ABSTRACT With the increasing significance and the global requirement of English language, attempts are being made to elevate the quality of teaching English with the postulate that teaching English aids the acquirement of English language. The purpose of this article is to understand the English teaching approach adopted by Pakistani teachers at secondary level, and to discover whether their teaching methods facilitate in language acquisition. In order to find out, a remote district of Khyber Pakhtunkhwa province Pakistan, Chitral was selected. Randomly selected secondary schools were visited by the researcher and English teachers were consulted and interviewed in order to note the teaching and the learning processes. It was discovered that
Analytic style tends to pay more attention to the details and procedures. They can establish clear and identifiable formation parts. That is the typical feature of analytical style. In the vocabulary learning, English majors recognize word parts. For example, they are given words, and they must break into parts.
The teacher chooses extensive reading depends on the largely of enticing students to read. The teacher has to make the students interested in reading a text. That is why the students can encourage their self to effectively reading a book, magazines, newspapers, fiction, non-fiction, texts that inform, texts that entertain, general, specialized, light, and serious. 3. Learners choose what they want to read.
Language through literature is a highly effective way of knowing, learning and mastering any language. Instead of enhancing the skills oflanguage like listening, speaking, reading and writing through exercises, like gap filling, multiple-choice questions. matching the words etc., it would be appropriate to provide a literary text to acquire the language skills. That is, instead of filling in the blanks which would only provide the clue about a particular language skill or concept, it would be better to provide a literary content which would convey the usage of that particular concept. So what makes the difference is the interest of the reader or the learner; he would be more interested to read the literary texts and so the language concepts would get into his mind very easily rather than filling in the blanks.
DIRECTED READING THINKING ACTIVITY (DRTA) Directed Reading Thinking Activity (DRTA) is a reading comprehension strategy that is used in reading to guide students in asking questions about a text, making predictions, and then reading to confirm or modify their predictions. DRTA strategy encourages the students to be active and thoughtful readers. Thus, it strengthens reading and critical thinking skills of students. Moreover, DRTA strategy stimulates the students’ prior knowledge, involves the active participation of students in constructing the meaning of the text and monitor students’ reading comprehension skills. Stauffer (1969), developed the Directed Reading Thinking Activity (DRTA) to encourage students’ thinking.
Second is to explain how to apply these techniques, activities and tasks effectively in the classroom environment. In this study, I intend to write the characteristics of activities and rationale for the techniques that are used to promote learners’ oral skill. Throughout the writing, I will talk about the strategies, problems with
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.
The former deals simply with letting our eyes run over the text we are reading without having a deeper understanding of what or how it relates to life in general. On the other hand, the latter is concerned with both reading and thinking skills. Deep reading is by far the most crucial and significant endeavor to ponder on when one likes or decides to read something. The act of reading must trigger the relationship between words and mind. If this happens, reading may just become overwhelmingly rewarding because it would nourish not only one’s mind but also one’s spirit.
In the section that follows, we begin with the importance of reading skills. 2. 1. Reading Reading is an activity with a purpose. Individuals read to gain information, to review given information, to enhance knowledge in a particular field or read for pleasure and enjoyment.
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at