本文献综述的目的是了解英语作为教师口语教学的方法和模式。关于第二语言习得(SLA)，人们提出了许多理论(Gibbons, 2006)。这些都是广受争议的话题。杰出人士都提出了不同的方法，以确保能够增加学习过程。这是关于学习者和学习环境的辩论，以及向人们教授口语的不同方法。近十年来，教师和研究者对理解第二语言发展的根本原因产生了浓厚的兴趣(Gibbons, 2006)。课堂与学生的互动以及社会文化因素的影响，使教学过程发生了动态的转变。许多语言教学的协作互动过程已经被观察到。这些都是确定语言学习和使用的心理过程和文化情境的目的。过去所做的研究结果已在essay代写-文化和语言学习过程中整理。
An innate convoluted connection has been observed between the communicative and political competencies (Holliday, 2011). This has been observed in the arguments against prejudice and discrimination. The pedagogical approaches of the past reiterate these approaches to the intercultural speakers. A bias was observed in certain western societies in the past about the attitude of European languages. This opinion has changed considerably in the current times. The languages are not considered to be inferior or colonial. It is about the distinctive marking between our culture and opposite culture. An innate fear of the unknown is reflected in the teaching process. Holliday (2011) in his research alludes that there is a positivist methodology that is found to exist and it plays a lot of emphasize on the description of the culture. The actual impact of the culture and the language learning process is found to be dependent on the face value. Nevertheless, in reality, an over emphasize on the global positioning and politics of the actions is observed. These are bound by the cultures as a process that is in reality non-confining. The interpretivist ideology of culture states that certain language and methods that are considered to be gaining cultural interactions by gaining dominant preoccupations. John-Kayvan narrative considers that the value of the richer texts needs to be increasing the critical intercultural awareness. From the analysis of Holliday (2011), it can be comprehended that the role of the culture and the individual ideology about the particular language play an interesting role in the pedagogical approach. From this, it can be inferred that for a particular individual to learn English as a foreign language, certain subjective factors needs to be fostered. The teacher must have innate understanding of the culture of the student and frame a pedagogical approach that would be beneficial for the teacher as well as the student to learn the subject.
Kasper and Omori (2010) state that linguistic and cultural diversity play an important role in how the comprehension of the language takes place. It needs to be understood that these must work in liaisons or tandem with each other and develop implications or alternative views of the relationship for the educational practices. Language and culture play two roles that are complementary for the learning process. All human activities stem from the linguistically and culturally mediated roles. The classroom cultures are essentially constructed or framed from these modalities and basic fundamental variables. Based on this, the societal value about the cultures is shaped. These are shaped by the educational policies and material conditions. These are developed through the language, text and talk. It cannot be refuted that the language and culture are important tools through which there is developing of education. They are imperative in meeting the educational goals. The importance of culture and the ways of formulation of the teaching methodologies are probed in the researches by these authors.
In this process, it is imperative to understand that this is a complex process. The general issue in this learning process is framing of the appropriate culture and context for the student to develop their learning process. This is a fundamentally daunting task. When considering the notion of culture, multiple factors are in play. Along with this the role of the native language needs to be considered.