...goal of imparting knowledge to the learners, teachers are summoned from different walks of life to exert their best efforts and offer the useful knowledge they have gathered all throughout the years. Moreover, the teachers’ influence couldn’t be limited to the knowledge that feeds the mind alone but the innermost being of the learner that molds their character. In this regard, it could be considered that teaching is both the noblest profession and the most challenging also. The interest of the students to learn highly depends on how strategies of the teacher awaken it. Thus, motivation in learning is anchored to how lessons are presented by the teachers and welcomed by the learners. Indeed, teachers face various challenges to test if learning takes place in the classroom. Quality education requires quality teachers. Teachers who are equipped with skills, knowledge and passion are the front liners in the battle to eliminate illiteracy in the country. Teachers are the quiet companions that hold the hand of the learners and walk with them until they become the educated. Along this journey, teachers must be given various opportunities for self- improvement so as to provide help when faced with different situations. They must be updated with the modern tools in teaching and effective approaches. These are very important in teaching English as the second language. Learners are faced with difficulties in different aspects of learning English subject. These difficulties hinder them...
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...Tahra Meshell EDU230 October 10, 2015 Jamie Morris EDU-230 Teaching Strategies in Second Language Acquisition for English Language Learners Scenario 1: An elementary-aged student is an English language learner. The student is comfortable (low affective filter) trying new words and linking words together, but is not pronouncing the words correctly and/or putting words in the correct order (syntax). Development stage of second language acquisition and rationale for your choice: This scenario is an example of developmental stage 3 because it supports the student’s use of short phrases and the frequent grammatical errors that often interfere with the student’s communication. Teaching strategies that can be used to support the student with rationale: The teaching strategies that I would use to support this student would be the strategies that analyze the learner and educate them on their individual character (strategy 1), set up goals and expectations for the learner based on their characteristics (strategy 2), and finally, guide and give materials to the learner to master the language, as the ultimate decision is on them to do it or not (strategy 3). Scenario 2: A high school student is familiar with key words in her secondary language. Further, she is beginning to scaffold words to demonstrate a higher level of comprehension and retention. Development stage of second language acquisition and rationale for your choice: This is an example in the...
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... Strategies of English Learners and their Grammatical and Lexical Competencies AUTHOR : Jan-Dolly Grace Llavor Deita DEGREE : Doctor of Philosophy in English major in Language SCHOOL : University of San Jose-Recoletos ADVISER : Ofelia Torrecampo Posecion, Ph.D. PLACE OF PUBLICATION : Cebu City DATE : August 2012 PAGES : 349 I. OBJECTIVES : This research investigation aimed to determine the metacognitive, affective and social language learning strategies and the grammatical and lexical competencies of English learners of selected teacher education institutions in Negros Occidental. Specifically, this study purported to address the following questions: 1. What is the extent to which Language Learning Strategies are used by English learners as a whole and in terms of the following sub-dimensions of Language Learning Strategies: 1.1 Metacognitive Language Learning Strategy, 1.2 Affective Language Learning Strategy, and 1.3 Social Language Learning Strategy? 2. What is the extent of Grammatical and Lexical Competencies of English Learners in selected Teacher Education Institutions in Negros Occidental? 3. Is there a significant correlation between the Grammatical and Lexical Competencies of English learners? 4. Are there significant correlations between the sub-dimensions of Language Learning Strategies when paired as follows: 4.1 Metacognitive Language Learning Strategy and Affective Language...
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...skill when it comes to teaching English Language Learners students because they require double the help just like a student that may have a learning disability. The teacher has to be comfortable with themselves and their teaching strategies in order to run successful classroom with English Language Learners because the student are learning a new language and skills. As well the teacher should use a diverse instruction because not all the children learn the same and require the same needs. Needless, to say every teacher should incorporate different learning concepts and instructions that tailor the classroom. The teacher should have lessons and instructions that teach the students communication ranging to understanding skills. Meanwhile, teachers should have several strategies that will keep their student focus on learning so when it comes to taking assessments the student will comprehend and pass without struggling. Today society considers America to be like the Melting Pot because America has so much to offer and have a blend of different cultures. Instructional Strategies I think teachers know that English Language Learners need specific instructions while in school, class, or the learning environment period. I truly believe that there are multiple strategies or teaching methods that can be used to teach English Language Learners. The paper will discuss some components for teaching instructional strategies for English Language Learners within the classroom. The first...
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...Writing 3 Assignment Annotated Bibliography By: Andre Mutia 12010/NK-1 2012 1. Article 1 Abed, A., Q. (2011). Pragmatic Transfer in Iraqi EFL Learners' Refusals, International Journal of English Linguistics, 1(2), 166-185. doi:10.5539/ijel.v1n2p166 The study deals with pragmatic transfer of Iraqi EFL learners' refusal strategies as reflected by their responses to a modified version of 12- items written discourse completion task; and compare with two groups ,namely Iraqi native speakers of Arabic and American native speakers of English. The data were collected from task consisted of three requests, three offers, three suggestions, and three invitations. Each one of the situations included one refusal to a person of higher status, one to a person of equal status, and one to a person of lower status. Data analyzed according to frequency types of refusal strategies and interlocutor's social status. I prefer this article because it is very useful for my topic. The author found that Iraqi EFL learners are apt to express refusals with care and/or caution represented by using more statements of reason/explanation, statements of regret, wish and refusal adjuncts in their refusals than Americans. Americans are more sensitive to their interlocutor's higher and equal status, whereas Iraqi EFL learners to lower status. The study is suitable for the topic I chose for its valuable information. 2. Article 2 Al-Khatani, S., A., W. (2005). Refusals Realizations in Three Different...
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...students perceiving themselves as failures in English usage” by Dr. Kasma Suwanarak School of Language and Communication, National Institute of Development Administration and Asst. Prof. Dr. Sureepong Phothongsunan Faculty of Arts, Assumption University _________________________________ Abstract The study investigates the attributions of English language learning of 125 Thai undergraduate students in the last year of their study in International Business Management and Hotel Management at a university in Thailand. According to the programme requirement, these students have to study at least five selective English courses after passing the three compulsory foundation English courses. In response to the closed and open-ended questionnaire, 32 students perceived themselves as failures in English language learning and usage though obtaining highly satisfactory grades in English. 20 students were then selected for the interview in order to further explore reasons they rendered as failed learners and their views on how to become better language learners and on the benefits of learning English. Qualitative in nature, an interpretive approach is employed, taking into account the subjective meaning which the participants convey. Research findings indicate that there are various grounds why the students discern themselves as unsuccessful English learners. Implications are drawn regarding English learning and teaching as well as learners’ achievement, and for the development of the curriculum...
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...English for Specific Purposes: Validity of Reading Strategies Larissa de Pinho Cavalcanti Universidade Federal de Pernambuco In Brazil, English for Specific Purposes was developed based on the need immediate linguistic knowledge for reading and understanding technical and academic texts – a purpose that remains until today. Indeed, several publications focus on the instrumental approach across different fields of knowledge, taking as its basis not only reading and its strategic competences but the learning of language structures that might contribute to an efficient reading process. On digital distance learning, the instrumental approach to ESP is yet predominant which can be explained by the novelty of the modality in the country in the sense that time to adjust to the possibilities virtual learning environments provide us with is still required. That is the context of our teaching for the Instituto Federal de Educação Ciência e Tecnologia Educação in their distance learning program. Our paper aims at discussing the relevance of reading and reading strategies according to students’ own opinions and the theoretical considerations of KLEIMAN (2013), SOLÉ (1998) on reading as a process; JUNIOR (1999), LEFFA (1996), CHAVES (2006), on ESP and reading. Keywords: distance learning; English language; reading strategies. ESP: history, features and Brazil Learning English as a second or foreign language has become a world-wide necessity. Whether living...
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...Development in EFL Learners Supatranut Singhanuwananon 5506040111 Vocabulary Development in EFL Learners: Optimizing Lexical Competence Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings...
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... Introduction English language teaching has become very important because of the global status of English and people all over the world are learning this language. English language programs worldwide have become increasingly aware of the needs for curriculum review due to both demographic and situational changes taking place. As students’ populations, societal views, and institutional factors are constantly changing, English language programs need to be implemented routinely to make the changes necessary to facilitate the desired outcome of the program. Determining the needs of students is seen as a direct way to inform the teachers of the possible goals and objectives necessary to create a teaching and learning environment suited to the needs of the students. According to Nunan, 1989, the effectiveness of a language program will be dictated as much by the attitudes and expectations of the learners by the specifications of the official curriculum. It is important to understand how students’ perceived language needs because this will give the language teachers the idea on what to teach to the learners. The needs of a learner represent the gap between what the learner wants to get out of the learning experience and his or her current state of knowledge, skill, and enthusiasm (Noessel, 2003). Each learner is unique, and brings to the learning situation his or her own different learning style, knowledge set, pool of past experiences, and motivation. In learner-centered instruction...
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...English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given a home language survey for their parents to fill out. If any language other than English is recorded on the survey, the student is given the WAPT in which this test identifies students who are English Language Learners. Language proficiency levels are determined through the ACCESS test which is given once a year in the early spring, and when the correct levels of English proficiency is determined, then the English Language Learner teacher will devise a plan specially designed to help the ELL student progress in learning English. The students are assessed in listening, speaking, reading, and writing the English language. They are scored on a rubic: one-entering, two-beginning, three-developing, four-expanding, five-bridging, and six-reaching. Then, the results from this assessment are used to make a learning plan for the student. This is a formal assessment, while informal assessments are used and vary throughout the school year. Teachers, (both home and ELL) are given the ACCESS...
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...2.3 Ways of Improving the Performance of English and Literature among Students in Secondary Schools For a long time, motivation is generally involved with English as foreign language teachers and researchers have been attempting to sustain students’ motivation in learning English by knowing their English learning motivation types and factors which influence their supporting motivation in the long process of English and literature learning is still in requirement of investigation (Lei, 2012). If students are strongly motivated, they will enjoy learning the language; need to learn the language and attempt to learn the language (Sakiroglu & Dikilitas, 2012). Moreover, motivation has usually been considered to be the key concept in the learning of foreign language (Klimova, 2011). The researcher adds on that if students are strongly motivated, they will enjoy learning the language, need to learn the language and even attempt to learn the language. For example giving incentives to students who excel in English language tend to encourage learners to enroll for English and Literature subjects in institutions of higher learning. Several strategies to help teachers lighten the culture load for students. Teachers should treat English learners with respect, not judgmental, and try to build personal relationships with students, their families and communities. Teachers can use information gained through these relationships to develop lessons and activities that help students understand the...
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...understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate knowledge...
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...setting points out that English language learners (ELLs) are learners who have limited proficiency in the English language. They are learners that have been identified as a subgroup of people that is growing fast. Throughout the United States, school districts educate over 10 million English language learners that not only differ in language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue to increase, many school systems are encountering pressure and challenges that are forcing them to incorporate programs ad or modify lesson plans in order to educate the English language learners. Over the past two years, in the state of Alabama, more than twenty thousand English language learners K-12 grade have made significant progress in academic; with a 72% graduation rate. The Top Five Languages represented by ELs in Alabama’s K-12 Program are 18115 Spanish, 526 Korean, 456 Vietnamese, 429 Arabic, and 309 Chinese. The six K-12 schools in the Russell County School District/my local school, offers about 25 ELLs education in English as a Second Language, in addition, assistance in reading, math and writing. The county also offers after school tutoring in basic skills. The Russell County School District’s classrooms are exclusively conducted in English, but the aim of the education department is to teach English language learners in the earliest possible...
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...Instructional Strategies for ELL Classrooms Regina Chandler-Pettit Grand Canyon University Edu 523N April 12, 2010 Abstract As the demographics of American schools continue to change and more English Language learner students enter the public school system, educators must find appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment. According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction...
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...CHAPTER I THE PROBLEM AND ITS SETTING I. Introduction Teachers are the authorities inside the classroom. They are the one who facilitates the students for them to be able to learn. Every teacher differs from one another when it comes to pedagogical skills. Because of the modernization of the current generation, system of education was also affected. Major changes were made due to what professionals/critics noticed about the students’ performance in the school. They observed that nowadays, traditional education system may not be that still effective like before. In this kind of system, the teacher is the main source of information and the students act as the audience. Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998). Before, students here in the Philippines were exposed to IBE or Input Based Education in which it was a teacher-centred learning process. Now, it was transformed to OBE or Outcomes-Based Education. It was introduced in the Philippines last July 2012 by the CHED or Commission on Higher Education. OBE has become a focal point for critics...
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