Methods of Teaching a Foreign Language

Interlanguage refers to a language that emerges after a second language learner, which often has grammatical features that are not found in either their native language or the acquired language. According to Mahmood and Murad, the observable outputs that emerge as a leaner attempt to produce the targeted language, second language (101). Linguistic variation refers to the use of different linguistic forms on different circumstances and the expression of the same meaning in different forms for different speakers of the same language. Such variation emerges mainly due to the systematic pronunciation, word choice, grammar, and morphology-based on the non-linguistic factors. Such factors include the relationship of the speaker and the hearer, the intentions of the communication, a demographic association that the speakers have, and the production circumstances (Akbari and Razavi 105). Interference refers to the instances of deviation of the norm of the native or secondary language of a speaker that occurs in the course of speech of a bilingual individual due to the familiarity with one language compared to the other. Bilingual speakers result in to use of terminologies or phrases that they are familiar with from either language, notwithstanding their listeners culture due to the familiarity with either language.

The readings provided to the student are drawn from authentic sources. However, there are minor observable cultural inconsistencies in some of the examples in some of the sources of the readings. To overcome challenges associated with bias, colleagues should be examining their own biases and limit their teaching process to the context. The use of other teaching strategies increases the chances of purveying biases in language that they might be oblivious to and have a negative consequence in the long-term assimilation of the second language (Mahmood and Murad 95). To alleviate this threat, limiting ones teaching strategies to the learning context makes it possible to change their attitudes and invites the students participation from their understanding to contribute from their understanding of the context.

Further, the teacher...…back-clues, and hesitations and starts. Speech units often are shorter compared to written units. Speech relies more on conjunctions, such as and, bur, or, while writing relies on subordination where the dependent clause is connected to the independent clause by words, such as that, which, or while (Mahmood and Murad 111).

The similarity of reading and writing engages the decoding and language skills to comprehend what is written and express thought, respectively. Writing and speech are productive and active elements of language, while listening is receptive.

Teaching culture presents a challenge in sourcing materials that are relevant to the current since it is dynamic. Teaching culture is exciting; thus, I do not have any reservations. However, if teachers and learners encounter challenges in learning, they can employ cultural materials to facilitate the learning process (Chen and Yang 168).

For example, they can integrate art material from the learners culture, such as folklore, music, and paintings, to familiarize themselves with challenging concepts of the class. Developing a shared understanding makes it possible for the…