IGNITE THE ZEAL OF EVERY STUDENT TO LEARN ENGLISH LANGUAGE IN A HETEROGENOUS CLASS Since the classroom is the first and only environment for many good language learners, they should make use of this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take many turns, while others do not speak for the entire lesson. It is the duty of the teacher to create the congenial atmosphere in the class room and build confidence among the students to express their views in the target language.
Effective use of English as a second language (ESL) or foreign language (EFL) in oral communication is, without a doubt, one of the most common, but also highly complex activities people need to learn for their interpersonal communication. For most people, learning how to speak in a second language (L2) is seen to be much more important than reading and writing (Ya-ni, 2007). Furthermore, most of employers identify communication as one of the basic competencies every graduate should possess, asserting that the ability to communicate is valuable for obtaining employment and
Nowadays, there is no doubt that technology has become a substantial element in many pupils’ lives, accordingly, the education systems have incorporated into their curriculum new instructions that try to implement these tools and toe the line with the rest of the world. However, there are still some English teachers who prefer to teach vocabulary in their classrooms using only oral and written instruction, hence, the traditional method, while other English teachers are using technology such as digital multimedia in their classrooms. The current digital and technological era is one of the main characteristics that stimulate these changes in the process of
(Richards, 2008, p.19) For many teachers, teaching speaking is so important. Burns and Goh (2012, p. 1-2) claim that teachers do much efforts to help their students develop their speaking abilities. For them speaking skill is important because of three main reasons. First, all language learners should be able to communicate well with the foreign language speakers. Second, many students are good in reading and writing, but they have poor speaking and listening abilities.
Students of all ages are taught by activating the visual, auditory, tactile, and kinesthetic senses and require abundant drill, practice, and repetition. Readings should reinforce the words students are learning in passages with few unknown words to develop automaticity. E. The technological nature of our society demands a literate workforce. Fluent reading with comprehension is critical for success. Fluent readers can grasp print material in larger units and phrases for more efficient reading These variations can be confusing for many native English speakers—not to mention students who struggle with language or are learning English as a second language.
Basically, the term of CLT covers a variety of approaches that all focus on helping the students to communicate meaningfully in a target language. Communicative language teaching is being developed nowadays. CLT is now being applied in many non-English countries where English is treated as a foreign language because the worldwide increasing demand for good communication in English. It is in line with what Professor Jack C. Richards states in his book Communicative Language Teaching Today that “…the ever growing need for good communication skills in English has created a huge demand for English teaching around the world, as millions of people today want to improve their command of English or ensure that their children achieve a good command
Teaching English as a foreign language is a challenging task in developing countries in general and in our country in particular. English has been included in the curriculum of Iranian schools and universities and considerable attention has been paid to this language in our society for the following reasons. First of all, access to and use of the latest technological and scientific resources mainly written in English calls for an efficient amount of English language proficiency. Secondly, coping with the demands of the era of information explosion and the efficient use of the Internet makes learning English a necessity. Thirdly, mastery of English facilitates cultural exchange among nations including the proposal of the dialog among civilizations.
Integrating innovative technology in the second language classroom can be considered as an important way of enhancing the learner motivation towards language learning successfully and interestingly. In the ever changing world, the technology has come to the forefront of education. Technology and the teacher motivation have positive effects on student motivation. (Atkinson, 2000) .In every classroom the reluctant students can be seen. I was motivated do this research when I encountered the problem of lack of motivation of students towards learning English as a second language.
Slowly, we are able to recognize the supreme value and role of English in the matter of career opportunities, with the advent of computers, communication skills in English have become indispensable student of science and Technology seeking jobs or pursuing higher education are compelled to get through IELTS, TOEFL and allied examinations. Western countries and gulf countries are offering lucrative pay packages and necessarily the students are obliged to learn English, the global language. Even countries like China and Japan have
Thomas: Awereness of vocabulary learning strategies among EFL students in Khon Kaen University In 2014, Professor R. Saengpakdeejit conducted a research on Thai students to examine the types of vocabulary learning strategies they use when studying new vocabulary. In the introduction it is stated that in Thailand, as in other countries, English has become increasingly important as the “medium of communication”. English is therefore often used by Thai students and teachers both in and out of the classroom. The problem is that Thai students generally encounter a great deal of problems when learning English, mostly with acquiring new vocabulary. This is an immense problem because mastering the vocabulary is generally considered the most crucial