Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
Not only by exposing them to the language they will speak, read and write the English language correctly, students must learn and understand the meaning of words. Vocabulary words help any English language learner communicate effectively with any other person. According to Wilkins (1972), “Vocabulary is central to English language teaching because, without sufficient vocabulary, students cannot understand others or express their own ideas.” On the other hand, many teachers recognize the importance of teaching vocabulary and they must emphasize it daily in their lessons. Among many skills, vocabulary in context is one of the most commonly used. To aid vocabulary in context, the use of a Card-file among other strategies may enrich the student’s experience and understanding of what they speak, read, and
Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital
The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student. It enhances listening and speaking also it increases new vocabulary for student. The aim of this essay is to give real imagine about how the Aural-Oral approach can be taught in or during English learning and give good improvement in both listening and speaking in order to reach student’s communicative competence. The first focus of Aural-Oral Approach is to teach English for student
U.S. is known as the place of opportunities and education is the biggest way to accomplish one 's dreams but when someone moves to the U.S. from another country not being fluent in English can be a huge barrier to being able to accomplish what one wants, and being successful in the educational system. Therefore, the people who control the education system have set specific standards in order to teach students who are learning the English language. The set standard for students who don 't speak English is supposed to help them to learn English and keep up with the subjects that the other students who speak English are learning and are being tested on. The idea of that is great and should promote both content retention and the development of the English language at an academic level, but that is not happening. This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english.
Impact of Culture Culture is an important factor that affects one’s perception, it greatly influences one’s behavior and shapes their personality which can have a significant impact on one’s education and the curriculum. Stating the importance of culture must be assessed when teaching English Language Learners, ELLs. The challenges for many English Language Learners are not overcoming a language barrier but also achieving academically. Orosco and O’Connor state that “ELLs bring a wealth of cultural and linguistic knowledge into the classroom, but perhaps our schooling is a complex process that often separates students’ personal learning experiences from the classroom resulting in a challenge of acquiring the skills for reading instruction”.
Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.
Teacher is the creator and instructor of the environment, and teacher’s language plays an important role in kid’s second language acquisition. With the help of relevant English teaching references and the author’s rich experience of pre-school English teaching she arrived at the conclusion that accuracy, comprehensibility and repetition of teacher’s language can help enhance the effectiveness of the input and promote the output of students’ language. In English immersion teaching children are immersed in an English environment, and teachers face children only in English. The quality and quantity of language input directly affect the quality and quantity of output . A sufficient amount of input can promote language output.