The knowledge and skills that are required by learners to communicate effectively in English are closely connected and translates to the learners need for every aspect in order to achieve language competency. Young and adult learners need to acquire knowledge of specific language items, such as grammar, vocabulary, and features of particular text types. Developing an understanding of how language works in the context of communicative learning activities, while integrating themselves and ensuring that they develop both implicit and explicit knowledge of the target language. 'Implicit is the knowledge learners acquire and use unconsciously, and explicit is the knowledge that requires conscious teaching and learning. Learners acquire the system
Studying this, Kaplan pursued that L2 students can improve their logical thinking better in writing essay with the base of L1 English speaker through a proper teaching. His findings suggest that outside lingual logic in English writing should confine to those of native English speaker. Apart from conceptualizing the principle of contrastive rhetoric, Kaplan also explored then patterns of thought from disparate cultures. From
This paper target is to go thru the experience of authentic texts used in a lesson for a class from the Level OMA1 and as the practice has tell us not every lesson can be a home run and not every class can be a perfect experience, However, for instructors and students alike there are a few points on the methodology in order to improve and personalize the teaching and make the learning as efficient as possible crucial for the improvement of the development of the learning of the second language. Probably the most important accomplishment is motivating students to want to contribute and be involved in the classroom using a variety of the necessary language skills and thereby increasing their English ability over the time. The Class. Equally important is to mention the level of the class and for this purpose is
Teaching culture in the foreign language classroom According to Gao (2006), since language learning and cultural learning are strongly dependent to each other and we cannot learn them separately, it is the teachers’ rule to be aware of the importance of culture studies in foreign language classroom and try to increase students ' cultural awareness. Therefore the teachers need to have cultural knowledge about the language they want to teach and try to combine culture in their classrooms in order to teach a new language to students. Furthermore, as Wei (2005) suggests, the first step to teach culture is to make students aware of their own culture instead of spreading and teaching target culture in classroom. Since when students study about their own culture, they may be more aware of cultural differences and also they will keep their cultural identity in cross-cultural communication. Besides, the teachers should have the ability to experience and analyze both the home and target cultures (Byram, Morgan and Colleagues,
It means that in spoken language or speaking, the vocabulary used must be very familiar and it is used in everyday conversation in order to understand the spoken discourse. Vocabulary is a basic building block of language learning. Students need to know words, their meanings, how they are spelt and how they are pronounced. Thus, when teaching vocabulary, the teachers have to make sure that they explain the meaning as well as the spelling and pronunciation. Vocabulary is the knowledge of meanings of words.
For example, for university study in one of the English speaking countries, the students should have a good command of language skills (reading, writing, listening, and speaking) in order to be able to understand the lectures in the classroom, take notes, attend classroom discussion, and read and comprehend the texts. But if the tests are in multiple-choice format, then the examinees' practice will focus on practicing multiple-choice items rather than skills which they need in that specific situation. Thus, tests effect is harmful on
However, in guiding students to become competent speakers of English, EFL teachers may need to explore further influence of other learner variables on the use of SCs by students. According to Huang (2010) there are five effects: gender, language proficiency, self-perceived oral proficiency, the frequency of speaking English outside the classroom, and motivation in speaking English, on students’ OCS(oral/spoken communication strategies) use. Hence, are these factors clearly happening in English Language and Literature department students? was also the focus of
135-179). In their study in the field of TEFL, Holmes and Moulton (2005) claimed that teaching and learning idiomatic expressions is one of the most disputable and problematic aspects. In the next part of this chapter, the problems in learning and teaching idioms will be discussed. 2.2.5. Difficulties in learning and teaching idioms As it was mentioned earlier in this chapter, in order to learn a foreign language and speak a language fluently, the learners are required to learn and utilize idioms.
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
Beside teacher should select the media that suitable to be applied in teaching English pronunciation, they also should know how to teach pronunciation well. One of the best ways to practice and improve our spoken English is use English pronunciation software. There are some reasons why pronunciation software is a great tool we can use to practice our spoken English. First, software program have animated diagrams that teach we the correct tongue placement for each vowel and consonant sound. We can see the correct mouth position for each sound, not just hear the sounds being pronounced.