Research Paper on Teaching International Languages

Introduction

The following analysis aims at comparing and contrasting two of the classroom texts: 'Ready to write 1' and 'English USA every day' which are the textbooks that have been chosen to facilitate English lessons as a second language course. The analysis incorporates the reviews of each of them, and through this review, then the comparison factors can be determined. Besides, the books will act as the guide for the learners of English throughout the course and under the designated program. The program itself is designed to teach English as a second language to the learners that have the Arabic language as their first language. There is the weekly planning of the program where the first book will cover three days in every week while the second book covers two days in a week. Each session is programmed to include one and a half hours which adds up to seven and a half hours of study per week. Having this program set for the students in Arabia, various language goals need to be achieved at the end of the program administration and these goals will be regularly used to determine the progress of the learners. Therefore, the effectiveness of the program will be established periodically as well as after the whole time of teaching. The first goal of the program is to work in a non-profit environment which will help to improve the novice levels of the learners by the end of the course which will be achieved at t6hened of the program. The evaluation of the learning progress will help to measure the novice levels of the learners who are expected to rise from low to high. Achieving this goal will contribute to the overall intention of the program which s the administration of the English language in an Arabic environment. Secondly, the program sets to provide a course that will be useful in providing learning opportunities to the learners who originate from less represented communities. The larger the number of learners present will dictate the contribution of the program to the general success of these communities. The learning exercise is intended to run across the whole period of learning focuses on the population of students learning English as a second language from an Arabic background. The target region for this program is the Saudi Arabian residents.

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The national standards of the learning of foreign languages have been incorporated in the evaluation of the course mentioned earlier textbooks concerning the coverage of the concepts. However, the experience in teaching foreign languages has played a significant role in the understanding of the syllabus coverage of the course books thus contributing in the creation of a program that will administer the goals of the textbook. The issue of culture constraints will be substantially adhered to during the administration of the program as many of the learners participating in the program have a Muslim background and therefore, the program will closely relate to the cultural expectations of the program. Besides, technology is always an essential aspect of consideration while administering lessons on the international languages through the provision of the audio and visual materials that are supposed to help the learners to understand the outlined concepts better.

The investigation recommends that in addition to the fact that texts contrast in the sort of language used for guidance, however, they additionally differentiate in methodologies used to present language. The English USA regular coursebook utilizes an increasingly inductive technique to language learning since it offers content in a progressively summed up path through the investigation of the American lifestyle. Its use of basic reasoning to get rehearses, and presenting exceedingly scholarly vocabulary like "idioms" are instances of an inductive methodology. These are themes that probably won't be fundamental for regular correspondence; however, could enable understudies to find out about the American lifestyle in more noteworthy profundity. One way it associates perusing to basic reasoning is exposition composing. Understudies can contrast the American people group and societies with the students' own. Students can break down their specific manner of life to impartially form and convey what needs be in various settings. A few procedures introduced in this course book incorporate numbering each section to help understudies in separating data, making it simpler to pursue and progressively reasonable to process. Crosswords are utilized as the type of guidelines to empower the students to acclimate more with the basic vocabularies used in various setting. Words are of different dimensions of trouble, yet words with more elevated amounts of trouble will, in general, be more prominent open doors for subjects of discussions and coordination of valid language and intuitive exercises identified with realistic and semantic significance in a homeroom setting. A few instances of this are referenced further in the paper and help with accomplishing interpretive and relational associations.

The Ready to write textbook uses the down-top standard approach to make the learners enhance their comprehension of the aspect being taught. According to (), this approach is usually effective for second language learners as it helps them move from the simple elements toward the more complex. The book is more focused on helping the L2 student improve their writing skill in English. The book utilizes a down-top standard effectively to ensure that the student develops their writing and conversation skills progressively. For example, the book starts by introducing the student on how they can write about themselves than writing about their family and friends to writing narratives and at the end they will learn how to express their opinions. Besides, the book also divides the learning into four areas namely grammar guide, paragraph pointer, sample writing, and real-life writing become the last aspect. In the four regions used in learning, the intensity of the element being taught also increase progressively. The assumption is that the student will be able to use prior knowledge to help them easily comprehend the advanced aspects of the area being taught. For example, the first lesson in each chapter will be teaching the grammar guide. The complexity of the grammar guide provided in the sections is progressive. In the first chapter that taught about a student on how to write about themselves include grammar guide on how to use capital letters, and object complement, and subject in simple sentences. However, the grammar guide in the second chapter goes a notch higher to teach about conjunctions, possessive adjective, and pronouns. The same case applies in the second area of instruction of each section which deals with the essence of paragraph pointer. In the first chapter, the paragraph pointer teaches about paragraph forms while the second address writing titles and the third one paragraph provide instruction on how to write paragraph structure. The knowledge of how to make good paragraph goes on increasing in each chapter.

The 'English USA every day' uses the language instruction to trough aspects such as culture and daily activities to help the learners develop effective structure and functions of human society. This helps the L2 to understand the English language trough relating it to the content of their daily activities. The second language learning studies have shown that content learning is among the aspects that help the learners to easily understand the content of the language trough equating it to the situations where they are used. The textbook starts with the instructions that help the learners to understand the American culture. Learning a people culture is a key factor that determines how well an individual will understand the language used in that society. Besides, it helps the L2 learner to easily understand the language being taught as it gives them a chance to relate it with their own culture (Eli Hinkel, 2005). The instructions provided in this book also aim to help the learner develop vocabularies related to certain activities. For example, it provides the instructions that help the students understand certain vocabulary which is related to certain activities such as cooking. Among the most important instructions used in the book to help the learners comprehend vocabularies related to certain activities include translation. According to Eli Hinkel (2005), translation helps the L2 student easily acquire an remember new vocabularies. In the 'English USA everyday' textbook, vocabulary translation is provided where words used in a certain activity such as cooking are translated using different languages. This help the l2 students to easily remember these words using the understanding of vocabulary used in their language to translate the meaning of certain vocabulary. 'The English USA every day' also make use of pictures to reinforce the meaning of specific vocabulary used in different context. For example, vocabulary such as pushing will be expressed with a person pushing a vehicle. This will make the learner easily understand the meaning of the word push in the context.

The 'English USA every day' also uses context and activities instructions to help the ESL student understand the meaning of idioms and vocabularies. Idioms, as used in this context, are the words that have a hidden meaning. They can also be referred to as expression. About Eli Hinkel (2010), the use of idioms is one of the aspects that confuses the second language learner. This is because idioms do not usually have a deeper meaning. In the 'English USA every day,' the author uses contexts and activities to teach the L2 learners the idioms related to that context. For example, "stirring the pot" is an idiom used to mean creating problems. By using cooking activities, the book effectively helps the learners understand the meaning of such expressions. The other thing is that the author uses the matching instruction technique to help L2 students learn new English vocabularies. It involves matching a vocabulary with the right definition of the meaning of the word. This is the technique used in inquiry books such as dictionaries to help people understand the meaning of understanding new vocabularies in the second language. Though this technique as used in inquiry books is usually meant of finding the meaning of the most difficult words and their pronunciation, it is also useful for L2 students as it helps them quickly understand many vocabularies in the English language.

Context instructions are also used in the Ready to Write text book. Context instruction learning has been proved to be effective by different researches that have been conducted in second language learning. Eli Hinkel (2005) asserted that using a real-life context help the L2 student to have a deeper comprehension of the aspect that is being taught. As opposed to the 'English USA everyday textbook which emphasizes on helping L2 student develop language used in American culture and activities, this book major on teaching L2 students effective grammatical writing. Nevertheless, it also makes use of content writing to help the student relate and hence easily comprehend the aspects being taught. This can be seen in real writing that students are supposed to do at the end of each chapter. The instruction of actual writing is structured in such a way that it is in line with the aspect being addressed. For example, the real script about family and friends will require a student to write an email of apology to his parents. It is also used to comprehend the understanding of pronouns, conjectures, and verbs among others.

There are some instruction techniques used in both textbooks to help the learners to enhance comprehension. Self-reflection a...