CHAPTER ONE Introduction Teaching second language is one of the challenging tasks (Philp, Oliver, & Mackey, 2008). It does not challenge students only, but it also challenges teachers as well. Previous studies on second language acquisition have established that English teachers face a number of challenges as they teach English to students (Tsai, Ernest, & Talley, 2010). They have also established that first language usually affects the acquisition of second language (Sarafianou, &Gavriilidou, 2015). Although the challenges that English teachers face differ from one region to the other, some regions face more challenges than others (Aljuhaish, 2015).
English language textbooks play a very important role in most educational settings. However, there have always been contradictory views among professionals in the fields of teaching and learning English language regarding their limitations and potentials. Whether or not one accepts the value of textbooks, the quality of the materials which are being used in an educational program should be of an acceptable standard to benefit learners. Therefore, there is an absolute need that a set of appropriate criteria be considered and applied through a systematic textbook evaluation procedure in each language program to indicate the merits and probable drawbacks of the books. The purpose of the present study is therefore to develop a reliable set of criteria
Although the writing level and age of the students is vastly different, this article is valuable for the support of either immediate or delayed corrective feedback. The authors found that, while well-intentioned teacher may tend to provide elaborate forms of corrective feedback, teachers might be better to provide progressively less salient feedback, because it leads to the most desirable results. The main limitation in the article is that it is centred on college students’ English compositions. While this level of writing maturity is beyond the boundary of my research, there are cognitive and behavioural reactions to immediate correction that are shared in my research. The article also serves as an exemplary work on the subject of correction, feedback, and empirical educational research.
The content of this article is helpful, however, not thorough enough for the purpose of my research, to give critical thinking a mention in its title. The authors abandoned defining what critical thinking is in their view, what exact role it plays in social education and how it was assessed. Although it is possible that the students of the teachers were engaged in critical thinking through the methods of the project, the authors view of critical thinking may have been too generalised. The one conclusion that is apparent in the text, in relation to critical thinking, is the curriculum implemented evolved. Therefore, one would assume the teachers, as well as the students, must have been engaged in critical thinking to allow the curriculum to transform.
There has always been an ongoing debate between whether we should use technology in learning or if we should continue with books instead. Many believe that technology is actually a double edged sword. That it has its advantages and disadvantages when it comes to learning. Especially learning in classroom settings. I believe that it is true, technology can be used for good or it can be used for ill.
These experiences fall under the general category of what Kohlberg calls role taking. The critical factor in role taking is empathy. Through placing themselves in a role and experiencing the process of deciding, students can begin to see moral decisions in a larger framework than their single point of view. It consists of the students discussing a dilemma and by reasoning they attain a higher level of knowledge. In this way by discussion and reflection students are encouraged to express a value position rather than compromise on a
Alviar-Martin and Baildon (2017) points out that the description on the learning objectives of LS in the separated LS descriptive document is contradicted by the framework of the New Senior Secondary Curriculum (NSS). The former emphasises the build-up of individual opinion through crtical thinking, while the latter emphasises more on the values of different opinions, or in other words the outcomes of such a constructed opinion. Such an argument is convincingly proposed as the provided evidence is throughly analysed in the documentary level. Adhering to reality, a subject of “Moral and National Education” which highlights loyalty to the nation instead of liberal citizenship (Veg, 2017) is also being proposed at the policy-making stage of LS implementation. This statement suggests that the government might have a tendency to shed more light on opinions that promotes positive values towards the government.
APPROACHES TO THE TEACHING OF LITERATURE Approaches to teaching literature are integrally related to the reasons why literature is studied. WHAT IS AN APPROACH? Anthony (1963) defines it as “a set of assumptions dealing with the nature of language, learning and teaching”. Brown (2001) defines approach as “theoretically well-informed positions and beliefs about the nature of language, the nature of language learning and the applicability of both to pedagogical settings”. Moody (1983) cited by Diana Hwang & Amin Embi (2007) explains that the importance of an approach is to “provide a framework, or sequence of operations to be used when we come to actualities”.
Schools should either adapt or hold original values according to whatever is best for the students and learning environment. The Great Books Curriculum (GBC) has experienced controversy recently over the debate of modern books and classic books being taught in schools. The discrepancy shows one side that believes school curriculums should deviate from the normal reading list and that students will learn from relatable, contemporary books while the other side believes only
Together, the habit and frequency of L1 and L2 reading have become a serious handicap in the Algerian society, and I dare say we are one step away from becoming a ‘dead-society readers’. As a university researcher, it is high time to commence searching for possible solutions to this problem. Because the reward of the present study was not effective in enhancing students’ reading motivation, and in an attempt to foster the amount of time students spend reading in the classroom and thus ameliorate their motivation, proficiency gains, and the prerequisite skills and knowledge in the target language, another alternative motivating strategy, for adult university students, could be simply sustained silent reading. For second/foreign language learners, sustained silent reading has become one among the best strategies for improving intrinsic motivation, gains in literacy, and language development. It refers to students’ reading self-selected books with no assessment on what they read.