(Richards, 2008, p.19) For many teachers, teaching speaking is so important. Burns and Goh (2012, p. 1-2) claim that teachers do much efforts to help their students develop their speaking abilities. For them speaking skill is important because of three main reasons. First, all language learners should be able to communicate well with the foreign language speakers. Second, many students are good in reading and writing, but they have poor speaking and listening abilities.
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language ‘on the spot. Several issues arise for any teacher trying to incorporate principles of process writing into his or her professional practice. First, teachers need to provide time for writing in the supported learning environment of the classroom. Many students will benefit from structured tasks, which teach them strategies for planning, drafting, and revision. Many teachers would argue that setting aside the time needed for feedback, and for the revision of several drafts, is unrealistic, particularly within the constraints of school systems; and particularly where classes are large.
Direction ought to be founded on understudies existing mapping or mental structures, to be viable. The association of data is associated in such a way, to the point that it ought to identify with the current information in some significant way. The cases of psychological methodology are Analogies allegories. The other intellectual procedures incorporates the utilization of confining, plotting the mental aides, idea mapping, propel coordinators et cetera ( West, Farmer, and wolff,1991). The subjective hypothesis primarily stresses the significant undertakings of the instructor/creator and incorporates examining that different learning encounters to the learning circumstance which can affect learning results of various people.
My current understanding of reflection is that it is taking time to review and think about something you have done. During this reflection time, you may consider what you did successfully, what you could have improved, or you may use the reflection time to revise a plan. As a teacher, I often engage in reflection of my teaching practices and lessons. After a lesson I may jot down notes of what worked and what did not, or write down new ideas that I want to include next time. Another form of reflection that I use is discussions with colleagues.
Their devotion to showing and writing alongside the information and thoughts I have gotten notification from them has demonstrated to me that writing could be fun, significant and fascinating. I have not read a lot of writings but rather might want to that is whether they are half as intriguing as the topics we have talked about in class room exchanges. Something else that has affected me to enhance my writing skills is simply perusing a percentage of the great and awful case. Every writer has their qualities and weaknesses. Typically my qualities are exceeded by my weaknesses.
This teaching method can be helpful before an exam, but is difficult for visual and kinesthetic learners (“Most Common Teaching”). While lecturing, difficult information should be broken up into easily understood chucks. This allows students to feel more comfortable with the information rather than overwhelmed (Biehler 676) For auditory learners, hearing, and talking about new information is the best way to process it (Tileston 16). Although, auditory learners make up a small number of students in most classrooms (Tileston 17). By adding visual aids to lectures, teachers can cater to more than one type of student at a time (Tileston 11).
There are many studies emphasize the crucial role of strategic planning which promote fluency (Foster, 1996; Foster & Skehan, 1996; Skehan & Foster, 1997; Yuan & Ellis, 2003). According to the results of the studies of Foster (1996) and Foster and Skehan (1996), the more challenging a task is, the greater fluency the strategic planning fosters. According to the list suggested by Richard and Rodgers (2001), the first two task variables, one way or two way and convergent or divergent are common with the ideas in Long's list. The other variables are related to the way learners work in the task, the outcome number that students are expected to produce, the cognitive skills required to complete the task, the complexity of language use, the concrete
As quoted from Dewey, he considered the root of reflection came from doubt, hesitation or perplexity related to a directly experienced situation. His ideas gave rise to the concept of “reflective practice”. This concept then gained influence with the arrival of Schon’s works (Finlay, L., 2008). Donald Alan Schon’s theory: A new activity usually starts off with application of knowledge, after which it becomes a familiar routine (knowing in action - constancy of our usual patterns). If the usual routine produce an unexpected result, we could reflect on what went wrong, instead of brushing it aside.
Their theory was built around the recognition and correction of a perceived fault or error. Single-loop learning is when a practitioner or organisation continues to rely on current strategies even when they have used correction after already making an error. Double-loop learning is when a change in objectives, strategies or policies are made so that when a similar situation arises a new system is employed. Becoming a reflective coach: practical issues for sports coaches to consider There are many ways in which coaches can reflect. The main question is what to reflect on?
Qualitative research Qualitative research is basically exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides awareness into the problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to display trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods alter using unstructured or semi-structured techniques.
Even I progress on speaking after taking accent reduction class. Now, I feel that writing is much harder than the speaking. Writing involves a broad aspect such as critical thinking, critical analysis, grammar, sentence structure and much more. By taking WRTG 101 class, it helped me to improve on those aspects. I really need to admire a great mentor, the Professor Branch who guided me on every mistake that I do.