When it comes to help students build academic vocabulary, the panel (2014) recommends teachers to “teach a set of academic vocabulary words intensively across several days in a variety of instructional activities.” In this way, it provides great opportunities for English language learners to get exposed to academic vocabulary and succeed in specific content reading and writing. However, it is important to note that teachers have to apply in-depth instructions to choose academic vocabulary. With the stressful study everyday, students are prone to fail to master good understanding or concepts of words’ meaning, let alone English language learners. Also, experiencing the new words deeper helps students understand how to use the words. In this way, in-depth
Meaning and message are the special tools for instruction, and the language is the main goal of the lesson and the focus of activity. On the other hand, language is also a tool for obtaining the objective of the lesson (Solhi & Büyükyazı, 2011). Interaction occurs between teachers and their students in order to acquire insights into class-based learning. The second language classroom is a dynamic and complex series of interrelated contexts, in which interaction is regarded as being essential to teaching and learning (Walsh, 2006). According to Qian, Tian &Wang (2009), classroom communication is a problematic means.
Teachers ' perceptions of the nature of language learning, of classroom activities, and of norms for classroom participation often differ from those of their students, who have a wide variety of proficiency levels, linguistic background, culturally predisposed ways of learning, and individual motivations and objectives in studying the language. If ignored, these differences can cause misunderstandings and create a barrier to effective language learning and teaching during face to-face interaction within the classrooms (Johnson, 1995; Rivers, 1987). Several theorists have attempted to elucidate the human capability to acquire a second language and all the
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.
Lastly, the teacher has to be able to engage with a variety of instructional strategies to ensure learners are guided and supported in a way that is beneficial to their learning of the new language. The teacher also has to have knowledge of how to create opportunities for practice and incidental
They need to know how to integrate learning strategies into instructions to sensitize the students on what learning strategies are and hence develop their own strategies. Instructors will be able to provide counsel to those students with difficulties in mastering concepts that are taught to them. Different researchers through their studies have developed different definitions for learning strategies.
The students are the utmost forceful resources in the classroom. However, who is leading these students together with conducting an atmosphere of the classroom overwhelmingly? It is a teacher who can draw thought and experience to the students into the classroom. For example, the teacher guides them to write or talk about a specific topic or ask them to share their own experience with classmates. A major issue of Such teachers is how their knowledge conveys more effectively to the learners in teaching language.
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.
A formal classroom situation is a prerequisite to teach language through grammar and this is mandatory. If a student masters the basic rules of grammar and some of its idiom, then she or he can build on this to master the language. Likewise, to get mastery over language, vocabulary is must for all the second language learners. We couldn’t communicate properly with others, if we don’t acquire vocabulary
Introduction : Teaching requires more than having degree of education . Teachers should recognize student needs and getting the class involved in the learning process .That requires recognizing the new trends of teaching approaches . Language skills are a main component of the English language . Reading is a key for developing other language skills . Reading skills include skills acquired through reading, such as comprehension, fluency and independence.