The system of English articles is very difficult for A2 level students to understand and even for teachers to explain it, especially if there are no such elements in their L1. Teaching English is a rather complicated procedure. Some theories indicate that the article of pedagogy should focus on the rules of teaching and exceptions.
On the other hand, other theorists believe that the article of pedagogy should focus on the application of a communicative approach in the classroom. Both methods are reasonable and useful when purchasing L2 products. This article will uncover common article errors in the translation of L2 students and discuss how systematic training can enhance the accelerated learning of the article system. Students should also know the entire system of articles, not just their individual use. Obviously, the latter can not be developed in the immediate presence of a "correctional" system, where students stop every time they say something wrong. Undoubtedly, the school helps students achieve a higher level of education, but first we must take into account the fact that they can be disappointed and refuse to use in this case the articles in general. Even when they learned their first language, they made mistakes, so that the second acquisition of the language would not differ from it.
As for me, I encourage them to speak English, even if they do not have a good commandment. I see that they feel motivated and comfortable, because their message is understood, although their English language was not perfect; about articles that have nothing to be proud of. Sometimes for students, the articles are as insignificant as their sound numbers; they can barely hear or.
Regardless of our position as students or teachers, we could notice the most confusing decision in choosing between these "trifles"; great accuracy in conversations and writing was accompanied by practice and experience, so we believe that our students can use the relevant article. But, on the other hand, the question can be seen in different ways:
Why can not our students use the English article system correctly, even though they have mastered all aspects of the English language? The assumption collects two categories of English learners: experienced / advanced and intermediate / intermediate and signals two branches: linguistics and pedagogy.
Having this starting point, our wat to find the best way to teach English articles can be difficult, although not possible.
It has been suggested that learners “use articles almost randomly”. Some teachers, indeed, believe that the system is so difficult to acquire that no rules can be taught. Master, however, suggests that “formal instruction does have a positive effect”, and many teachers do indeed attempt to give rules for the use of articles. Swales and Feak, for example, give a detailed review of article uses for non-native speakers of English engaged in academic writing. Such rules are nonetheless hard to formulate.
Articles in English are one of the key indicators of the competence of native speakers, and the ease with which native speakers use articles can lead to ignoring the complexity of the system and often not aware of their importance for English syntax, calling the English article system "Psychomechanism ", Through which native speakers use the articles correctly, but unconsciously.
Since mistakes in use of articles tend not to interfere with communication, many students may feel that efforts to properly study the system are not proportional to the benefits obtained. However, for academic writing, a higher level of accuracy is required, and the correct article becomes an indicator not only of mastering the language, but of the accuracy of throught and expression, «imperfect control (of the use of articles) can, to offer imperfect knowledge, “which leads to the perception that the author of an essay or academic newspaper does not have an adequate understanding of his subject.
One of the key factors in the teaching of articles is the concept of countability. In English, nouns can be divided into “countable” and “uncountable” (also called “count” and “uncountable”). Countable nouns are those that can have multiple forms ( for example, “tables” or “children”), while uncountable nouns (such as “dirt” or “information”) can not be plural. For students it is important to understand that countability is a grammatical category, not practical. “Money”, for example when it is in a purse, but it is usually not countable as a noun, although the form “money” is in the business sense.
In short, articles always challenge theorists around the world, pragmatists-linguists and teachers, but no one has reached a clear conclusion. From the very beginning, I knew that this study would not bring any significant references; my goal was to reflect on the details. Everyone has better arguments in favor of a grammatical problem, but what about articles? Can you convince yourself or others that you are a "master" of articles? The final conclusion, do not stop until the answer is yes, the teaching and teaching of a foreign language.