In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language. It is useful to observe if teachers put questions to learners systematically or randomly, how long they wait for a response, and the type of question asked, from that requiring a simple one-word reply to higher order Referentialquestions where learners can provide information which the teacher does not know. Similarly, in the case of feedback and correcting learners, we can observe how and when the teacher does this. Questions The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a
This led us to deal with this research in order to clarify as much possible some of them, and find appropriate solutions. The main focus of this study is to investigate on the most appropriate strategies used by either learners or teachers to improve the new vocabulary learning. the problem statement: Foreign languages are playing important roles in the world nowadays, teachers encounter many difficulties in teaching foreign and second languages. As well as students cannot find an effective way to learn these languages since the studies are based mainly on written sessions rather than oral ones. So what do we mean by Vocabulary Learning Strategies?
Spelling should not be seen as a separate subject but instead, as an integrated form of the language system to be learnt through use. It is important that an educator creates a literate environment which provides opportunities for learning, supports the learner, influences beliefs and attitudes and include ongoing assessment. This report is conducted through the evidence obtained from workbooks / writing books of learners that form part of grade 1 2 and 3. For this report, I was given the opportunity to do research on phonetically inaccurate, phonetically accurate as well as phonologically driven “errors” in spelling. Early spellings are grouped by a strong tendency to literal phonetic transcriptions.
One obvious way to do this is, by developing students’ communicative competence through collaborative activities in the target language, the use of authentic texts, and incorporating personal experiences into language lessons (Nunan, 1991). A Communicative Teaching Approach (CLT) considers how students’ best learn language, the strategies and tools that facilitate this learning, and the roles of the teacher and the learners in the classroom (Pan, 2013). For example, teacher can give task to the students and ask them to complete the task in a group which means they need to communicate and discuss with each other in completing the task given. This kind of task is supporting Vygotsky’s theory when he stated that one essential feature of learning suggested is the zone of proximal development (ZPD) where students play an integral role in learning by interacting and collaborating with peers. “Once these processes are internalized, they become part of the child’s independent developmental achievement” (Vygotsky, 1978, p. 90).
In the review article, Norton and Toohey have reviewed the poststructuralist theory of language, identity, and power. Additionally, other relevant issues are also discussed including positioning, subjectivity, and technology’s impact on learners’ identities. These important perspectives have had large contribution in teaching professionalism. In my paper, I want to make a clearer demonstration of identity in language teaching and learning, and then consider its relationship to other concepts introduced in the reading. The implications of these concepts, especially identity, investment and power in Vietnamese high schools through my teaching experiences are also mentioned in the paper.
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.
Those four skills are related and have their own role for learners to learn the language. When students are learning the language, they are aimed to use it for communication. Abott (1992) explained the communication as “Passing information to somebody” which means that learners should be able to speak to others to transfer the information. In his book, Abbot (1992) stated that, “The more you try to motivate them … the more eager they will be to communicate”. Therefore, the use of interaction in speaking class is needed in order to augment learners’ speaking ability.
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.
INNOVATIVE LANGUAGE LEARNING METHODOLOGIES Introduction First and foremost, I mainly aim to research several innovative language learning methods and explain them literally in this article. English language teachers provide knowledge and skills to learners of a new language, and naturally, they follow several methods, or in other words, strategies. It must definitely be stated that methods of language learning and teaching depend on several approaches which are and in practice today, the number of methods is getting more and more, and all aim to find ways to make language learning and teaching more effective. Due to the fact that the best methods for students and their abilities to learn may vary among them, English language teachers should
Further, motivation is important during language learning because it is a learner's variable that affects language learning. (Dornyei, 2005) states that Motivation has a great influence on language learning. Students’ success in their language learning depends on their individual differences although they take the same lesson of language learning. Teachers should consider these variables which affect students’ success and the teacher should be aware of the learners' knowledge of learning and also learners' needs and provide enough motivation for learners to require language