By developing the writing skill it will help young learners have a bright future in their further studies. Writing gives learners an opportunity to express them self’s in a foreign language (Rohayati, 2014). Teaching writing as a second language to middle school students is probably one of the most challenging out of the four language components which include reading, writing speaking and listening. In many classes attention to writing is very limited as this component is usually used as a testing tool and it may be the reason students find it boring. Therefore teachers need to plan every lesson carefully adopting appropriate teaching approaches and methods in order to make the lesson productive and engaging for the students.
It is believed that students are able to increase their listening, speaking, reading, and finally writing by learning new words. Vocabularies are considered to improve comprehension and production in the L2. It is also indicated that an important predictor of vocabulary acquisition patterns in children and adolescents (e.g. , Gathercole & Adams , 1993 , 1994 ; Gathercole , Service , Hitch , Adams , & Martin , 1999) and word learning in children and adults ( e.g. , Gathercole , Hitch , Service , & Martin , 1997) is PM capacity.
Transformative learning starts when the students can use linguistic and nonlinguistic representations to express what they know and what they have been learning. For Example, there is the ongoing debate about phonics versus whole language approach. Research indicates that second language learners acquire a new language successfully with literacy instruction focusing word meaning rather than the phoneme structure
In order to increase children’s higher order thinking skills, teacher play an important role to provide them support and assist. That is, how can materials or capable peers be presented and make children interested enough to make them in learning, mastering knowledge, skills, understanding or the art work that academic work is intended to promote. Based on Vygotskian approach, there are four components to describe scaffolding from teacher’s and child’s contributions, that is (a) establishing and sharing the understanding, (b) structuring of tasks (c) transfer of the responsibility from teacher to children and (d) maintenance of direction. By doing observation in early childhood classroom, the second purpose of this research was to understand what is teacher perception and awareness in preparation scaffolding. Research question Higher order thinking becoming a part of the Malaysia Education Blueprint, which mean that school is implementing this into the school system by using a new trend to spark the young Malaysians learn and acquire new knowledge.
Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand. The views on teachers teaching methods have evolved based on the
Teaching and learning English language is more involving than I originally thought and experienced. The more I learn about the process of language teaching, the more I discover how it is evolving following the needs of the learner. In my adolescent years, I learned English language mostly focusing on grammar and writing. The instruction material was disconnected from our daily lives, mostly foreign culture represented in textbooks. However, what interests me in this course is that, it emphasises on teachers being aware of the connection of the student as a ‘whole’ person, to the learning process and content.
Language educators have long been in search of answers to account for the great difficulty faced by a number of students when learning a second language (L2). The researcher stated that attitude, motivation, anxiety, and beliefs are affective variable that could influence L2 learning. Out of these affective factors, anxiety has been given much attention; L2 learning has such a great potential to stimulate anxiety in the otherwise well-functioning individuals (Young, 1998). Therefore, the fundamental aim of this essay is to provide a clear understanding of language anxiety and to develop classroom procedures to alleviate anxiety. Anxiety has been found to interfere with many types of learning and this would also apply to L2 learning.
However, writing is the most popular means by which teachers evaluate students’ knowledge; it is not a skill to be learned easily. It is a complex task that needs a number of processes to be performed. Undoubtedly, expository writing is the genre that is needed in education and work. In the middle grades and beyond, writing becomes the backbone and expression of academic growth. As children move from the stage of learning to read to the stage of reading to learn, expository writing helps them to organize and express their thinking.
Challenges of English Orthography and Reading Various difficulties have been noted concerning the manner in which children learn how to read and write. According to Hanley (2010), kids are exposed to different patterns of spelling and writing in the English language that can be attributed by diverse perspectives. Such a provision necessitates for the recognition of the English writing system to help a child improve on their write words through the letter-sound correspondences. Through the recognition of the letter-sound system in writing, the relationship between spoken and written English will be established. The challenges of demonstrating correct spelling will be realized through the determination of the advantages and disadvantages of the
Vocabulary teaching and learning is a continuous challenge for teachers as well as students, because traditionally there has been negligible focus on vocabulary instruction in the EFL/ESL classroom. Therefore, an increased stress on vocabulary development is vital for the English language learner in the process of language learning. Since vocabulary development is one of the essential components of language learning every student of a foreign language need to reside on vocabulary learning. Teachers of a foreign language are inevitably involved in teaching vocabulary. Syllabuses and textbooks commonly state their objectives in terms of skills, topics, etc.