When students interact with their friends while reading, it helps in their cognitive development which ultimately leads to learning. Moreover, teachers need to know the cognitive ability of students so they can introduce cognitive conflict at a reasonable level, where students can resolve it through assimilation and
Teaching and learning are active processes which go hand in hand each other. Teachers and learners are dependent one another. It is essential to realize that both the teachers and students should be informed of the crucial role of learning styles during the learning process, and it should not be neglected in the teaching of a foreign language. Language teachers’ awareness of differences in students’ learning can lead to more productive and effective lessons. Therefore, administering proper learning style preferences investigation before designing method English classroom is very important.
Students will become more engaged in interaction through group work. Teachers also have enough time in observation rather than directing teaching (Royka, 2002). By listening to each other the children are embedded in a living language sphere; even if the speech is full of mistakes, they still absorb a lot of language features that can not be mechanically taught through drilling. That is why the teacher should assign roles to maintain a group cohesion in a particular context. Also, by working in a team and having a chance to observe classmates from the side, with the teacher guiding them from time to time, every student has a chance for the better understanding of himself, namely – his strengths and weaknesses.
Teacher language awareness refers to pedagogical implications of teachers’ knowledge about language and can have effects on teachers’ behavior and their decision-making (Andrews, 2007). A teacher who has more knowledge about language can perform better in his/her practices. Wright and Bolitho (1993) believe that a teacher with sufficient language awareness is capable of preparing lessons and activities, assessing and evaluating learners’ performance, adapting / adopting / writing materials, and even designing the syllabus and curriculum for her/his class. A linguistically aware teacher has a powerful and safe position to fulfill different tasks (Wright & Bolitho, 1993). The manifestation of lack of teacher language awareness is obvious in different
The most beneficial person would be the teachers. They will be having awareness on enhancing the students’ communication skill and recognize their mistake in implementing the communication skill in their lessons to ensure students are able to practice their communication skill using English language. Besides, the results from the research can help the school authorities to identify their problems and to improve their strategy in using the Communicative Language Teaching Approach (CLT). Thus, they can find the best way to help their students improving their English language proficiency in
Communication between teacher and students is an important aspect to consider when talking about diverse classrooms. Teachers need to understand important ways in which cultures are different and how this affects the ways in which the students behave and learn. When teachers understand those differences they are less likely to do things that could be misinterpreted by students as well as less likely to misinterpret the student 's actions. Teachers need to continuously educate themselves to understand their students’ background. They can start by building a relationship with their students during school time, listening empathetically to what the students have to say, looking for cultural interpreters among pupils and looking for available resources whether it be people, books, web pages or others.
But the language should be noticeable for the learners. If the language is not noticeable enough the learners can not notice and understand the grammar structures. The teachers can use different functions for noticing the language. To notice the grammar structures, the learners also must pay attention to them. After the students noticed the structures they make connection between the meaning and form.
In the studies, to elicit teachers’ beliefs and cognition, metaphor analysis was exploited (Tobin, 1990; Thornbury, 1991; Akbari, 2013). Lakoff and Johnson (1980) suggest that using personal metaphors is a way of self-understanding which “is the continual development of new life stories for yourself” (p.233). In teaching contexts, metaphors are considered as a means for teachers to verbalize their profession as a teacher (Pajak, 1986). The investigation of metaphors was also considered as a valuable tool to be used in understanding classroom processes (Marshall, 1990) and in training programs (Thornbury, 1991; Tobin, 1990). Tobin (1990) searched practising and prospective teachers in a project based on a constructivist approach to reveal the change process in conceptualizing teachers’ beliefs and roles through metaphors and the finding were used to implement teacher change.
Concerning education, students seem to experience difficulties in identifying the main concepts as well as organizing their ideas. Consequently, they end up trying to memorize content without understanding it. In this way, learning does not take place. That is why, the role of the teacher is fundamental in these times, in which we are overloaded with information and data. Educators
This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy. One of the challenges faced by English teachers today is determining how to provide the appropriate and affective feedback on learner pronunciation, because inappropriate ways certainly will give bad impacts to the student’s improvement and confidence. For example the students become under estimate their self in studying English pronunciation, they study under pressure, nervous and etc. Therefore to prevent those bad impacts, teachers should know the modes of feedback and they should apply the