...Reading competence Hedge (1990) as cited by Yah Awg Nik et.al,(****)agrees that reading and exposure to language help students to improve their writing performance. The authors also agreed with the Ministry of Education of New Zealand (2004) that a student who is familiar or has a mastery of a topic, can eventually produce a proficient and effective writing output. However, there are students who are poor in reading which results to failure in correcting and monitoring their writing output. The study made by Yah Awg Nik et.al (****) concludes that extensive exposure to English Language has enhanced the writing performance after they had given different instruments and being assessed. This is in accordance with Hedge’s (1990) argument that exposure and reading extensively are beneficial to effective writing skills. They also added that writing maybe difficult and demanding but frequent exposure in reading and writing will help improve writing performance. Intelligence Farris in Garnace (2006) admits that thinking and language are related to each other and their development occurs at the same time. Learners that have proficiency in speaking, listening, reading and writing can deal effectively with the tasks that have something to do with the thinking strategies. Motivation Factors The studies of Bandura, (1986); Ellis, Lenz, & Sabornie, (1987); Paris & Winograd, (1990); Wong, (1994) asserts that students with writing problems frequently are unmotivated because...
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...Language Teaching Methodology Theodore S. Rodgers, Professor Emeritus, University of Hawaii Background Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked...
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...Communicative Language Teaching The aim of this unit • To make you think about communicative approach to teaching languages • To analyse the concept of communicative competence • To reflect upon the communicative teaching techniques What do you have to do in this unit? • Warming up discussions • Input reading • Self-assessment questions (SAQS) • Exploratory tasks • Integrated task Warming up discussion 0 Warm up the concept of a “communicative situation” (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a “mind map” of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge...
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...The Influences of Lexical Approach on College English Teaching in China I. Introduction 1.1 Background In recent years, college English teaching research focuses on exploring more effective teaching methods to improve the students’English proficiency and self-learning ability. China's college English teaching find itself caught in a dilemma of time-consuming but low-efficiency. The undesirable language teaching situation drives the teaching researchers to make great efforts to innovate present teaching ideas and methods. No matter how much attention has been paid to reading and writing training, teachers and students generally think that vocabulary teaching is of vital importance and it is the foundation of English learning. However, a majority of students acquire new words by rote learning and some students even try to memorize the words based on the vocabulary list. Although students' vocabulary size is increased quickly, their English language skills have not been improved. In order to resolve these problems, we can try to update the teaching idea of vocabulary and to improve the teaching method. 1.2 Purpose of the Paper The focus of traditional English teaching is mainly on grammar and vocabulary, which are regarded as two independent items. In fact, students cannot express themselves very well even though they have acquired many words and grammar rules. So, how can we change the situation? Many studies have been conducted to improve English teaching efficiency...
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...APPROACHES(S) | METHOD(S) | EXERCISES | 5 | PEOPLE | 1.0 LANGUAGE FOR INTERPERSONAL USE 2.1 MAKE FRIENDS AND KEEP FRIENDSHIPS BYWriting simple letters to friends and family members observing correct format with salutation and ending(Level 3) | -The teacher shows students a sample of informal letter written to a friend. (The prose model approach).-Teacher then pick a few random students and asks them to describe the activities that they did during the holidays. (eg: visiting relatives, vacation, attending parties etc) (The experiential approach)-Teacher then lists all the activities on whiteboard and then;-Students are to write a letter to their pen-pal describing the activities that they did during the holidays choosing at least three of the activities listed on the board.(content based approach) | - the prose model approach-the experiential approach | -content based approach | Appendix 1 | 6 | SOCIAL ISSUES | 3.0 LANGUAGE FOR AESTHETIC USE 3.2 EXPRESS THEMSELVES CREATIVELY AND IMAGINATIVELY BYComposing simple poems, stories and dialogues at a level suitable to learners.(Level 3) | -Teacher discusses the current social issues with the students such as bullying, drug abuse, identity crisis and truancy among students.-Teacher then divides the students into groups and ask them to discuss together why this issues occur (eg: peer pressure, no self-discipline, lack of attention from family). (The epistemic approach)- Students are asked to create a poem to highlight these issues...
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...Do female politicians conform to a masculine approach in terms of their language use? Women in politics have always been under represented due to the male domination within British politics; this means that female politicians have a majority male audience within the House of Commons and Lords. This poses a difficult task for the minority female politicians to win the support or votes of their male counterparts when campaigning policies or stating points. The great Margaret Thatcher was a radical woman in politics and was well known for her patriotic typically masculine approach to politics, which to some extent won her the title of “THE IRON LADY”. Today in our politics such a woman has not been seen, however I want to know whether or not female politicians feel the need still to adopt such traits. The masculine approach includes a number of factors in which evokes a sense of aggression and competition, such as referring to sporting matches or even war. This investigation will use four sources from Theresa May (conservative), Dianne Abbot (labour), Nadine Dories (conservative) and Julia Gillard (Australian prime minister). From these it will explore how these four women use their language to win votes and campaign their policies, in terms of the use of discourse, grammar, lexis, pragmatics and previous theories of gender differences. To support my findings gender theorists who have specialised in the differences between female and male conversations and speeches. By applying...
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...COMMUNICATIVE APPROACH by Laelatul Mawadah 1301068385 I. THEORITICAL BACKGROUND Communicative language teaching (CLT) emphasizes interaction and problem solving as both the means and the ultimate goal of learning English or any language. As such, it tends to emphasize activities such as role play, pair work and group work. It switched traditional language teaching's emphasis on grammar, and the teacher-centered classroom, to that of the active use of authentic language in learning and acquisition. CLT is interested in giving students the skills to be able to communicate under various circumstances. As such, it places less emphasis on the learning of specific grammatical rules and more on obtaining native-speaker-like fluency and pronunciation. Students are assessed on their level of communicative competence rather than on their explicit knowledge. It is more of an approach or philosophy than a highly structured methodology. David Nunan famously listed five key elements to the communicative approach: 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. 3. The provision of opportunities for learners to focus, not only on the language but also on the learning process itself. 4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning. 5. An attempt to link classroom language learning with language activation...
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...response (TPR) is a language-teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening serves a dual purpose; it is both a means of understanding messages in the language being learned, and a means of learning the structure of the language itself. Grammar is not taught explicitly, but is induced from the language input. Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress. Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups. Natural approach From Wikipedia, the free encyclopedia Jump to: navigation, search The natural approach is a method of language teaching developed...
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...memory (Sweller, 2010). When the cognitive load exceeds the limit of working memory capacity, learning will be affected. Effective instructional methods that can support limited short term storage and limited working memory processes are being used in classroom to maximise the learning (Dehn, 2008). Thus, this essay will probe on the extent of teachers considering the limited processing capacity of students’ working memory in Malaysian English language classroom using multiple modality teaching aids, part whole approach and collaborative learning. Multiple...
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...Contemporary Online Language Education Journal, 2011, 1, 33-40. Classroom roles of English language teachers: The traditional and the innovative İngiliz dili öğretmenlerinin sınıfiçi rolleri: Geleneksel ve yenilikçi Anindya Syam Choudhury 1 Abstract This paper looks at the classroom roles of English language teachers in the second language/ foreign language context with particular reference to the Indian one. In the beginning, it considers the notion of „role‟ in English Language Teaching (ELT) and how different practitioners and methodologists have conceptualized the roles played by teachers. This is followed by an analysis of the characteristics of the traditional roles of teachers in a teacher-centred classroom in which the teacher becomes someone like the Greek Titan, Atlas, bearing the burden of the whole class on his or her shoulders. It is shown that this sort of unilateral and unidirectional pedagogy fails to nurture the resourcefulness of learners and is, in fact, detrimental to the development of his or her personality. The paper then goes on to highlight the important aspects of the alternative, innovative paradigm in which the focus is on the learner and the role of the teacher is basically that of a „facilitator‟. Keywords: English Language Teaching, role, facilitator, teacher-centred, pedagogy Özet Bu çalışmada yabancı dil bağlamında ikinci dil olarak İngilizce öğretmekte olan öğretmenlerin sınıfiçi rollerine özellikle Hindistan bağlamında bakılmaktadır....
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...Consolidating Grammar in Lower Secondary School. The aim of the project: To check the effectiveness of Community Language Learning in consolidating grammar in a non-threatening atmosphere and through whole person learning. Justification of the aim: As Stevick (1990) claims it is very disturbing and confusing for students when the teacher is continually browbeating him for every error. An appropriate response to it is an assumption of CLL inventor who “(...)builds his approach on the conviction that nonthreatening counselling relationship between the teacher and the learner is the perfect concept for whole-person learning.” (Dakowska 2007: 77). The aim of this project is to examine whether this assumption facilitate learning which should come naturally and easily. THEORETICAL PART 1. Community Language Learning 1.1 An outline of the method (history, origin and inventor) 1.2 Basic assumptions (a general characteristic of CLL and a description of the main assumptions ) 1.3 Techniques and teaching activities (a general description of CLL techniques) 1.4 Teacher and learner roles (a description of attitudes, functions and roles of the teachers and the learners; the nature of student-teacher interaction) 2. Teaching grammar 2.1 The notion of grammar 2.1.1 Defining grammar 2.1.2 The role of grammar in language teaching 2.2 Different methods of teaching grammar (teaching grammar from rules (deductive learning – pros and cons), from examples...
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...for sixth and seventh grade English language learners (ELLs) at a middle school in California. All the students in Ms. Morae’s class fall in the beginning levels of English proficiency. Although there are multiple different home languages spoken in the classroom, the majority of the students’ first language is Spanish. The content of the lesson is part of an integrated unit on Cesar Chavez and his life. The focus of the literacy lesson featured is communicating feelings using adjectives in writing (e.g. figurative language, similes). Ms Moraes includes many of the “sheltered” techniques and stategies in her lesson. Sheltered teaching is a second language instructional approach that focuses on delivering...
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...Application of Language Arts Instruction and Intervention – DTP1 Task 2 Alicia Force Western Governors University Title: Writing Process Grade Level: 3 Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class. Standards: CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts, definitions, and details. CCSS.ELA-LITERACY.W.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CCSS.ELA-LITERACY.W.3.2.D Provide a concluding statement or section (Common Core State Standards Initiative, 2016). Objective: Student will be able to write a paragraph with a topic sentence, 3 supporting sentences and a concluding sentence scoring at least 13 out of 18 on the rubric. Instructional Materials: Copies of the hamburger pre-write, enough for each student. Red pens for corrections. A list of five possible writing topics. Worksheet with pre wrote paragraphs containing errors. Computer with editing software. Instructional Plan: Student Prerequisite skills/connections to previous learning: The student should know what components go into...
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...About Dyslexia & Reading Problems Developmental dyslexia is a condition related to poor reading. Children with dyslexia have difficulty learning to read due to one or more information processing problems such as visual perceptual or auditory perceptual deficits. Many but not all children with dyslexia have difficulty with reversals of numbers, letters or words. New research points the way to specific methods of instruction that can help anyone learn to read well no matter what the underlying problem may be. Following the links will provide interesting new information as well as extremely effective solutions for all types of reading problems including developmental dyslexia. What is dyslexia? Children who have an average or above IQ and are reading 1 1/2 grades or more below grade level may be dyslexic. True dyslexia affects about 3 to 6 percent of the population yet in some parts of the country up to 50% of the students are not reading at grade level. This means that the reason for most children not reading at grade level is ineffective reading instruction. The dyslexic child often suffers from having a specific learning disability as well as being exposed to ineffective instruction. Children may have dyslexia or a learning disability if they have one or more of the following symptoms: * Letter or word reversals when reading. (Such as was/saw, b/d, p/q). * Letter or word reversals when writing. * Difficulty repeating what is said to them. * Poor handwriting...
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...ethnomusicologists mean when they say, “Music is universal, but it is not a universal language”? Music is universal but it is not a language even though both are made of symbols. Language is made of symbols with assigned meaning whereas music is made of symbols that are neutral are open to the listeners perception to assign their meaning. Also, it is debatable if music can transcend language barriers. 2- What are the potential problems in classifying music as “classical,” “folk”, or “popular”? Generally music is related to class instead of being nuetral. No better or no worse. 3- How might an ethnomusicologist approach the study of Western classical music differently from a musicologist? Ethnomusicologists not only study the music but how that music effects its audiences in a certain culture. Whereas, a musicologist studies music as a whole. An ethnomusicologist would study western classical musics effect on the western world. A musicologist would just study the music as it is. 4- What is “fieldwork”? What is its importance to the study of world music? Fieldwork is the recording of music using various methods including a cyclinder, disk, wire, and a magnetic acetate tape. The importance of this is that we can record the music we hear for further analysis. 5- In what ways does world music study require an interdisciplinary approach? The world music study requires an interdisciplinary approach because music needs to be looked at and studied through different disciplinaries...
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