It is not only reflecting on every aspect of communication, language or learning, but taking action in dealing with each aspect during the teaching learning process in language or bilingual education. One of the main concerns administrators have or should have is providing learners for better opportunities for developing proficiency in a language in order to do well in school. To support the above, monolingual and bilingual teachers should be instructed in developing communicative competence and language teaching strategies and skills to help learners reach their
There are characteristics identified by Richard and Rogers (1986:71) “The primary function of language is for the interaction and communication function of language. The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.” The Communicative Language Theory means that teaching has to be student-centered. This suits the CAPS document because (2011: 8) “Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is.
The most beneficial person would be the teachers. They will be having awareness on enhancing the students’ communication skill and recognize their mistake in implementing the communication skill in their lessons to ensure students are able to practice their communication skill using English language. Besides, the results from the research can help the school authorities to identify their problems and to improve their strategy in using the Communicative Language Teaching Approach (CLT). Thus, they can find the best way to help their students improving their English language proficiency in
Though they are connected it will be easier to discuss each one separately to make things more clear about what each tells about teaching writing. 2.8 Writing process Wherever the English is taught, the teacher must be aware about the fact that the student must be able to express themselves in English and for that teacher must motivate them and make them think about themselves. In language learning, expressing our ideas is most important and being able to express that ideas in written form is crucial as this will lead to the most aspects of language from choice of words, sentence making, expressing and many more which finally lead to composition. They learn to express clearly when they express themselves in written form. The word ‘composition’ is derived from the word ‘compose’.
This article undoubtedly advances our knowledge and understanding in the field of Second Language Acquisition. Not only does it provide teachers with a set of general principles that can help them adopt appropriate approaches, but it also enables them to look beyond theories and textbooks to better investigate and implement what learners need in order to make progress in in learning an L2. With focus on different aspects that relate to language acquisition, this study is comprehensive in scope. Ellis aims at, what he calls, understanding of and contributing to more effective instructed language learning. The study is a source of advice for language teachers and forms a sound basis for teacher training as well .
The type of task used in instruction may positively influence learners’ performance. Hence, the curriculum or course designer tries to create tasks that foster a language-learning context in which the learners can be involved and supported in their efforts to communicate fluently and effectively (Ellis, 2003; Willis, 1996). Among the ways to create this language learning context, task-Based Instruction (TBI) presents opportunities to employ effective and meaningful activities and thus promotes communicative language use in the language class. While some researchers suggest that the traditional methods include prescribed steps that provide teachers with a clear schedule of what they should do (Rivers, cited in Skehan, 1996). Other researchers emphasize the importance of task-based approaches to communicative instruction which leave teachers and learners free to find their own procedures to maximize communicative effectiveness (Skehane, 1996; prabhu, 1987; Long &Nunan,
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.
And now I think why do my students need to learn English? That question will help me to develop classes connected with their reality; in that way, English will be meaningful for them. Also, that will help me to know my students to base my classes on their likes, their needs, their ways of learning, making them feel
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.