Learning language means not just improving reading and writing skills by memorizing grammar as GTM and not just developing speaking and listening skills by practicing dialogue and pattern as ALM. It is acquiring certain skills and comprehension of language and background. Hence, there is nothing to say which one is the ‘right’ answer about what is the best method for the teacher and student. Each method has strengths and weakness, as the methods aims are also different. Further, the importance of teaching language is to know how to respect the fact that everyone has different learning styles and individual personalities, and different goals for
On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
In most cases the person with dyslexia does not understand the things they are reading and that is exactly how I am. For me, this disorder mixes up the littlest things. At random moments when I am speaking, reading, and comprehending what I say and hear makes since to me. But when you actually look at the work, I have mixed up proper grammar to my own "language" that I can learn and
Writing on the other hand requires and involves more skills than any other area. Besides of being coherent and cohesive, a piece of text should present good grammar and punctuation. All these elements combined are fundamental to communicate a clear
Both the information processing theory and the observational learning theory place an emphasis on the ability of the learner to store and encode the information into their memory for successful learning to occur. This is the cognitive view working within each, however, both theories generally applied to the classroom setting can fall short in different aspects from the teacher perspective. For cognitive theorists, the student learning process is almost too similar and heavily based on the mind being equivalent to a machine. The information processing theory focuses on internal systemic processes, ignoring any social context or influences on information processing (Miller, 2011). This specific concentration on the internal cognitive processes leaves no room to reflect on the emotions of a learner.
The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading
I believe I can focus students’ attention more on mastery goals by providing a comfortable environment where everyone believes that he or she can succeed, regardless if they learn differently from the person sitting next to them. I believe fostering mastery goals in the classroom is not an element I can nurture in just one lesson; I think I would need to begin implementing this concept at the start of the school year. Additionally, I will not use competition on the lesson because the students will be focusing more on their own personal work, and I think the challenges I present in the classroom can be easily accomplished if my students utilize a growth mindset and are intrinsically motivated to
The significant cognitive demands of writing combined with the added cognitive load of physically writing means it is important for a student to be able to handwrite effortlessly. As the author indicates, lacking fluency in handwriting causes difficulty in composition, as thoughts cannot get on the page fast enough. In addition, the student cannot focus on the sequencing and higher-order thoughts essential to composition. The relationship between handwriting and composition quality is even seen on MRI, with the brains of those with good handwriting activated in more areas associated with cognition, language, and executive function than the brains of those with poor
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.
Finally, many students memorize words from dictionaries, but they could not use them to speak in English or to communicate in formal situations. Therefore, teaching speaking is very important part in English language teaching and