- Product approach The product approach is considered as a traditional approach to writing in the sense that it teaches students to focus on analyzing and copying or more accurately mimicking the model text. (Gabrielatos, 2002) There are four stages to the product approach and these stages are usually followed step by step to ensure accuracy of the final product. (Steele, 2004) For example, if a class were assigned to write a formal letter this is what the stages could look like; The first stage would be to let students analyze a formal letter as their model text. This can build the confidence of the student and help improve the possibility of accuracy with few mistakes. The second stage would be to help students understand how to compose
Meaningful tasks should be set in order to give the students a need to read (Watkins, 2007). Then there is writing skill which means expressing thoughts in language. It is essential for a teacher to understand the different stages that a student passes through in their writing (Wyse & Jones,
McNair (2007) explained phonics as it is instruction in letter-sound relationships. According to Villaume and Brabham (2003) many authors express the aim of phonics instruction as the ability of students to develop their knowledge of the alphabetic principle. Reeb (2011) mentioned the purpose of phonics instruction which is to be flexible and find learner’s needs to be able to get the importance of reading not to find one method or strategy that works for all students equally.
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.
With all this conflicts we’re still searching for ways to teach pronunciation. Many researchers suggest to use dialogues during pronunciation, and not just reading them, giving students time to think how to say the words in the context. Another way is called shadow reading. In this activity learner reads along with a competent reader (Scrivener, 2005). Using and saying the word in the context (in its natural place) and letting the learners to repeat is a useful way as well.
At the end of the instruction another version of the KET test will be used as the post-test. Keywords: thinking together, autonomous language learning, pre-intermediate EFL learners Introdution Nowadays, most researchers and teachers of a second or a foreign language pay special attention to the reading activity believing that the ability to read in a second or a foreign language is an essential skill for academic purposes as it is the prerequisite of
ABSTRAC: The aim of these papers is to determine the issues and difficulties that Saudi students encounter when learning to write in an academic way and to explore writing mistakes and errors that student make while they are writing. Introduction: Academic writing is an important for students who learning English as a second language. When it comes to the teaching and learning of language skills, writing comes at the end, according to the natural order hypothesis of language learning, but this does not make writing skill insignificant. Rather, its significance increases manifolds in the academic contexts in which students are required to apply this skill as a main tool to show what they have learnt. According to Fageeh (2011), “many EFL
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.
The aim of the research was to find out the motivational factors which develop students writing skill at secondary level. Many researches which are somehow related to research topic which were done to find out how students motivate towards or develop their writing skill. Below are some of the previous researches made by anonymous researchers. “The development of children’s writing from early forms to conventional forms is best achieved through substantial time devoted to writing” (Egawa, 2008, ¶4). Through this statement, Egawa
Richards and Rodgers (2001) states that reading and writing are the essential skills to be focused on however, little or no attention is paid to the skill of speaking and listening. The importance of speaking is more revealed with the integration of the other language skills. For instance, speaking can help students to develop their vocabulary and grammar and then improving their writing skill. With speaking, learners can express their personal feeling, opinions or ideas; tell stories; inform or explain; request; converse and discuss, i.e. through speaking, we can display the different functions of language.