Reading and listening have a significant role in the vocabulary acquisition because words do not exist on their own, but they depend on each other and live with other words (Boyle, 1987; Longman Nation, 2005) . 3. (Omaggio, 1986) has noted that students remember the words in context more than when these words are single items. 4. Students will be encouraged to use their imagination in order to think and speak, in addition, encouraging them to be interested in the speech of the others when using the small-group activities in the listening process (Rivers, 1983a)
Adding to that, Doff mentions that “using English for chatting to the class, for giving instructions and explanations” will provide students with very useful listening practice. Moreover, games can be applied in the class before finishing or starting the lesson. If teachers have enough time, they can let class play games at the end of the lesson, otherwise, they can use for the beginning new lessons to review. The advantage of doing these types of listening activities is that it makes students more interested in listening, especially when teachers divide the class into teams as competition remarkably increases students’
In addition, the kids love pronounces new sounds for this reason we suggest activities where you can put songs in English background and after they are familiar with it, you could teach easily. "Teach educational songs. Say the words of the song slowly and asks students to repeat. Make music and sing it, stopping the song after each verse. Repeat each verse to music until the children remember the song.
Lauren: I think that we should have reading logs because reading does actually help you with grammar and spelling. Also, if we get rid of reading logs, some people may not think that they have to read and that will make an impact on their grades and education. Reading is like learning an instrument. Everyone can relate because it is required to play an instrument, and yes, your voice is an instrument, for those in choir. The more you practice, the better you get.
According to Harmer (2006) cited by Cruz (2013), “students can learn grammar rules and pronunciation patterns differently pointing out that ‘awareness-raising’ is an important factor when teaching” (p. 15). He explains that the teacher could use other listening techniques like games or songs in order to increase their awareness and become more independent in their pronunciation learning. The main purpose of these kind of activities is motivating the students using different methodologies, and choose the best according to their needs. As an example, the use of songs according to Jones (2008) is more productive and meaningful when students are practicing rhythm and sound in a more natural way (cited by Cruz, 2013). First, when students are practicing pronunciation with a song that they like, they become more interesting because as Jones (2008) explained the activity becomes more interesting since they are trying to “reproduce” what they are hearing.
Accordingly, Rodao (2010) states that singing or reciting songs is much easier than speaking so they become a useful tool for students to practice and learn new vocabulary in a fun and enjoyable way. The author states that as songs are composed by rhymes and rhythms that catch children's attention, they are able to learn unknown words easier because of the rhythmic effect they produce. This effect helps children remember them. Songs were one the most enjoyable ways for children to practice the language they learned. And because of their rhythmic and repetitive nature, they were able to remember the songs to sing them on their own while being at home indicating that the use of songs contributed to the durability of their memory and to the effectiveness of vocabulary
III -Mnemonic strategies To eradicate hardship in memorization, mnemonic strategies can be used by foreign language teachers as key techniques to make the task of teaching new vocabulary items easy and enjoyable to teachers as well as to learners. Rick and Brigham (2001) defined mnemonic strategies as planned techniques to aid people to recall information. Mnemonic instruction involves combining presentation of essential information via the use of explicit strategies for recall. This strategy is applicable in areas where individuals are required to recall large amounts of unfamiliar information or to make associations between two or more units of facts at recall. Indeed, Mnemonic devices can be used in any field that requires recall of information
Different views on the issue of teaching English to young learners have been suggested so far in the field of teaching a second language. Among these views, one of the most practical ones is using games. Applying them may make learning more enjoyable and motivating because of students’ learning without being aware. A great number of studies (Chan & Lin, 2000; Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng, 2008) state that students‟ motivation and confidence can be enhanced in the process of playing games when they achieve learning goals in a relaxing environment. Kuo (2008) further mentions that “games and game-like activities have always been a popular tool in an English class in order to interest and „wake up‟ uninterested students” (p.
Multilingualism is a rather difficult topic as it may seems. In this topic we will cover Students’ the importance of learning new languages, Linguistic diversity and the spread of the English language and the spread of English Learning a foreign language. Learning a foreign language is different than what you would expect it’s not something that you just think or discuss and talk about, like rules and theories. It is something that you do in daily basis, like a physical exercise, a little like learning to play the drums the piano or the violin, except that it is easier. Learning any useful and important skill needs a great deal of practice and patience.
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.