The approach of this teaching is very innovative, leaner-cantered, motivation-based, task oriented and fun loving with audio-visual aids through WALL. The aims and objectives of teaching English must be defined in terms of linguistic needs for different age group. The approach and techniques of teachings must be focused on enhancing skills of language rather than merely teaching theoretical knowledge of language. Various programs for teachers must be designed during their training programmes as well as when they are in service as a teacher. So that it will help them to improve teaching skills and overcome the barriers and shortcomings in their teaching skills, styles, approach and
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
Teacher is the creator and instructor of the environment, and teacher’s language plays an important role in kid’s second language acquisition. With the help of relevant English teaching references and the author’s rich experience of pre-school English teaching she arrived at the conclusion that accuracy, comprehensibility and repetition of teacher’s language can help enhance the effectiveness of the input and promote the output of students’ language. In English immersion teaching children are immersed in an English environment, and teachers face children only in English. The quality and quantity of language input directly affect the quality and quantity of output . A sufficient amount of input can promote language output.
The roles of English Literature in the language curriculum at schools are inevitably vital to the students. Most of the teachers are well aware of the importance of the Literature teaching to the students due to its help in broadening the students’ perspective about the beautiful content of English as a language and as a learning subject. Based on the study, it was found that teacher’s guidance inside and outside classrooms is very important to attract the students’ attention and interest to learn the subject. Learning Literature is in fact encourages students to read more and by doing so they will unconsciously increase their vocabulary. By improving on vocabulary, the students can write better and in a more correct way.
They have to do a lot more writing practice themselves thereby improving their writing skills. For example, even to write a simple leave letter to the class teacher, they have to know the rule of sentence formation, the rules governing words. Nonetheless, writing demands a lot of mental effort. A student may be an effective English speaker, but he needs to learn how to convert his knowledge of grammatical concepts from spoken to written language, and this can only be done through constant writing practice under a teacher’s guidance. According to The Silken Knot, The standards of English for schools in Bhutan states that “our students are exposed to evaluate how author achieve effects by the use of linguistic, structural and presentation view at level VIII” (p.39) .Whatever little grammar Bhutanese students learn at the level mentioned is already learnt at primary level by the students in the west.
The proficiency in English language helps the student to earn better grades and select the subject of their choice. The ESL classrooms are also available to the students in case they score less. These classrooms provide an enhanced and personal attention in developing English language learning (Foo & Richards, 2004). The professional preparation of the English teachers in Malaysia is required for the purpose of right education delivery. These English teachers should not only be capable of English language but should have ability in mathematics and science teaching in English.
It is essential to teach grammar, and much of the effort spent arguing against the teaching of grammar can be better spent on persuading true believers in grammar instruction that grammar has newly defined but useful role to play in language teaching and in showing them what it really is. English termed as a second language for the Bhutanese learners, teaching and learning of English grammar will foster the Bhutanese students to acquire understanding of the language structure, nature of the language and communication skills both in terms of written and spoken aspects of the language. Firstly, Teaching of English grammar will help the learners organize the structure of the language, to be an effective language user. If a student in a class has got a good knowledge of English grammar, the construction of good sentences is possible which would be clear enough to understand. On the other hand, the improper use of grammar will fail to convey correct messages.
The study closely examines and analyses the effectiveness of the teachers’ preparation in the use of this pedagogy, creating learning opportunities for all (ESL) students regardless of their ethnicity and to help improve their language proficiency. This research aim is to study how this pedagogy can help to target students in developing their social and communication skills in learning English as a second language. The strengths and limitations of this pedagogy will also be examined. According to House (2005) argues and states that English language has become the lingua franca of today and it is an official language to many countries which it does not endanger multilingualism. The research question is designed based on the teachers’ knowledge, beliefs and experiences of the effectiveness of play-based learning in the early childhood classrooms of the school I work in.
Learning English through extensive reading materials can be the foundation for secondary schools in terms of basic language functions and structures, vocabulary, language learning skills and literature. The aim of the research is to motivate and enhance interest in learning English as a second language through reading. It is also to create an interesting and enjoyable atmosphere while learning the
By that, the components of syllabus still refer to KTSP guideline, i.e., competency standard, basic competency, learning material, learning activity, indicator, assessment, time allocation, and learning source. The Functions of Learning. As said by the teachers of MI Muhammadiyah kota Gorontalo, English is taught at extracurricular activities in purpose of an introduction. By introducing English early to the students, the students could produce more correct pronunciations and good English expressions. This also can develop students’ basic proficiency in four basic English skills.