Reading is essential for a child’s success. All too often, the barriers faced by children with difficulty reading outweigh their desire to read and, without proper guidance, they never overcome them. Reading is the process of looking at a series of written symbols and getting meaning from them (EnglishClub, n.d.). Learning to read is a sequential process; each new skill builds on the mastery of previously learned skills. Early on, for example, children learn to break down words into their most basic sounds in a process called decoding.
According to Tomlinson (2012), textbooks prepare learners for examinations, help teachers by reducing their preparation time, help administrators to allocate lessons to teachers, normalize teaching, and provide teaching that would be valuable to any learner anywhere at a specified language level. It is evident that in EFL contexts teachers and textbooks play central roles as resources of the target language and culture. A textbook is a framework which regulates the programs without which classrooms have no face validity to students and learners don’t take their learning serious. In situations when shortage of experts in teaching a foreign language is felt, the role of textbooks become pivotal (Williams, 1983). Textbooks represent the role of several people in the target society, the way different people at dissimilar levels of society
With the development of the network, online learning has slowly entered the people's eye, and the impact is becoming more and more powerful. It brings a great challenge to the traditional classroom. Comparing online learning and traditional teaching, this article will analyze in several ways to know why online learning is now better. Talking about education, our focus should be on students and teachers. Which way is better for them, which one is better.
As a teacher, I believe Tenses, idioms and phrases and vocabulary learning are must for English language teaching. A student wants to get fluency in second language; he has to study the three tenses of English, its rules and to know how to apply it in sentences. Later he has to learn idioms and phrases to form sentences. If we use idiomatic expression in our sentences while speaking and writing, it shows that we learned the language well. A formal classroom situation is a prerequisite to teach language through grammar and this is mandatory.
In school, we learned about grammar, especially written grammar, all the way through high school, which tells me it takes a long time to fully understand the grammar of a language, even if you use it subconsciously everyday. Using what I know from my child development courses, it appears that even toddlers (1-2 years old) understand how language works and can use what they know to express themselves. Interlanguage grammar is the grammar that second language learners use while (and after) learning the second language. It incorporates the grammar that the student already knows from their first language, the grammar they have heard from the second language, and whatever
First, grammar is the essential part of English that the most of people focus on. In fact, the learning system in Thailand is just studying for the exams that I cultivated to my mind. The most teachers teach more on grammar rather than other parts to prepare their students for the entrance exams in high school. In addition, the tutorial schools, that I studied, focused on the grammar too. According to, Tony Mitchell, native English teacher in Thailand, Thai teachers never wonder if the method was beneficial or effective and was used as a method of ‘teaching ' in every subject.
As Luoma (2004) states “Speaking skills are an important part of the curriculum in language teaching, and this makes them an important object of assessment as well” (p. 1). Therefore, to develop students’ speaking skills, there must be enough speaking tasks and activities as well as proper speaking assessments. Speaking english is practiced by people, both who are native and who come from non-English speaking countries. Day by day the people get new information about the language bt their contacts to other people that they store in their mind. This is without a by designed place and a specific time to learn.
Teaching and learning English language is more involving than I originally thought and experienced. The more I learn about the process of language teaching, the more I discover how it is evolving following the needs of the learner. In my adolescent years, I learned English language mostly focusing on grammar and writing. The instruction material was disconnected from our daily lives, mostly foreign culture represented in textbooks. However, what interests me in this course is that, it emphasises on teachers being aware of the connection of the student as a ‘whole’ person, to the learning process and content.
Learners of English have to deal with unfamiliar vocabulary during their language acquisition. Motivation is considered one of the essential factors in language learning. Lightbown and Spada (1999) emphasize the importance of motivation and also emphasize that the principal way that teachers can influence learners’ motivation is by making the classroom a supportive environment in which students are stimulated, and engaged in the activities. Although, motivated learners have a better opportunity for learning vocabulary successfully; unmotivated ones will have a lesser chance of being successful. So, for improving learners’ learning vocabulary, they need to be motivated by playing a game to complete the task, and with the enjoyment achieved, learning the Lexis occurs smoothly (Moon, 2000).
An Extending Line from the Classroom to the Globalized World in ELT The use and the effect of technology in Second Language Learning influence both the teachers and learners in terms of the language. Moeller and Catalano emphasize that there should be more attention on the new dimension of language learning/teaching through Information-Communication-Technology (the ICT). Therefore, teachers and learners take different roles in such a learning environment. Learners make up their own learning strategies to improve the language at their own pace, and accordingly they create their learning autonomy which is necessarily required from the learners in order to acquire an inclusive learning. On the other hand, a shift from teachers' authority