In one side teachers are teaching to the students by using various nonverbal cues to develop their profession and on another side they are developing presentation skills which help to make classroom real and live. Teachers themselves can improve presentation skills for effective teaching and students can observe teachers’ actions, strategies, and learning presentation skills. As a result, it is noted that nonverbal behaviors help to improve presentation skills and it is necessary in teaching and learning process. So, we can say that besides developing presentation skills, nonverbal behaviors are necessary to improve students’ learning ability and rate of English.
Part A- Assessment Formative assessment can be both formal and informal assessment to determine and evaluate students understanding on certain topics. This assessment will be not be conducted just to give grades but to help students in learning as it is a learning process as well. Students will be able to think about their own learning method as they reflect on their formative assessment. This is because, an effective formative assessment will be set according to certain areas of topics in a subjects. This is merely to improvise and teaching and learning process.
Abstract In original usage, student-centric learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centric instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student- centric learning puts students ' interests first, acknowledging student voice as central to the learning experience. In a student-centric classroom, students choose what they will learn, how they will learn, and how they will assess their own learning. student-centric learning requires students to be active, responsible participants in their own learning and with their own pace of learning Usage of the term "student-centric learning" may also simply refer to educational mindsets or
Accordingly, Knapp and Watkins (2005, p. 14) state that “Learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning”. In addition, Richards and Renandya (2000, p. 303) described that writing is the most difficult skill for the second learners to master. In other words, writing for the second language learners are difficult which most of them have no basic skill about English. Based on these explanations, teaching writing to the students is more
The socio-cultural perspective of SLA asserts that language development is based on input coming from the environment and More Knowledgeable Others (MKOs). It is through these interactions that learners get exposed to the target language and develop vocabulary that will be employed when speaking, writing, listening, viewing, and lastly, reading. If the learner does not have enough interaction using the target language and if the environment does not provide sufficient English language input for learning, language proficiency would be affected. It can be said, then, that those who have not been exposed sufficiently to the second language as much will have weak vocabulary and will have a hard time comprehending what is being read and given. This will certainly affect academic performance especially that ESL classrooms nowadays tend to be constructivist in nature.
Much vocabulary for example, is taught in the form of lists of isolated words and long elaborate explanations of the intricacies of grammar are given. The grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. This way a strong basis is set for understanding, exploring and trying out the new vocabulary and sentences learned in a correct way. It is a strict and clear method with measurable results, which gives structure to the adolescents, security of their knowledge and a good basis for further learning. Without explicit grammar explanation, students will lack necessary knowledge of the target language in this early stage.
My main focus is the importance of cultural competence in language teaching/learning. However, I also acknowledge that linguistics and communicative competencies are vital areas of language learning. In coming up with a theory of practice, it is essential to examine the qualities that make up a good teacher and put into consideration the needs of a learner. Teaching/learning a language is indeed a complex issue and is much more than most teachers perceive it to be. Initially, I had a narrow idea of teaching/learning English language as just about vocabulary and grammar rules.
Particularly as students develop greater fluency and expression in English, it is significant for them to acquire more productive vocabulary knowledge and to develop their own personal vocabulary learning strategies. The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and researchers in the field. Accordingly, numerous types of approaches, techniques, exercises and practice have been introduced into the field to teach vocabulary (Hatch & Brown, 1995). It is believed that communication could not be successful when individuals do not make appropriate use of correct and right words (Allen, 1983). Therefore, lexical knowledge plays an important role in learning English; L2 learners are required to learn words and use them properly so that they could be involved in effective communication.
The teaching of reading strategies and helping learners understand and manage the use of strategies is thought to be an important aspect of the teaching of second/foreign language reading skills. Therefore, many research studies in the field of study have been done which are presented in literature review chapter of the work. 1.2. Statement of the Problem With the emergence of teaching methods such as TBLT, which was focused on the learner-centered language teaching, researchers and teachers have tried to enhance language learning, and have investigated what is useful for learners to develop their language learning. Among them, the use of translation and reading strategies are thought to be helpful to achieve the objective.
Glossing as a vital tool in learning vocabulary and reading comprehension has different types and it has some implications for the teachers to help their students as an assistant, and also it is a tool to save the time instead of looking up the words in dictionaries. 1. Introduction: Vocabulary or lexicon is one of the most important parts in learning second language. Learning vocabulary, of course is very important, too. According to Knight