...DIFFICULTIES IN LISTENING COMPREHENSION OF THIRD YEAR ENGLISH MAJOR STUDENTS Jano, Jobelle A. Major in English Abstract Language learners face difficulties when listening to the second language. Nevertheless, the types and the extent of difficulties differ. This paper attempts to investigate listening difficulties encountered by 45 third year English major students from the College of Education. Data was gathered by means of questionnaires. The study has revealed a fairly clear picture of the students’ problems and difficulties when it comes to listening comprehension that stem from a cluster of factors that characterize the lecture mode of information transmission. Understanding students’ learning difficulties enables teachers to help students develop effective learning strategies and ultimately improve their English listening abilities. Keywords Listening- listening is the ability to identify and understand what others are saying. This process involves understanding a speaker's accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning. Listening comprehension- regarded as a complex, interactive process in which listeners are involved in a dynamic construction of meaning. Listeners understand the oral input from sound discrimination, prior knowledge of vocabulary, grammatical structures, stress and intonation, as well as other use linguistic, paralinguistic, or even non-linguistic clues in contextual utterance Listening problems-...
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...than good. And yet, even the latter ones facilitate your learning process, albeit in their own convoluted way. Teachers are supposed to help us learn certain subjects, but they often do more than that. They give us an idea of what the real world would be like. Good teachers do that consciously, while bad teachers do that involuntarily. Teacher plays an important role in education of every student. There are many opinions about what are the qualities of a good teacher. Somebody think that it is knowledge of the subject, but there are those who claim that charisma is more important. Personally I think that personal qualities of the teacher are importantly than education. To begin with, teacher must to know how to draw students’ attention, and fun teachers can do it. Also, good teacher should be able to tell interesting stories about life that relate to the subject. It is difficult to understand information, if the teacher says without enthusiasm in a boring monotone voice. No doubt that nowadays teacher is not only a conductor of knowledge but a person who is responsible for the future of his or her students. That is why teacher must be reliable and responsible person. A good teacher is that teacher who is able to find an individual approach to each student it is very important try to find abilities in every child. In contrast, there are those, who claim that the best teacher is someone who is very knowledgeable about the subject. They say that person with great education surely...
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...12 Things Teachers Must Know about Learning By Bill Page In the midst of the worldwide psycho-neurological revolution, knowledge about the brain and learning is exploding. Teachers don’t need to wait until new brain-mind research reaches down to practical teaching, here are facts teachers can use—now. When information is presented to students, it goes into the working memory of their brain, but the information quickly fades away unless something is done to trigger its move into the brain’s long-term memory, where it can be stored and recalled later. Multiple neurons in various regions of the brain need to fire simultaneously, repetitively, and strongly for information to be readily retrieved and used. Memory is a vital part of school learning. For this reason, the shift to student-centered learning is crucial. Activities such as rhyming and rhythm, physical movement, multi-modality input, hands-on lessons, discussion, participatory experiences, constructivism, emotional experiences, personal meaning, and relevance, must become an integral part of every teacher’s daily lessons. Following are established facts, understandings, and practices which teachers can use immediately to teach so students will learn and remember. 1. Learning is personal. Learning is a private individual experience that must be internalized and integrated by each individual. When teachers present to the class, each student must adapt and apply the lesson to his/her own existing knowledge. This...
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...GRAMMAR IN LEARNING ENGLISH In India English continues to be the medium of instructions in colleges and universities. It is also the language of the administration. English should be most useful “library language” in higher education and our most significant window on the world. English plays an important role in our national life. It was of great importance in the British India. It plays an important role in various fields. So grammar plays a vital role in the field of learning language. So working knowledge of grammar is required for a sound basis of language- ungrammatical use will create disorder, misunderstanding of ideas, and bad impression among the listener or the reader. In the words of Dr. West, “grammar is not a code of rules like etiquette and table manners, a statement of convention, it summarizes what is done by cultured people, and like etiquette, and it is a state of a constant”. NEED AND SIGNIFICANCE OF THE STUDY The most important ingredient of learning English is grammar. Because, when we come to learn a new language, we need to study its grammar. Grammar is the study of words and the ways words work together. Any person who communicates using a particular language is consciously or unconsciously aware of the grammar of that language. Students usually find difficulties in learning grammar and most of them hate grammar sessions. They do not realize that it is the back bone of language. Pupils at secondary schools also have difficulties with learning complex...
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...Effect of Metacognitive Strategy Instruction Through Co operative Learning on Reading Comprehension among Secondary School ESL Students Author: Mrs. Jane Sequeira is a research scholar at St. Ann’s College of Education. She has served as a teacher for classes’ right from Kindergarten to 12th standard for two decades. She is passionate about trying innovative methods to make the process of teaching learning effective and enjoyable. At present she is conducting an experimental study under the guidance of Dr.Vijaya Kumari S.N. The author may be contacted at jane.r.sequeira@gmail.com. Abstract The present study titled “The effect of Metacognitive Strategy Instruction through Co operative Learning on Reading Comprehension among Secondary School ESL Students” is an Experimental Study. The pre test - post test control group design was adopted for the facilitation of which the researcher prepared instructional materials both in Metacognitive Strategic Instruction through co operative learning and Conventional Method and applied them on the experimental and control group respectively to find out their effect on the respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer...
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...tradition, behind that culture. I believe you can do it. I know what was done for me. The transformative power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made school an exciting and interesting place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to play with ideas, think deeply about the subject matter, take on more challenging work, and even pursue careers in a particular field of study. Some exceptional teachers achieve celebrity status, such as Jaime Escalante, the math teacher who inspired the film Stand and Deliver, but thousands of unsung heroes go unrecognized in their remarkable work with students on a daily basis. II. Qualities of an Effective teacher Think back to when you were in school. Who was your favourite teacher? Who was the teacher you dreaded having? Almost everyone will instantly be able to answer these two questions. We’ve all had terrific teachers and, unfortunately, most of us have had teachers that were not effective. So what qualities does an effective teacher have that an ineffective teacher does not? The answer is that it takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student. In this article, we examine ten qualities that virtually...
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...Jeremy Harmer how to teach english new edition r ----------------------------------------- ^ - 1 \I with DVD _ "The How to... series is written by teachers and teacher trainers, people who know the reality of the classroom and the support teachers need to get the most out of their students. Our aim is to build teachers' confidence, knowledge and classroom abilities - and inspire them to try out new ideas." Jeremy Harmer, Series Editor How to Teach English is a practical guide for teachers who are at an early stage in their careers and for those studying for the CELTA, Certificate in TESOL and TKT exams. This new edition has been fully revised to reflect recent methodological developments and includes a DVD with clips from actual classes demonstrating good teaching practice a comprehensive glossary of teaching terminology, including terms required for the TKT exam • a new chapter on testing a Task File of photocopiable training tasks www.longman.com/methodology i Jeremy Harmer has taught in Mexico and the UK, and has trained teachers around the world. As well as editing the How to... series of books, he is also the author of the highly acclaimed The Practice of English Language Teaching. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.longman.com © Pearson Education Limited 2007 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system...
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...United States Department of Education (2015a) reports that 51% of the students enrolled in public schools are White, 24% Hispanic, 16% Black, 5% Asian/Pacific Islander, 1% American Indian/Alaska Native, and 3% two or more races” (Vaughn, S. Pg. 110). This means that at least 50% of the student population in public schools are reported to speaking more than 2 languages at home. Coming into a new country where you do not know the common language can be difficult to adapt for a child. Children need stability when they are growing up. It is very difficult for a child to keep on adapting to a different environment...
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...Workshop was a class titled “How Difficult Can This Be?” given by Richard D. Lavoie to a diverse group of individuals. The goal of the workshop was to let the attenders experience the frustration, anxiety, and tension faced by children with learning disabilities. Mr. Lavoie was able to, through a series of scenarios, give viewers an inside look into what it is like to have a learning disability. The workshop was held in a classroom with teachers, social workers, parents and siblings of children with a learning disability, psychologists, bank executives, rehabilitation counselors, and children with learning disabilities. The scenarios used by Mr. Lavoie gave us an inside glimpse of what it is...
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...December 6, 2012 INFT 101 – D03 Summary Returning to college is a big step for adult learners. There are so many obstacles that impair the adult learners. There are family, full time employment and other related activities. There are a lot of time and effort put into the adult learner’s decision to return to school. Even the most brilliant students will find it difficult to return to school due to the lack of self confidence in the ability to comprehend the learning styles of the teacher. Many times the teaching style is new or different to the adult learners because so much time has passed since they were in the classroom. Adult learners learn best by self-directing with their own learning techniques (Clapper, 2010). The adult learners have many life experiences that can be applied in the classroom. Most often the adult learner learns best by hand on situations, by life experiences, current and former employment. Educators find it difficult to teach some adult learners because they have their own way of wanting to be taught. When learning in the health care profession, educators are constantly looking for ways to help the adult learner grasp the coursework. The adult learners have acquired talents in their former employments. The adult learners are sure of the health care profession when they choose to go back to school. Educators have developed Simulation Centers to help the adult learners appreciate going back to school (Knowles, 1984) ...
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...Misty Lindsey 000058743 Objective Instructional Planning It will always be the main responsibility of the Teacher to choose curriculum, materials and resources that align with the standards and goals that are set forth by their state and district. An instructional materials evaluation checklist allows the Educator to identify and select materials and resources that are appropriate for the support and learning of each and every student. An instructional checklist contains the four areas of design, procedures, clarity and efficiency. The checklist outlines certain criteria that each area must meet. In the following paragraphs, I will describe why each area of an evaluation checklist is important as well as discuss why culturally appropriate and linguistically sensitive materials criteria may influence the selection process. In addition, I will identify a grade level, subject area and learning objective for a lesson I would want to teach that would contain curriculum materials that I would need to evaluate. Lastly, I will evaluate the curriculum materials and then decide whether or not to use them in my lesson. I will defend my decisions by providing a rationale for each resource. I will begin by discussing how important it is to choose materials that are culturally appropriate and linguistically sensitive. Before evaluating any resources by the checklist, one must choose materials to use within the lesson to be taught. And the selection process of lesson...
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...tangible but devastating losses, such as the loss of innocence in the case of abuse, and loss of trust and safety in relationships. Given their age, children and young people may find it difficult to make sense of experiences, including those that are traumatic. Sometimes they develop distorted thinking in relation to past events. It is common for children involved in divorce, for example, to believe that they caused their parents' separation in some way 7. VICES the cause why students are engaging to a different vices in following: a. sudden freedom of student were they are ill-equipped in the situation of independent to pursue their study. b. social pressure wilded by peers. c.lack of interest to the subject. d.lack of parents guidance. the effect of vices to the performance of student are in the following; a.back subject. b.failing grade due to the result of low examination.. c.they are not attending the class regularly. (cutting class) d.not participating to the discussion during class hour, physycally present but mentally absent. d. engaging their self into more vices. there are many effects of vices on students in the secondary level some are: - the students find it that if they have a vice they become cool - the studies of the students are left out - the concentration of the students in studying fades away...
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...with expectations of students here. You need to make sure that you take advantage of all the support that is available here such as extra English classes, support from the library and support in study skills. See your unit tutor in her office hours if you are finding it difficult to understand the ideas and concepts presented in the class. After each session you should go over the lecture slides and make sure you understand what they mean. If you are confused, then make a note to ask about it the following week. Then have a look at a textbook for a more detailed overview of the issues raised. Then be sure to read the journal article that will be posted on BREO each week, which will help you to develop your understanding in more depth. We would expect you to spend a minimum of 9 hours in independent study per unit each week. In the UK we are most interested in whether students can apply what they have learned. That means that you need to do much more than just memorise the slides and descriptions of the theories given in the textbook. You will need to show that you understand them, that you can see how they could be useful in the workplace, but also their limitations. This is what you will be assessed on in the exam and the coursework. You will get the most out of this unit if you reflect on your own people management capabilities. There will be some areas of this process where you experience difficulties – this is very normal and you should find that actively reflecting...
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...2.0 Findings 2.1 Section A 2.1.1 Gender Table 2.1.1 Number of Respondents Based on Gender Gender | Respondents | Percentage, % | Male | 12 | 24 | Female | 38 | 76 | 76% 76% 24 % 24 % Figure 2.1.1 Percentage of Gender The pie chart in Figure 2.1.1 displays the percentage of respondents based on gender. It is found that 12 of our respondents are male and 38 of them are female respondents. Both carried a percentage of 24% and 76% respectively in giving their opinions in this survey. 2.1.2 Age of respondents Table 2.1.2 Number of Respondents Based On Age Age | Number of respondents | Percentage, % | 18-20 | 27 | 54 | 21-23 | 22 | 44 | 24 and above | 1 | 2 | 2% 2% 44% 44% 54% 54% Figure 2.1.2 Percentage of Age among the Respondents Based on the survey conducted, 54% of the respondents come from the age of 18-20. 44% of them are in the range of 21-23 years old. Only 2% of the respondents belong to 24 and above age group. The total number of respondents in this survey is 50 respondents. 2.1.3 Do you use English in your daily life? Table 2.1.3 Percentages of Respondents Who Use English in Daily Life Usage of English in Daily Life | Number of respondents | Percentages, % | Yes | 25 | 50 | No | 25 | 50 | 50% 50% Figure 2.1.3 Percentages of Respondents Who Use English in Daily Life The chart above displays the percentages of respondents who use English in daily life. From the...
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...Reflective Writing The relationship between student learning styles and the creation of a teaching environment. Before the start of the course, I had the impression that it would simply involve students participating on the VLE (Virtual Learning Environment). The VLE is where students are required to do weekly readings and participate in forum discussions only. However, almost as soon as the course began my view changed when we were told that we would need to use blogs and wikis throughout the course. I saw this as a valuable opportunity to learn more about the features that were available on VLE; features which I knew were there on the VLE but of which I had never quite realised the relevance to my own teaching. I think I am going to really enjoy this module. It gives the opportunity to learn new technologies, for example, I never knew how to use wiki and blogs before, but today I am using them. I need to look at the pros and cons before I can introduce it to my students. (28.04.12) Paladino (2008) argues that the use of new technologies can support innovative teaching and enhance a student’s learning experience. He claims that students acknowledge and welcome new and innovative ways of teaching and that this will motivate them to enjoy the course. Blogs and Wikis were not the only features that we were encouraged to work with but, to my surprise, we were told that there would be a Second Life (SL) session too. This increased my curiosity further and I was anxious to discover...
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