Student Study Just To Pass Examinations. Do You Agree?

Student Study Just To Pass Examinations. Do You Agree?

I agree fully with the above statement. I am a student and I study just to pass the examinations. It seems the same with my schoolmates. We are all only concerned with the examinations. We do not study other things that do not require us to sit for examinations.

The reason that we do not study other things is because we have no time for them. School subjects take up all our time in school and much of our time in school and much of our time of school. Everyday we have to learn so many things whether we like it or not. Lesson continues one after the other with hardly a break. Our brains switch from history to geography to mathematics to science with a speed of light. We manage most of the time, but sometimes it get so tiring to study, and many of us think to put off our study. For me, any initial interest I have in any subject is quickly killed off by the sheer amount of information I have to absorb. No one is allowed to learn his or her own pace. Everyone is force-fed a diet of information regardless whether he or she can cope with it or not (haiz…so pity the one’s who study…).

Then there is always the next examination around the corner. Since very young we have been taught this: passing with flying colors an examination is the best, just passing it is just a normal statement, but failing is very bad indeed. We are expected to pass. Our parents, teachers and all grown-ups applaud us when we pass with flying colors. If we pass they say nothing, but when we failed we are made to fell worthless. I myself have been caned by my mother because I got red marks in my report card (but in secondary I have improved better!).

No one wants to be considered worthless or be punished for failure, but that is what the world is. So we become obsessed with examinations. We study because we do not want to fail. I have heard some teachers’ say that we should study to acquire in my years in school is that if I fail I am finished. I have to pass with flying colors to prove that I am not worthless.

That is how I feel. For some of my classmates who cannot cope well with the workload, they simply give up studying in some subjects. They are already marked as failures by the teachers so they see no point in studying anymore ,but some teacher always teaches them, help them on their homework, support them but the hard work seems have no effect on them, maybe they are meant to failed. Lucky I do not fall in that category. I still study and do my homework as diligently as I can, but I do these things with only one thing in mind and that is: I have to pass my examinations with flying colors.

So the students study very hard indeed. Passing means success in the world. Failure is unspeakable. The fact remains that they study not for the sake of knowledge but only so that they can pass the next examinations. I am no different from them.

The goal of teachers who use the Communicative Approach is to have students become communicatively competent.

“the goal of teachers who use the Communicative Approach is to have students become communicatively competent. While this has been the stated goal of many of the other methods, in the Communicative Approach the notion of what it takes to be communicatively competent is much expanded.” State the reasons why you are for or against the above idea.
(The notion of communicative competence as expanded in the communicative approach)

In the English language teaching methods come and go but few can establish themselves firmly in the field. The Communicative Approach is one of those few exceptions it has gained much popularity since its advent in the late 1960s. Most of the value of this approach lies in the fact that it expands the notion of communicative competence in such a way that no other method is able to.

First, the Communicative Approach highlights the fact that understanding language functions is an important aspect of communicative competence. This can be clearly seen in the following comparison. The Direct Method, the Audio-Lingual Method and the Communicative Approach are similar in that they all aim at teaching language for communication. However, each of them has its own way to achieve its goal. While the Direct Method tries to establish a direct link between the target language and meaning by immersing students in a rich sample of the structural and lexical items being taught and the Audio-Lingual Method insists on mastery of structural patterns through imitation and repetition, the Communicative Approach stands out with its emphasis not only on linguistic forms and meaning but also on functions. It claims that as language is used for performing a variety of functions such as apologizing, requesting, thanking, inviting, an understanding of language functions is really necessary. Learners need to know that a function can be realized by different forms or that a form can serve different functions. What is important, learners must draw on this knowledge to choose the most appropriate form to fulfill the function intended. So, though the Communicative Approach is not the first to put forward the idea of teaching a second/foreign language for communication, it is definitely the first to advocate the learning of language functions to gain communicative competence.

The Communicative Approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence. The principle applied here is that grammatical competence and lexical knowledge are not enough to enable students to operate efficiently in the target language. They must be able to use the language appropriate to the speech event they find themselves in. Some variables that decide the appropriateness of their language use are the purpose of their interaction, the role relationships between them, the topic they are engaged in and the shared knowledge they have. In other words, by considering who they are talking to, what they are talking about, when, where, and why they are talking, speakers know what words to use. And of course, the ability to use language appropriately helps to distinguish skilled communicators from unskilled ones.

The Communicative Approach also points out that the ability to develop strategies that can ensure effective communication is an indispensable part of communicative competence. As the Communicative Approach views langue as a vehicle for communication the process of negotiating meaning receives much attention. Engaged in oral communication, speakers not only have to make themselves understood but also have to interpret the listener’s intention correctly. To do this they need to employ a number of strategies to make sure that communication can take place smoothly. These strategies cover a wide range, from initiating and maintaining communication, sharing and clarifying information to reparing, redirecting and terminating communication. Obviously, successful communicators must be able to devise strategies that suit them as well as the social context they are involved in.

It can be concluded that the concept of communicative competence as defined by the Communicative Approach is very broad indeed. It embraces three fundamental dimensions: the ability to use linguistic means to realize a variety of language functions, the ability to use language appropriately with due consideration of the social context in which communication takes place and the ability to develop strategies to manage the negotiation of meaning. This specification of communicate competence is the hallmark of the communicative Approach because it cannot be founding the theoretical framework of any other method of or approach to language teaching.

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How can a teacher help students enlarge their vocabulary?

Ways to help students enlarge their vocabulary

It is a self-evident truth that a good command of a language requires a knowledge of both its grammar and vocabulary as structural patterns serve as building blocks that hold lexical items together. Therefore, in addition to teaching grammatical rules, English teachers must help their students enlarge their vocabulary. This will not come as a daunting task to language teachers if they know that they can offer assistance to their students in their vocabulary learning and vocabulary expansion in the following ways.

Teachers can first help by raising students’ awareness of the importance of vocabulary learning and expansion. As can be seen, not all students are fully conscious of the necessity of having a wide vocabulary of English. Some students may emphasize the acquisition of linguistic structures over that of vocabulary because the former, in their opinion, can help them operate effectively inn English. However, it is not difficult to find cases in which it is words, not grammatical structures that help one get his message across. For example, a speaker can still make himself understood even though he produces a grammatically incorrect sentence like ‘Yesterday I meet mine old friend’. Therefore, language teachers should give priority to making students aware of the important role that vocabulary plays in language learning. Only when students realize the significance of knowing the lexis of a language will they make effort to learn words and increase their vocabulary.

Second, teachers can help students enrich their vocabulary by teaching words in context. The reasons for this technique are not difficult to understand. For one thing, the environment in which a word occurs with other words that will decide which meaning of the word is intended. Lexical items should thus not be presented to student in isolation; they should be presented in clear and meaningful contexts so that students can work out which sense of the word concerned in used. For another thing, students will get into the habit of guessing the meaning of new or unknown words form context, a badly needed skill for their vocabulary expansion. It is because when they first encounter new vocabulary items students will rely on the context as a clue to their intended meaning. In this way the meaning or use of the word will be retained longer in their mind.

Moreover, teachers can promote students’ vocabulary learning and expansion by teaching words in relation to other words. It is highly recommended that specific words such as red, blue, yellow should be related to the generic term color, that words like happy should compared with happily, happiness, unhappy, unhappily and unhappiness, that words like book should be extended to notebook, textbook and handbook and that acceptable combinations like headache, earache, stomachache should be identified as opposed to illegitimate ones like eye ache or throat ache. In other words, teachers do not simply teach certain words as discrete lexical items; teachers have to present words in a network established by such language phenomena as sense relations word formation and collocation. An additional teaching tip is that teachers can present vocabulary in categories of words depending on topics. Teachers can ask students to keep a notebook to record words in different sections for different themes or topics so that they can develop their vocabulary systematically. In this sense, students not only learn, for example, a single word happy but several connected forms like happily, happiness, unhappy, unhappily and unhappiness and other words referring to human emotional states like glad, pleased, sad, and depressed. This will certainly lead to a massive increase in the number of words students learn and acquire.

One more thing that teachers can do to help their students to widen their vocabulary is to train them in dictionary using skills. Naturally, teachers cannot provide students with all the words they need. So dictionaries will serve as their best source of reference outside class time. And that is the reason why students should be given practice in using dictionaries. Teachers can start by recommending a good bilingual dictionary such as an Oxford or Cambridge or Longman learners’ dictionary. Certainly, a monolingual dictionary has a role to play but an English – English dictionary would expose learners more to the language. As learners’ dictionaries often define more complex words by means of simpler words, students can get at the meaning without switching back to their mother tongue. What is more, as easy and familiar words are used to explain new words, the former are recycled, thus facilitating students’ comprehension and acquisition of the latter. Then teachers can spend some of their class time showing students how to use the dictionary they have recommended. For example, they can set exercises in which students have to look up some new words from their reading or listening texts. This will force them to get to know the symbols and abbreviations used in the dictionary and to choose the most appropriate meaning of the words from a range of meanings listed in the dictionary.

In conclusion, there are just a few ways in which teachers can help their students enlarge their vocabulary. It is hoped that with the help and guidance from the teacher, students can first discover the value of vocabulary learning and expansion in language learning and then develop strategies to increase their vocabulary.

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