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"Moving beyond the plateau" examines some of the tyical roblems second!language learners. Hel learners "ith a better use, ractice and comrehension of #nglish language, and also, he gives some strategies about. &hel learners need to identify and recogni%e each one of the follo"ing five very imortant features and exlore all about those.
"Moving beyond the plateau" examines some of the tyical roblems second!language learners. Hel learners "ith a better use, ractice and comrehension of #nglish language, and also, he gives some strategies about. &hel learners need to identify and recogni%e each one of the follo"ing five very imortant features and exlore all about those.
"Moving beyond the plateau" examines some of the tyical roblems second!language learners. Hel learners "ith a better use, ractice and comrehension of #nglish language, and also, he gives some strategies about. &hel learners need to identify and recogni%e each one of the follo"ing five very imortant features and exlore all about those.
Jack C. Richards, in his booklet, from Intermediate to Advanced Levels in Language
Learning, Moving Beyond the Plateau, examines some of the tyical roblems second!language learners and suggests strategies to hel learners overcome this roblem. In addition, he exlains us ho" to hel learners "ith a better use, ractice and comrehension of #nglish language, and also, he gives some strategies about. $ence, to hel them "ith their language kno"ledge, is necessary to identify and recogni%e each one of the follo"ing five very imortant features and exlore all about those. &he first feature says, &here is a ga bet"een recetive and roductive cometence'. It meaning that, learners should be able to understand more "ords than they can use. &heir vocabulary learning is inside their minds but, they aren(t being able to roduce the sentences and aly their language kno"ledge. $ence, they may eventually lose confidence and determination, and their motivation to continue learning #nglish may be affected. $o"ever, in this oint, Richards roosed some strategies to hel the learners to ac)uire ne" forms from inut successful language ac)uisition, such as, Check off from a list the exressions that occurred in the text', Identify differences bet"een "hat they hear and a rinted version of the text' and more. In the second feature, he seaks about *luency may have rogressed at the exense of comlexity'. +o, learners need more comlexity language to be increase their kno"ledge and also, ne" linguistic forms to ac)uired and added to their roductive linguistic reertoire. &hereby, learners order the ne" "ords and linguistics items, restructuring all the ne" information in their minds, as "ell as they can reorgani%e the relation bet"een syntax, grammar or vocabulary ac)uired. &hus, learners increase their abilities and fluency to roduce language, seak "ith better intonation and exress ideas correctly, as "ell as they have oortunities to ractice more. *ollo"ing "ith the third feature, Learners have a limited vocabulary range'. ,ne of the most common roblems in learners is their oor vocabulary and the caacity to remember ne" "ords. +o, "e need to hel learners imrove their vocabulary, moving "ords from short!term to long!term memory' and reeating more fre)uently the ne" "ords to remember easier these. Also, recommends the use of teaching strategies as use of guided discovery, contextual guess"ork, mastering dictionary, and others. $o"ever, vocabulary develoment does not only involve ac)uiring ne" "ords. It also involves exanding kno"ledge of the grammar, syntax and collocational atterns that kno"n "ords can enter into. &he fourth feature is about, Language roduction may be ade)uate but often lacks the characteristics of natural seech'. Although, learners looking for have a natural seech, this is very difficult to them because to seak like as native seakers they need a reertoire of thousands of routines, or chunks'. Learner can seak #nglish "ith accurate and fluency but they do not al"ays sound natural, and here is "hen they need more ractice using chunks, multi"ord units and conversational routines, observing examles of natural discourse. $ence, language learners "ill be able to communicate comrehensibly, effectively, and aroriately In the last one feature Richards refers to, ersistent, fossili%ed language errors'. &hese errors are very difficult to eradicate because language learners have these errors inside and reeating the same all the time. -e can see this roblem in grammar and ronunciation skills of learners and this ersist if "e do not hel them "ith some strategies, as communicative classroom activities or rograms "here they "ill have an extensive use of authentic communication. In addition, "e need to involve learners becoming active monitors of their o"n language roduction, recogni%ing their kinds of errors, and, ho" and "hen have to correct them, or noticing grammatical features of inut or outut. In conclusion, "e need to rovide learners a rich source of language learning exeriences in seaking, listening, "riting and reading, also, exand their grammatical cometence, including ac)uiring ne" "ays of using kno"n forms. &hus, these exeriences going to roduce gradual develoment of language learner(s skills and they "ill be able to correct errors as a monitors of their o"n learning. &herefore, learners "ill be able to recogni%e ho" they can move since their current level of language ability to more advanced learning lateau. References Jack C. Richards, Moving Beyond the Plateau', From Intermediate to Advanced Levels in Language Learning. Karen Brown Pedagoga en Ingls - ! a"o #an $ernando
Understanding and Interpreting Data on the Learning of English Tenses and Verb Forms: A Research-Based Resource Book for the Teaching of English as a Second Language