Teaching grammatical rules explicitly and expecting learners to memorize them is less effective. An important part of a language range is to know how to teach language forms in meaningful and effective ways. Learning vocabulary is an essential part of learning a new language. Where vocabulary is introduced and practiced in communicative contexts (rather than in lists), students are likely to see the relevance of learning words and phrases and to be sufficiently interested and motivated to remember them. Students will soon understand this language.
According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text. Both the teacher and students can be assisted during teaching and learning when DRTA strategy is being implemented. Therefore, Teacher and students should be active throughout the reading
- The role of the teacher is that of facilitator and guide. Therefore, students are encouraged to construct meaning through genuine linguistic interaction with others. To sum up, communication language teaching can help students to use the target language as much as possible. This approach places great emphasis on helping students create meaning rather than helping them develop perfectly grammatical structures. As mentioned above, my personal language teaching methodology may be described as a mixed method.
The implications for the communicative classroom; the communicative approach to language teaching is premised on the belief that , if the development of communicative language ability is the goal of classroom learning , then communicative practice must be part of the process . not everyone would agree with this 'product implies process ' argument .t . there are certainly successful language learner
Dieveloping reading comprehension ability is one of the most important aspects in acquisition of a language. The present investigation concentrated on enhancing reading comprehension ability through Task-based language teaching. Many educational domains are going through changes in the way teaching and learning is understood. Teacher centered classes and structural- syllabus teaching are giving way to a more student-centered, practical and flexible approaches. In this paradigm shift, the field of second and foreign language teaching is not an exception.
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.
Dodson who also experimented it on students and achieved good results. This method considered a combination of the direct method and the grammar translation method. It aims to make the learners bilingual- the ability to use two languages equally well. The Principles followed in the bilingual Method: The method utilizes the students’ language habits Sentence is the unit of teaching not a
Reading is usually regarded as hard especially in English as the students unable to comprehend what they read. Students tend to read word by word which make them try to understand the words per se and not on context. When this problem occurs it will reduce their interest and motivation to read. By using the extensive reading materials, the students will be taught to read and be more concerned with the meaning of the text rather than the meaning of individual words or sentences. Limitation of the Research Some problems might arise when the research is conducted: a) Selecting reading materials and suit the students’ ability and fit with the needs of the curriculum specification could be rather demanding.
The advantage of this approach over the two above-mentioned ones is that it fully takes the learner into account. The learner is considered at every stage of the learning process, whereas the language-centered approach and even the skills-centered one, in spite of its emphasis on the learner, only use the learner to identify the target situation and to analyze the learning situation, then the learner is discarded in the process of determining the content of the course. Comparing the natures and advantages as well as the disadvantages of the approaches above the author will choose the learning-center approach as the basis for designing an ESP syllabus for the second-year students at the Border Guard Academy. 2.3.5. Steps in syllabus design Designing a language syllabus is no doubt a complex process.
Teacher has to adapt technology to teach English language. If schools and colleges don’t have e-equipotent, it will be difficult to teacher to follow E-teaching. 2. The teacher has to motivate student constantly to learn English language. Most of students are seeing English as examination point of view.