My experience with the in-class group work has been very good. It has allowed me to listen to my group opinions on certain cases that we had to do in-class. I feel like it has helped me to become a better listener, a better team player and to helped me to better understand where people are coming from. For example, if one of my group members had a different opinion then me, I would ask them to explain their reasoning behind their opinion/idea/belief. This allowed me to see where they are coming from and it also help me to open my eye to other ideas or opinions.
It is also important to develop speaking and listening skills together because most of the time in real life these skills are needed at the same time. In addition to speaking, teachers can ask students practice writing a topic related to the listening. Thus, combining those skills will help prepare students for listening situations in real life where several skills often need to be used simultaneously. Harmer (2007) suggests “live listening” can be applied for listening lesson instead of using audio material story-telling, interviews, and conversations. Adding to that, Doff mentions that “using English for chatting to the class, for giving instructions and explanations” will provide students with very useful listening practice.
Speaking: 1.1. The Definition of speaking: Speaking is an indispensable skill that language learners should master with the other language skills. It is defined as a convoluted process of sending and receiving messages through the use of verbal expressions, but it also includes non verbal symbols such as gestures and facial expressions. Hedge (2000) defines speaking as “a skill by which they [people] are judged while first impressions are being formed. "(p.261).That is to say speaking is an essential skill which deserves more attention in both first and second language because it reflects people’s thoughts and personalities.
When my teachings are observed by my tutors and peers, I can say that one of my strengths is rapport throughout the teaching practices. I tried to provide pleasant lesson environment with my learners. According to my tutors, I could improve my TTT and language grading day by day. I always wanted to try a variety of teaching techniques in my lessons and according to my peers, I could manage it. In my written feedbacks, students are mostly engaged in lessons and there is a positive atmosphere with good involvement.
The basic purpose of learning any language is to communicate in that particular language to its native speakers. The reason for learning a language varies from person to person. A person may learn a language for existence in a new place, for studies, business etc Hence the sort of conversations, vocabulary, grammar and the sense that a reader come across a literary text is basically known to him and actually practiced by him, and this practice would help him to converse
Sarah decoded my signals and understood by my way of direct eye contact and firm body language to clean up the mess. We all communicate together exchanging symbols and language most commonly through words this is called Verbal Communication and by other symbols through Non-Verbal Communication. In this assignment, I would like to delve in to the different types and forms of effective communication from non-verbal, perception and learning styles that we use in our daily routines. Non-Verbal Communications and Culture Non-Verbal Communications ‘Communication is the process of sharing information, thoughts and feelings between people through speaking, writing or body language’, Brown (2014). Some people might not be aware of all the non-verbal communication signals that they
Dillon and McKenzie (1998) study and found that the most important factors that should be (passive voice provide more detail)analyzed for better listening are receiver apprehension, willingness to communicate, and readiness to listen, in addition to improving culture competence. To achieve intercultural skills is to avoid generalizations about other cultures, unless they are completely familiar. When listening is perceived to be required, the quality and intensity of a person is mediated by their attitude toward the concepts of listening competence and performance (Imhof & Janusik, 2006). Culture forms an individual’s worldview, and is especially pronounced when intercultural communication is attempted. To take into account the effects of listening, it is important to consider the speaker and the listener.
Global and Analytic Learning Style “Learning styles are internally based characteristics, often not perceived or consciously used by learners, for the intake and comprehension of new information. In general, students retain these preferred learning styles despite the teaching styles and the classroom atmospheres they encounter.” (Kamińska 3) The learning styles that will be discussed in this paper are the global and analytic learning style. Their differences will be shown, and the activities that accommodate these learning styles will be described. Analytic learners definitely have an advantage in language learning because of their ability to analyze and understand the organizing principles of the language system. These students are very disciplined, detail oriented and they want to know all the parts involved in the learning process.
Using a broad range of instructional strategies, teachers speak only L2 to instruct academic subjects. The goal behind this type of program is that students attain the capacity to become proficient in another language in addition to English, and while reaching a high level of academic achievement, develop increased cultural awareness of L2 as
This condition is worsened by the fact that some English teachers tend to teach their students using the material presented in the textbooks as it is. This happens firstly because teachers might assume that what is presented in the textbooks is both linguistically and culturally appropriate. Secondly, they might think that culture is a different subject that should be covered by other teachers. This point of view is contradictory to the fact that language and culture are closely intertwined so that the teaching of a language cannot be separated from that of its culture. This paper discusses the close relationship between language and culture and how teachers of English can introduce English culture while at the same time teach the language.