The lack of proper pronunciation causes problem for students in real life communication. On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
Some argue that this new technology promotes short attention spans and lack of appreciation for the historical arts (Source E). Without the correct guidance, this statement may hold true for some students, but if teachers recognize that technology, like anything else, must be monitored and used only in proper context, that danger disappears. Technology can even be blended with traditional learning in order to maximize efficiency. Students could be asked to read a work of classic literature such as Shakespeare and later be asked to post on an online discussion board about their interpretations and reading experiences. In the end, students will learn more through technology because it provides a setting in which they are able to understand and relate to the information.
Grammar and Language Awareness Teaching ESL/EFL grammar in the late 70s and early 80s has been a period of theoretical, teacher centered system. This Audio-Lingualism approach focused more on over-learning through recapitulating drill exercises, resulting in apathy and monotony during most of the grammar lectures. Outdated English books were not encouraging for the learner, but underlined the necessity of learning by hard and provoked for a drastic change in ESL/EFL methodology. Today the methods for ESL/EFL teaching have changed radically. Different theoretical and methodological techniques are supporting teachers of a foreign language to keep the lesson interesting and satisfy students needs.
The absence of words in his vocabulary struck him as his biggest setback and this led him to the conclusion that “the best thing I could do was get hold of a dictionary – to study, to learn some words.” Through the Norfolk Prison school Malcolm acquired a dictionary, along with some tablets and pencils. This started his personal quest to improve his penmanship and study words to gain literacy. He began by copying the first page of the dictionary word by word. He then read the words he had written in his own handwriting out loud over, and over. This painstaking work soon became easier as he realized with some effort that he could recollect the words
There was a side of language that I showed with my family and at school, and a contrasting side with my friends. The hypocrisy in my literacy became hard to control. I felt hypocritical because one side of me was the preppy kid who always spoke properly and respectfully, while my other side with friends spoke in slang. A constant battle existed between the language I was taught to speak and write, and the cultural slang I heard from my friends and through popular culture. I did not enjoy flipping the switch between different forms of literacy depending on my situation, but I knew that it was necessary.
Also, many new abbreviations such ICYMI for in case you missed it or TL/DR for too long didn’t read are consistently being added, wasting more time on searching up what they mean rather than actually using them in conversations. Ultimately, yes text messaging influences English but doesn’t ruin the language. It rather develops it to be fresh and appealing to today’s society which can have bring some consequences in students’
Kidwatching is an interesting and helpful strategy for me to understand my focus students’ literacy behavior. This observation strategy is an ideal way for me to get to know my students’ literacy tendencies and interests. There are many students who do not feel comfortable with their reading and writing skills, which causes the students to lack interest in all literature. After watching and interviewing my focus students, I learned that not all students like to read and write. Additionally, I learned that I must always be flexible in the classroom because things may not go as planned and I may have to quickly adjust.
Gerald Graff began his career as a teacher before becoming an author focused on critical theory. “Disliking Books at an Early Age” is one of his publications that focuses on the teaching of critical theory. Graff’s argument is that students should be introduced to theory early in academics because a pure reading experience is impossible. Every person brings their own experiences and questions to a text that influences it. Therefore, literary theory gives them a scholarly way to shape their readings and develop the level of “intellectualspeak” that colleges seem to require, which teaches them the skills needed to discuss literature and add to the scholarly conversation.
When I was a little girl, I would get stuck on most words and become incredibly frustrated with reading. Eventually, my teachers also grew frustrated with my dyslexia and in the end my reading teacher gave me headphone and a tape to read along with the books given to me. Because of this I actually ended up loving books even though they were being read to me by a machine. I felt in my own little private
A word recognition ability such as the explicit instruction of sight words maybe used by students who are facing problems in reading to increase their reading capacity (Alexander & Heathington (1988). Frantantoni (1999) mentioned that as good readers have a large sight word, they are different from poor readers. A largely familiar problem faced by learners through the ESL/EFL world is that of slow reading (Hamp-Lyons 1983; Cooper 1984). Logically, students all differ in their capacity to process and quickly name words. Though, this speed can depend on the amount and quality of exposures to the words (Rasinski, Blachowicz et al.