Volume 12, Issue 2, 2024
Discourse strategy in a Second language teaching:The English tense example
Oseni Aliu Kayode, & Ghanni Monsurat Oreoluwa
Abstract
Effective teaching and learning of English tenses is hinged on the meaningful context where language instruction is structured to capture real life situation. Among the instructional strategy in English instruction, discourse strategy is highly relevant because it is based on the premise that language teaching and learning should be obvious to pictures, object etc. In recent times, it is uncertain that students are taught the English tenses correctly because due attention to linguistic context and situational context seem to be missing in the teaching. Students are therefore often unable to use tenses correctly within meaningful situations. This paper seeks to look into the influence of discourse strategy in English tenses to eradicate poverty in Nigeria. It examines conceptualization of discourse strategy and its impact to meliorate language teaching in schools. The outcome apparently reveals that discourse strategy as one of the relevant strategies in English instruction likely creates more opportunities for students to practice using English tenses in real life situations such as conversations or discussions. The focus of this strategy is that language teaching and learning should be obvious to object, pictures, actions etc where learners can relate ideas to real life situation and this makes the learning of tenses more meaningful to them. This hands on practice is more effective in helping students internalize the tenses compared to methods that focus solely on theoretical knowledge and memorization of terms.
Keywords
English tenses, discourse strategy, Senior Secondary School, language teaching
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