motivating, engaging and creating interest in learning English among college students in order to encourage them to interact and participate in classroom practices. For many students, their only source of exposure to English will be you, the teacher. For this reason, it is advisable to take all possible opportunities to speak English in the classroom. However, this does not mean that your English has to be perfect or that you have to speak English all the time. Indeed, switching between different languages
English now has emerged as a global language and most of the instructions in schools, colleges and institutions in Bhutan are offered in English medium. Ever since the advent of modern education in Bhutan, English for Bhutanese students was no exception. Over the past few decades, education planning and policies have taken phases of changes in shaping and strengthening the education system and preparing the curriculum in line with the suitability of Bhutanese context. Series of curriculum changes
language leads the people to improve and be able to compete the life internationally. Therefore, international language is critically needed. English is an international language, spoken in many countries both as a native and as a second or foreign language. English is taught as the subject in every school in this world. English is spoken habitually in the English-speaking countries like United States, the British Isles, Ireland, Canada, Australia, New Zealand, the Republic of South Africa, Liberia,
Teaching English grammar is integral to Bhutanese schools for many reasons: Teaching English grammar is useful as English is the medium of instruction in schools for majority of the subjects. Grammar improves the reading skills in a student, the benefits of technology in teaching grammar in class rooms and the role of grammar in improving the four key strands of students such as writing, reading, listening and speaking. So in the Bhutanese educational system, teaching and learning English grammar
(2016) found that communication skills are critical in giving confidence, productivity and to unlock future potential in engineers. As suggested above, it is further reiterated that learners be involved more in interactive sessions in classrooms so that they are able to strengthen their communicative competence. Additionally, teaching technical and business communication and technology assisted language learning are areas that should be taken up on a priority basis while learning English for engineering
TEACHING PRIORITIES OF PRONUNCIATION English is significantly different from our own languages. In the majority of lessons or topics, learners do get some opportunity to speak, and it is obvious that no one can speak without pronunciation. It is also obvious that pronunciation can be an instant and problem to communication, even between the speakers whose knowledge of English is generally good, and would have no difficulty in communicating with each other. There are many features of any topic that
“Listening comprehension competence is an important means in speech communication and is also the most frequently used perceptive function in the daily life of human being (Chen, 2011, p. 68). “ This is the main reason this intervention proposal has been chosen. Today’s reality is that learning a foreign language in our society has become more important in the recent years and its importance is still rising. People have realized that to be able to communicate in a different language opens thousand
The importance of teaching listening and speaking skills in the classroom to second language (L2) learners stays vital to develop and integrate with other skills taught. In the acquisition of English, reading and writing skills are most developed, but one communicates through listening and speaking. To be a good listener and speaker, these skills need developing, especially if travelling abroad. Listening and speaking tend to be the more complicated acquisition skills, and challenging to acquire
non-verbal communication and its effect on teaching learning process .The research was descriptive. The objectives of the study were to explore the perception to teachers, students, regarding non-verbal communication as an important teaching learning tool, also to analyze the non-verbal communication use in English language teaching learning process. Research questionnaire were: 1.Why teachers use non-verbal communication in the English language classroom? 2. Does non-verbal communication influence
realness. In the field of language teaching and learning, most researchers agree on what (1)Wong, Kwok, & Choi (1995: 138) referred to as “materials which are used in genuine communication in the real world, and not specifically prepared for the teaching and learning of English.” They defined authenticity in the context of English language teaching, but their definition, in fact, can be upgraded to include foreign languages in general. (2)Another definition of a larger scale uses authenticity in respect