Integrating project work for the improvement of communication skills of technical students- students analyse a project work in the target language by discussions in groups, make a report by using a pre-designed questionnaire, and give a presentation. 4. What are the advantages of content-based instruction? (Peachey, 2016) • It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
Learning of the reading and writing the whole word and phrase should be done in a meaningful context, as children learn by memorizing the words. They would be able to read better when they could relate it to their experiences (Brockman, 1994).
This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
As we know that Reading aloud is kind strategy of reading that doing by someone for getting ideas or information from passages. Kind of passages that we used in reading such as history, legend, news report, and others passages. It is like when the teacher reading orally then students will response her or his voice in reading thus they will get message from passages. From this activity that implemented make students increase their comprehension, as well as to be interest and motivated them. Reading aloud has many advantages in learning.
1. Define Disciplinary Literacy (DL): Disciplinary Literacy is learning how to read, think about, write, communicate, and use information like each discipline’s expert. It involves the tasks and processes of reading, thinking, inquiring, and speaking, required to learn and develop discipline-appropriate content knowledge. 2. Define Content Area Literacy (CL): Content Area literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.
1.1 Introduction In this chapter, I will first discuss the background and objectives of the study. Then I will discuss the problem statement and research questions and finally I will discuss the significance of the study and the operational definitions of terms used in this thesis study. 1.2 Background of the study In the English language classroom, the teacher aims at developing the four language skills of the learners in listening, speaking, reading and writing. Writing in the Malaysian language classrooms is inevitably an important skill and therefore it has become the focus of instruction. Students need to master this skill because it is used every day for a number of reasons.
Thus, argumentative writing is studied by learners. In the learning language process at school, students tend to learn how they expressed their point of view of identifying any issues or a certain condition. Their point of view which defined as argumentation are the process of forming reasons, justifying beliefs, and drawing conclusions with the aim of influencing the thoughts and/or actions of others. Students who learn argumentative writing tend to face some difficulties such as language features used in argumentative writing, especially occur in students who learn English as a foreign
But to learn a language they must improve the four basic LSRW skills. In order to achieve this they rely on various teaching aids, such as audio and visual aids, online resources and so on. In this paper Reading, one of the language skills is selected. While teaching reading to the heterogeneous group of students of varied proficiency levels, a teacher must focus on what kind of strategies they are using based on their learning styles. Gradually these strategies form basis for their active, conscious, and purposeful self regulation of learning.
The four language skills are then further classified into two more classifications: receptive skills (listening and reading) and productive skills (speaking and writing). The productive skills are skills in which a means of communication is produced by the student. The productive skills are writing and speaking. According to the communicative approach, the ultimate goal of language learning is language production; as such, students can be prepared for the last activity of speaking by building good foundations in the other
For many children reading text aloud helps to develop their skills as active listeners. Listening how the teacher reads a text demonstrates a model for fluent reading and pronunciation of unfamiliar words. Read aloud also maintains each student’s participation and focusing on how the reading process works. Reading aloud allows students not only to understand the plot of the story, but also catch the meaning beyond the text. Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud.