What are the causes of the incorrect pronunciation when reading English words? 2. What are the appropriate strategies that need to be employed to improve learners’ pronunciation in English? 1.4 Significance of the study The information from this study would serve as the basis of sensitizing the teachers about the importance of correct pronunciation and create awareness about the use of effective pronunciation methods. The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners.
3) Thoughtful Interpretation of information 4). Decision making. Teachers play a major role in classroom assessment as they develop, administer and analyze the questions. They are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress.
By discussing the nature of participation structure, and the patterns of interaction in the classroom, some pedagogical implications will be derived. Keywords: Classroom Discourse Analysis, Classroom Discourse Structure, Teachers’ Questions 2. Literature Review Classroom discourse includes the communication between the students and their teacher as well as with other learners. One form of classroom discourse analysis is the analysis of interaction between teachers and students. The ideal situation involves both the participation of the teacher and students,
The authors of this study gathered that the data of the study are based on the trustworthiness of teachers’ concepts on credibility,transferability and compatibility. In this study, the authors have used member and peer examination, checking to obtain feedback and to make the necessary changes based on the data. Since this study is based on qualitative method the transferability of the data is to get a deeper understanding rather than generalizing the situations. The findings of this research study also discussed the importance of parent’s social interaction with the school as teachers and children face challenges in the terms of supporting instructional approaches of learning English. Therefore the experience teacher Tiffany suggested that teachers need to responsible and have a positive attitude towards ELLs parents to encourage parents to participate in school activities .Teachers are recommended to arrange a translator if parents struggle to understand English and therefore tachers and students will overcome their challenges that they face in the
In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language. It is useful to observe if teachers put questions to learners systematically or randomly, how long they wait for a response, and the type of question asked, from that requiring a simple one-word reply to higher order Referentialquestions where learners can provide information which the teacher does not know. Similarly, in the case of feedback and correcting learners, we can observe how and when the teacher does this. Questions The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a
One obvious way to do this is, by developing students’ communicative competence through collaborative activities in the target language, the use of authentic texts, and incorporating personal experiences into language lessons (Nunan, 1991). A Communicative Teaching Approach (CLT) considers how students’ best learn language, the strategies and tools that facilitate this learning, and the roles of the teacher and the learners in the classroom (Pan, 2013). For example, teacher can give task to the students and ask them to complete the task in a group which means they need to communicate and discuss with each other in completing the task given. This kind of task is supporting Vygotsky’s theory when he stated that one essential feature of learning suggested is the zone of proximal development (ZPD) where students play an integral role in learning by interacting and collaborating with peers. “Once these processes are internalized, they become part of the child’s independent developmental achievement” (Vygotsky, 1978, p. 90).
We come across a statement made by (Tricomi:1986) in her article on a perspective of krashen’s second – language acquisition theory (SLA) states that “a teacher can promote acquisition by providing students with appropriate comprehensible input… presenting students with a rule and then helping them practice applying it…which leads to learning”. Teachers need to thoroughly check and verify the exercise that is selected for an activity or the content to test the beginners (i.e.) the learners who have their exposure towards the English language right from their higher secondary (school) level. There are some main factors which need to be looked upon by the tertiary level teachers. They are the common errors related to the content such as ambiguity upon any word or sentence, errors related to spelling, grammar, facts, statements etc.
They may apply the practice of formative assessment in their English classroom. This research also carried important implications for EFL teachers’ professional development in Viet Nam. Moreover, school administrations will also benefit from the results of the study. It provides useful information to administrators about the implementation and effectiveness of formative assessment. It helps prepare a platform for schools to incorporate formative assessment in their curriculum.
In this recommendation, they emphasise that the teacher must choose the correct texts that will support the goals of teaching and improve reading comprehension. Recommendation 5- create an engaging and motivating context in which to teach reading comprehension. This precise how the teacher can motivate learners to improve their efforts to comprehend text. They said that the teacher that holds an interest of his learners may work hard in helping learners to develop good reading comprehension skills. How is this useful to your AR?
Can it be stated that pre-teaching of vocabulary items encourages use of that word by students? I am looking for evidence to try to answer these questions. In order to answer the abovementioned questions, different interaction patterns in each class (1. teacher to student 2. student to student and 3. teacher to class) are analyzed through method of conversation analysis in different settings