Quais são as estratégias eficazes para ensinar os alunos de línguas a comunicar em situações da vida real?

Effective strategies for teaching language learners, there are some Linguistic frameworks, crucial in language research and education, encompass Krashen's Input Hypothesis for second language acquisition, Vygotsky's Sociocultural Theory in education, Chomsky's Universal Grammar foundational in syntax, and Halliday's Systemic Functional Linguistics applied in discourse analysis. Canale and Swain's Communicative Competence Model guides language teaching, while Cummins' Linguistic Interdependence Theory is vital in bilingual education. Framework choice hinges on specific goals and contexts, with researchers often combining elements for a comprehensive understanding of language learning and use.

In a setting where the target language is not widely spoken, the onus is on the teacher to create such environment. There are a few strategies that teachers could use to encourage learners to speak in the target language. 1. Teaching the students daily phrases and having the phrases or words around the classroom helps students to learn these words by heart 2. Setting rules or routine that demands the students to use the target language is the first step in encouraging learners to use the target language. For example, greetings, asking for permissions or getting the students to reflect or discuss on a topic using phrases that were taught in class 3. The topic must be current and relevant to the needs of the learners.

A slot to prove the usage of verbal and non verbal properties by humans in making communication alive and able to be made lively by others

To teach language learners to communicate effectively in real-life situations is important to engage learners in role-playing scenarios relevant to daily life, encouraging practical communication skills. Also, it is crucial to use real-life materials like newspapers, menus or street signs to expose learners to authentic language in context through group activities, discussions and projects that require collaboration and communication.

Sometimes it's useful not even to provide the students with preparatory information before they perform a task. When teaching overseas, I was also learning the students' language in immersion. Often I gave the students' preparatory information for directed communication tasks, but other times I simulated my own experience with their language outside the classroom. This often meant setting up students in situations that put them on the hot seat with no preparation. They had to come up with a strategy to claw themselves out of the predicament. If the first one worked, fine, but if it didn't, they'd have to devise a new one. Many students were uncomfortable with these tasks, but years later others wrote and thanked me for using the approach.

Talking about adult learners, in my experience, it's essencial to understand students' needs in depth, eg, topics and situations are they likely to encounter. Then it's easier to engage them in relevant practice that will show practical results in their speaking skills. In short, empathy, knowing your students and focusing on their needs.

Try to have normal conversation session between friends in their daily language and then point out vital communication strengths that have been spotted throughout the session

Wherever possible, draw your students' attention to useful chunks - standard phrases or groups of words that often go together, like "that's not the point", "let's not rush into things", "at the end of the day", "that won't work" etc. Functional language is often "formulaic", and learning it in chunks can help students not only sound more natural but also understand others (who would presumably be using those chunks too).

Again, with adult students, it's important NOT to demand a perfect result in the first attempt at a task. Praising them for their attempt, pointing out suggestions for re-phrasing or corretions, giving them time to prepare more and perform better each time.

Try to make them relax like sharing with them some simple tips in confronting the new situation (e.g. situation on the first day in university/school)

Simply, they will become one step closer to a better proficiency level! Communicative language affects 2 out of the four language skills which is a no brainer for any L2 learner. It is their dream to master these skills to teflect their language learning progress. Simply, it motivates them.

Ask real life questions. Start with why, where, how, etc. And of course, give everyone a chance to speak. Give learners time to respond. Encourage full sentences imstead of yes, no answers.

Students need to have vocabulary. They need to know the words, and be a bit familiar with constructions that contained them. Keeping this path, will lead to a successful English speaker

Effective strategies relating everything to real-life situations *Role-play *Greetings *Writing-Speaking-Listening-Thinking as part of every lesson *Crafts notes they can easily take with them *Part of the Speech: Introduce this from the beginning then formally in your 5th lesson with the vocabulary taught *Teach the Interrogative Adverbs so they can independently build questions enhancing curiosity and confidence *Use your students' names in readings *Do not overcorrect pronunciation focus on communicating not sounding with specific accents English sounds different everywhere *Sentence building to support their agency in communicating *Use manipulatives for visuals & connections *Team Collaboration *Be situational, cultural, and relatable

Adding: *Create an inclusive learning environment where all students feel safe *Be a charismatic educator *Use music, culture, and situational events and celebrations to support language acquisition *Get to learn your student's needs and strengths *All students need an empathetic teacher *Share other languages you also know and how best you learned them *Share that we are not perfect in our spoken languages either *Communicating is the most important thing, not only for survival but also for basic transactions like shopping *Have fun teaching