The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student. It enhances listening and speaking also it increases new vocabulary for student. The aim of this essay is to give real imagine about how the Aural-Oral approach can be taught in or during English learning and give good improvement in both listening and speaking in order to reach student’s communicative competence. The first focus of Aural-Oral Approach is to teach English for student
Therefore, it is essential that English teachers pay great attention in teaching speaking to the students. It is useful because the ability to communicate with foreign language, especially English clearly and efficiently contributes to the success of the students at school and success later in every period of students’
Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital
So British pronunciation is the acceptable correct pronunciation in English Second Language. The overall aim of teaching English Second Language is to develop learners’ communicative skills for meaningful interaction in the multicultural society. Therefore, English need conscious attention specifically on pronunciation of words, not just a concern to English teachers but all subject teachers. Thus, responsibility is required to assist learners, so that they could be able to read words correctly or effectively in all subjects. During my SBS experience, the researcher observed learners reading words with wrong pronunciations or mispronouncing some words.
There are many ways in which students can be motivated to learn English. Many researchers and authors describe some of the activities or strategies that help the teacher keep the students motivated. Herrel and Jordan (2012, p. 17) say that students are more successful when they: learn language in context, relate the language with their own experience, get involved in real communication situations, do not get embarrassed if mistaken, and when their language level is taken into account when the activities are
In addition, research shows students are doing better when they are in bilingual programs. Pac (2012) writes “Facilitating instruction in both heritage languages and English, bilingual education specifically improved language minorities’ educational access, self-esteem, and personal and professional achievements” (Pac 2012, p.195). Students feel more comfortable when they are studying in the environment with their peers who are in the same English level, and they are more willing to practice in the class. However, when emergent bilinguals have to speak with unfamiliar language in the class, students will feel shame to ask questions because they will think other students will laugh at them since they are the only one who does not understand questions, which make them have lower self-esteem. In New York City, there is a dramatic loss of bilingual program because it against the English-only movement.
Superstein (1994) noted in his study of highschool students' thoughts on encouragement and discouragement, teacher attitudes toward students was among the foremost necessary factors that influence them in school-"students need truthful, friendly, and caring academics. They expect their academics to point out them respect and to be encouraging" (p. 188). Tuckman and Sexton (1991) found that among school students, encouragement improved student self-efficacy of performance and exaggerated motivation in an exceedingly study on voluntary task performance. Similarly, Van Hecke associate degreed Tracy (1987) incontestable that youngsters UN agency received encouragement by an adult whereas engaged in learning tasks persisted longer, exaggerated their expectations of success, and were additional willing to try difficult task than youngsters UN agency worked alone on these learning tasks. Despite the importance of the idea, Cams and Cams (1998) noted that encouragement has not been studied sufficiently as a concept: A construct therefore basic to a college of thought as encouragement is to Adlerian psychological science, left with such varied definitions within the eyes of the final
However, bilingual education instruction is an effective way of teaching English as a second language, in case of well implementation it can be seen as an educational advantage. This literature covers a wide variety of opinions that revolves around a topic that researchers find it controversial, this review will highlight the major question and findings which emerge in order throughout the literature. In this literature review I will be discussing studies that are in favor, not in favor, and neutral on bilingual education. Literature Review First, in this paragraph I will be discussing studies that are in favor of bilingual education. According to a study conducted by Aqel (2006) investigated the reaction of students and instructors toward bilingual instruction method in the department of English and modern European languages at Eh university in Qatar.
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.
Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.