From the above discussion, it seemed to be clear why I chose 'Social Cognitive Theory '. This theory seemed to be supported to my study because it focused on observation which plays fundamental role to learn English. This theory believs that learning takes places through direct observation, modeling, social environment, skills, stratigies, and attitudes. In EFL classroom, teachers exhibit different behaviors (verbal and nonverbal), skills, and attitudes by creating learning environment which may influence students to learn an English language.This theory helped me to see what types of nonverbals behaviors teachers demonstrate through modeling while teaching. Similarly, this theory gave me insight to explore the aims of this study.
Likewise, this theory often described in a school education field. Richardson V (1997) mentioned that the classroom from this theory should be taught as follows. The teacher must pursuit asking students questions continually to encourage their intellectual curiosity along with a curriculum which is based on big concepts rather than specific knowledge. Also, the interactive learning should help the student to build their own knowledge that the assessment should be included this
Teacher helps learners to express and respondto their cultural learning experiences. Learners move through the stages of learning cycle building skills, developing cultural behavior, discovering cultural explanation. The teacher’s role in the learning cycle is crucial as it can to a great deal influence learner’s attitude towards culture learning. Teacher needs to establish a good working relationship with learners, “creating an atmosphere of mutuality and respect”. Teacher should share his or her own cultural experience with learners in order to help them enter another culture.
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
A language teacher must take many factors into account when he selects the materials which are (learners ' age, needs, and their language level). The content should meet learners ' needs Moreover it must be interesting to get them engaged to the language in order to produce, practice and upgrading their level of a foreign language. The teacher can do such work by using colored photos or flashcards and charts for young learners and real life situation for adults. The material must take into account the different learning styles and levels of the learners. Also, it must be well-prepared and well-presented by the teacher; the given activities are an important part of the material because they are supposed to expose the real life situations.
We do indeed transmit particular values and beliefs by teaching English as a Second Language, but that to some extent is inevitable. In respect of some values and beliefs, it is also desirable to permeate world cultures. Myriad identities and different ways of knowing, experiencing, and understanding life can help students to find and value their own identities, histories, and cultures. It is noteworthy to mention that teaching any subject leads to behaving in ways that may construct values and beliefs. Teachers provide content and they model
Moreover, insights from various theoretical and methodological approaches for second and foreign language learning, such as humanizing pedagogy, critical pedagogy, and postmethod pedagogy have all influenced the perception of the learner as an individual living and thinking person who needs to be critically aware of his/her learning opportunity. What those scholarships (e.g., Freire, 1970; Kumaravadivelu, 2001, 2003a; Pennycook, 2004) are arguing for is that language teaching should foster an environment that enables learners to construct their own knowledge, determine their learning goals, and reflect on their personal experiences so that learners will be empowered as legitimate language users inside and outside the
When referring to the test or classroom activity upon writing, teachers could select relevant content that is needed for their level of learners. First and foremost a teacher should observe and tend to know his/her group of learners in classroom. After knowing the group of learners, teacher needs to identify the level of learners and need to design the exercise based on the level that has been identified. Exercises related to grammar could be preferred by teacher based on their leraners’ interest in taking up an item. We come across a statement made by (Tricomi:1986) in her article on a perspective of krashen’s second – language acquisition theory (SLA) states that “a teacher can promote acquisition by providing students with appropriate comprehensible input… presenting students with a rule and then helping them practice applying it…which leads to learning”.
The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words. Learners will acquire the knowledge from teachers in English lessons and utilize the methods that will help them to improve their
Hence, in order to learn about culture, there is need to engage with the linguistic and non-linguistics practices of the culture by gaining insight into the way of living in a particular cultural context. This will allow the learner to understand how language is used and how things are said and done in a cultural context. The Importance of Teaching Culture in Indian English classroom The concept and value of teaching culture with the sole aim of improving second language learning shed more light on many issues that are germane to English language teaching and learning in India. Firstly, there are two kinds of language school system in India, the regional medium school and English medium school. The regional medium schools are affordable schools managed by the government while the English medium schools are expensive and managed by the private bodies.