Vocabulary is the direct link towards comprehension. Children with larger vocabulary are prone to do better in reading and writing than those with lower vocabulary. In addition, according the IES Practice Guide (2014), it distinctly shows that many English language learners not only lack word knowledge but also lack opportunities to develop academic vocabulary, which is essential to support content reading, writing and conversations during class. Therefore, effective strategies in vocabulary must be developed in classrooms, which means teachers have to give helpful input in class. When it comes to help students build academic vocabulary, the panel (2014) recommends teachers to “teach a set of academic vocabulary words intensively across several days in a variety of instructional activities.” In this way, it provides great opportunities for English language learners to get exposed to academic vocabulary and succeed in specific content reading and writing.
The main aim of the interviews was to look into students’ English language learning style preferences in EAP contexts more deeply, and the possible factors which may contribute to their language learning style preferences and their response to community college instructors’ teaching styles. The 30-minute interview was conducted after the completion of the questionnaires. The interview questions comprised of various topics such as their educational and cultural background, preferred ways of English learning in EAP contexts, their beliefs toward the match between teaching styles and learning styles and how they describe their EAP teachers’ teaching
The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers "(Totten, Sills, Digby, & Russ, 1991). The collaborative learning should be implemented in English classes because languages can't be learned alone .they learned by discussion and speaking with other partners languages have important skills called listening and speaking which can't learn without exchanging knowledge in the classes. The Significance of Research In her book Tools for Teaching, Barbara Gross Davis(1993) said that researchers report that whatever the subject is students who are working in small groups tend to increase their learning abilities and memorize the learned information for a longer time. In this research, I focus on The cooperative learning method because I think it will develop the teaching method and students will be interesting in learning with classmates. Also, the cooperative learning method will reflect good performance in
He participates in the situation observed. He observes the students teaching and learning process of the Double-Degree classroom program to write the information of the observation. The researcher applies semi-structured interview, the interview is conducted after the teaching and learning activities. The researcher asks about what types of motivation the students have in learning English as EFL on Double-Degree program of Foreign Language Academy (ABA YW-UMI Makassar), how the motivation emerges in the classroom during the teaching and learning processes on Double-Degree program, and their perceptions of Double-Degree program on Double-Degree program and the impact on their achievement. Qualitative data analysis is a way by the researcher to summarize the collected data in dependable and in accurate manner.
There are several reasons for avoiding mixed language in classroom. Students are not motivated to learn the second language because the students know that there will be a translated to the first language. The third point states that the community should recognise bilingualism as a valuable factor. According to an article published on www.learn.org, Bilingual education refers to the practice of teaching students’ English proficiency. There are different types of bilingual education methods.
1.2.3. The influence of students’ socio-cultural background in understanding literary texts One of the most important parts in preparing a literature class is to choose the adequate text, something that should have an impact on learners’ lives and attitudes. But how do we, the teachers, do that? Of course, when dealing with literature, we deal first with students’ reading abilities and level of knowledge, so we design various teaching strategies that are student-centred, we use visual aids like pictures or even short movies, and however at the end of the class some of the learners didn’t like the text, so we start wandering what we did wrong. Today, children face obstacles that have an impact on who they are and who they might become.
Teachers play a critical role in supporting language development. Beyond teaching children to read and write in school, they need to help children learn and use aspects of language associated with the academic discourse of the various school subjects. They need to help them become more aware of how language functions in various modes of communication across the curriculum. They need to understand how language works well enough to select materials that will help expand their students ' linguistic horizons and to plan instructional activities that give students opportunities to use the new forms and modes of expression to which they are being exposed. Teachers need to understand how to design the classroom language environment so as to optimize language and literacy learning and to avoid linguistic obstacles to content area
Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language." Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be. Practising speaking skill in a right way is not possible without grammar. A student has to rehearse speech after learn the basic rules of grammar.
One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68). During the field study day some of the students mentioned that they read English books but it was hard since they did not know all of the words and could have a hard time understanding some bits. As a teacher it could therefore be important to make sure that the students read books on their level, so they do not lose their interest. Also make the students aware of the ability to understand content from the context and not stop at every single word they do not understand.
Language should be given in a communicative way as it appears in the real life. The learners should be activated with pair works and group activities because the language bases on communication and interaction. The use of L2 is essential for interaction between students and teacher to develop the learner’s pronunciation skills because the use of mother tongue doesn’t play an active role in pronunciation. Rather than appealing the native language, the lesson should be made clear by using visuals, mimes, body language, demonstration, expressions and teacher