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.
To begin, in this essay we are going to explain the function of phraseology and its importance to EFLs, abbreviation of speakers who learn English as a Second Language. Above all, we will also mention the difficulties the educational system faces when it comes to teach phraseology to future English learners. Phraseology is the study of the origins and use of formulaic language. These are combined sets of words that are composed of two or more words and have a fixed meaning that might not be transparent or compositional – that is, its internal elements do not contribute to the meaning of the entire phrase. These combinations are often fixed, but there are some types that are flexible.
INTRODUCTION The issue of whether the learners’ L1 should be used in the ESL environment is a source of ongoing debate. Opinions divide between supporters of the Monolingual Approach and supporters of the Bilingual Approach (Miles, 2004: 7-11; Rhalmi: 2009). Some of the arguments that the latter put forward in favour of L1 use are that learners approve of its use, rely on translation when learning vocabulary and grammar structures and feel more at ease in class, as they can use a language they master when dealing with important classroom information (Gill, 2005; González Davies, 2002; Miles, 2004: 9). However, those who prefer the Monolingual Approach believe that exposure to the L2 is a key element in the learning of any language and, therefore, L1s should be excluded from the classroom (Miles, 2004: 4; Rhalmi: 2009). In considering L1 use in the ESL environment, this paper will explore the benefits and drawbacks of the Bilingual and the Monolingual Approach and will provide discussion on the way the L1 should be used in class.
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.
The role of oral corrective feedback (CF) in language acquisition has been a highly controversial issue. Whereas some believe that exposing learners to naturally occurring samples of a target language is the only way to develop second language, others argue that error treatment is harmful rather than helpful (Krashen 1982; Schwartz1993; Truscott 1999). Lewis (2002) classified the purposes for oral CF in four categories: 1) it provides learners with advice about learning and it also helps them to acquire some kind of language input as they might learn new vocabulary and structures in context, 2) it provides information for both teachers and students as it paves ways for teachers to describe their learners’ language, and for learners to be assessed
Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning. A textbook has a very virtual role in teaching and learning of English. According to Ahour and Ahmadi (2012), "textbooks are the main sources that can convey the knowledge and information to the learners in an easy and organized way" (p.176). As stated by Zohrabi, Sabouri, and Kheradmand (2014),"textbooks are one of the elements that may promote or discourage learners depending on their materials. They are a kind of support for both teachers and learners.
Introduction: Since there has been the institution of teaching language, there has been speculation on how to effectively impart information to the pupil. The focus of this account will emphasis effective English as a Foreign Language, or EFL approaches and lessons. Contemporary study of EFL has broken down effective teaching into a multi-skilled approach to teach another language. By applying these skills to in-class activities, much can be learned about effective teaching. By constructing specialized activities to incorporate this approach of multi-faceted learning skills, the result will be an applicable teaching method.
The skill could be introduced purposefully and imaginatively into the language learning process. If one could shift the emphasis from learning translation as a set of discrete skills (although it may have its own merits) to using translation as a resource for the promotion of language learning, such might be used to one’s advantage for interpretation and functional use. The researcher herself, being a paper adviser had seen the dilemma of the broadcasting and journalism students in translating interview texts from Filipino (Tagalog) to English. As a language editor, she found difficulty in correcting reworded theses texts due to so many notable reasons. One of these was the role the English teachers play in the translation class.
them more power. And, in a sense the learners’ autonomy gives more importance to students than teachers. However, this does not mean that teachers’ role is erased from the learning process, but it means that the teachers’ role in class changes. While traditional teachers based all their teaching on a book, in an autonomous classroom, the teachers’ role is to provide assistance to learners, tell them what they need to know and how they can learn it. In the case of English, this means to make them aware of why they need to learn English, what they should learn it and how they could do it.
In this theory learning take place when new knowledge obtained or previous knowledge is modified. Environment, feedback, social interaction and some other factors are used to assist in the implement the learning process. Cognitive learning theory plays important role when we use education technology in learning theories. In the learning process through technology not only had potential to create different and unique learning environment but also effectual learning environment that promote learning the