WHAT ARE THE PATTERNS IN TEACHERS DISCOURSE IN THE CLASSROOM? The role of teachers´ discourse is a powerful tool for the construction of knowledge. Most of the teachers agree about the educator´s role at using the language in order to develop oral communication. However, why is there little target language spoken in the language classroom by students?. Additionally, there are some kinds of discourses that normally prevail in teaching situations.
The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson? Why?
(2017). The pedagogy of learner autonomy: Lessons from the classroom. SiSAL Journal, 8(2), 102-115. Dadi, L. S. (2015). Chunking, elaborating, and mapping strategies in teaching reading comprehension using content area materials.
I asked few pairs to role play the conversation for the class. Unfortunately, there were just two students who they could present the conversation. Hence, I used a new task which its aim was to encourage the students to look at their partners while practicing conversation. I pointed out to the students that it is important to look at your partner when speaking and then I explained the task. They should work in pairs in this way: student (1) looks briefly at the first line of the conversation and tries to remember it.
When seeing people on campus, we would stop and talk for a few minutes then go on about our day. This experience has influenced my perception of teaching because the professor was the one who initiated the facilitations of the discussion and said from the very first day what she expected out of each person in the class. That is something that I
Discourse as use of language sees as a form of social practice (Fairclough 1995:5). There are many definitions of discourse. Chojimah(2014: 3) states discourse as: Linguistic unit larger than sentence, or a stretch of a language having a quality of unity. The focus of discourse analysis is on language use. Van Dijk (1980:354) stated that language use, discourse, verbal intaraction, and communication belong to the micro-level.
These are the teaching materials which teach features of language and language use overtly. They tell the learners about the feature (by, for example, giving them examples of the present simple tense, giving them rules for forming and using the present simple and giving them focused practice of the present simple). Both the teaching and the learning are deliberate, conscious and focused. This is the normal practice in schools and textbooks. Examples of these materials can be books, worksheets, samples of items one is teaching about, pictures of objects, CDs with music from places, audio CDs with samples of a language teaching, charts and graphs which give visual information.
APPROACHES FOR TEACHING VOCABULARY Abstract Foreign language learners generally observe vocabulary learning as their first primacy report they includes momentous difficulty in vocabulary learning is broadly recognized by language teachers and repeatedly pointed out in various learning contexts. Although vocabulary teaching and learning has suffered neglect for a long time, owing to the advances in the linguistic investigation of the lexicon, psycholinguistic study into the mental lexicon, and the popularity of the communicative approach since the 1970s, we have seen a re-think of the role of vocabulary in language pedagogy. Over the past two decades, a substantial range of research concerning vocabulary acquisition has provided us with valuable