Second+Language+Adquisition

**Outline**
Because students do not see any relationship between English and their daily lives, they do not put it practice outside the classroom, for that reason teachers should select phrases and idioms based to the students' background, and then teachers should help students to understand and analyze the meaning of the phrases that they are going to use in real conversations and activities inside and outside the classroom. To select phrases and idioms according to the students' environment like their life-style, location, and customs. Students' context to identify their needs. Students' Profile to teach according to their capability.

To help students to understand and analyze their meaning. The meaning of the phrases and words should be understood to be applied. Lack of practice is one factor that avoids the significant learning.

Significant activities for students to be able to relate them to their life situations. Controlled situations. Activities in which students can put into practices what they have learned.

**Second Language Acquisition: The lack of practice, useful phrases for specific context and contextualized activities.** By Karol Wojtyla Medellín Hernández The use of English is very common nowadays but sometimes people are not aware about that and they do not know that they can take part of it. The same happens at school. Sometimes the classes are not completely based on significant tasks for students to be able to identify when, where, and with whom they can use the second language. Because students do not see any relationship between English and their daily lives, they do not put it into practice outside the classroom, for that reason teachers should select phrases and idioms based to the students' background, and then teachers should help students to understand and analyze the meaning of the phrases that they are going to use in real conversations and activities inside and outside the classroom.

The first thing a teacher identifies is the environment of the students and also the students’ profile. It is related to their environment, age, ethnic group, social-economic status and the contact with technology in their daily life (music, videogames, internet, etc.). Zhuang (2010) suggest that: “…it be meaningful and practical if the grammar rules are reflected rather in sentences or contexts than in the formula”. For that reason once the teacher knows all this amount of information about his students, he considers the kind of phrases that the students use to communicate with others taking as a base their own context. The teacher can start teaching greetings and farewell expressions and explaining when they can use them outside the classroom as a warm up for the rest of activities involving the useful words and phrases.

After students identify the phrases and expressions, students will be able to use them and to be aware of their usage and meaning in certain contexts. It is common to hear students saying that: learning English does not make sense for them because they do not understand the meaning of the words and phrases and even when they can use them. According to Sokolova and Burmistrova (2012) the tasks should guide learners' attention to interpret the meaning which is realized by the target form. Because of the lack of practice inside and outside the classroom and also if the explanation was not very clear and significant since the beginning it is confusing for students when they try to put it into practice later on. The best way to make it more significant and attractive for the learners is through activities that seem familiar for them based in their context.

The activities become more significant when students are able to relate them to their real-life situations. Contextualized activities are controlled situations in which students can put into practice what they have learned in class and then take it into their context outside the classroom. According to Tian and Macaro (2012) the activities should be a lexical Focus-on-Form context this means that the activities should be aimed to situations that are familiar to learners; as a result, they can see the situations in which they can apply what they learnt so it is going to help them to develop a better understanding of the words and phrases (grammar structures and more) and it is going to be easier for them for further use. The activities that can help to reach these achievements are: roll-plays, dialogues, games, substitution drills, micrologues, and etc. All these activities aimed to communication and in this way learners can relate the information with others and with themselves. These activities can integrate the words and phrases and also their likes (music, games, internet, TV and etc.) that can be used in their context after classes.

Because of the lack of practice of students outside the classroom students are not aware of the relationship of English to their context and daily activities, it will become easier for them to put it into practice outside the by applying useful words and phrases in communicative activities after students have understood and interpreted them also it helps students to increase their motivation to learn more because they start seeing English as a useful tool for their real-life situations. For those reasons the integration of useful words and phrases, the understanding of students towards the words and phrases and the contextualized activities are great to encourage students to practice outside the classroom because they already have identified where, when, how and with whom the can use what they have learned in class.
 * References**

Sokolova, E., Burmistrova, A.(2012).Researching the Effects of Frame-Focused Instruction on Second Language Acquisition. //Online Submission, US-China Education Review// //B// (4), pp. 415-420.

Tian, L., Macaro, E. (2012). Comparing the Effect of Teacher Code switching with English-Only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-Form Study. Language Teaching Research, v16 (3), pp. 367-391.

Zhuang, X. (2010). Grammar Learning and Teaching: Time, Tense and Verb. //Online Submission, US-China Education Review V7// (12), pp. 1-9.

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I think that the hook that I’m using is like a fact because no all the people notice that they use English in many ways and they don’t know