming them but I think that students blocks and the blocks of a teacher are deeply connected. And if a teacher has strong blocks in teaching sure s/he will face with the lack of motivation and self-confidence from his/her students and vice versa. As the main responsibility lies on the teachers shoulders its meaningful to know the blocks and not to avoid but face them and work at them.