Therefore, many educators test their students on their Oral Language abilities, and Oral Language is comprised of Phonology, Semantics, Grammar, Morphology, Pragmatics, and Discourse. In conclusion, the process of reading is incorporated throughout our daily lives. Without it, many people struggle to understand, correlate, and even express themselves in an enlightening manner. With that in mind, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components that compose a well-developed
By examining the argument titled The Importance of Writing Badly by Bruce Ballenger in the book 21 Genres there is evidence of each rhetorical feature as he discusses the methods of writing that created the best outcomes. Ballenger uses Ethos, Pathos, and Logos to prove the effectiveness of his argument about the way we are taught to write within our educational system. Ballenger begins by talking about his experiences as a young writer in grade school. He was ridiculed for writing badly, particularly for making his essays “awkward” according to his teacher, Mrs. O’Neill. He often felt under pressure to write the perfect sentence with the perfect words and phrases making his writing unsuccessful in his teachers eyes.
This essay will critically discuss Process Writing and Working in Genres when teaching writing to young children. Process Writing is critical in the Foundation Phase as it gives students the tools in which they are able to break the process of writing, which often can be daunting, into more manageable portions which will allow them to produce quality material. Barnett (1992, p. 17) asks an important question (of what a successful composition created by a student is) and has answered it so accurately: “What happens if we-look at each piece of writing as one version in a progression toward the expression of the student 's ideas? To do so is to regard writing as an expression of the mental process it entails and as a means of communication.” Thus, Barnett (1992) so correctly views successful composition in the Process Writing as collaboration between the writer, the text, and the reader. By regarding writing as a process, it permits students to understand writing as a succession of drafts and to consider the endeavor of writing in its entirety: planning, drafting, revising, editing and publishing (Barnett, 1992).
While it is a bit of an exaggeration, students clearly feel that classroom-based speaking practice does not prepare them for the real world. Is why I choose to do small but very concrete steps on how to express a simple idea like What are the priorities on your life?, giving the example with my ideas on the board as the same time it was expressed, the students seemed to get the activity instruction clearly so they proceeded to wrote and then speak with a partner about they priorities they wrote down before. Research by Peter Skehan5 on Task-based Learning shows that giving student’s preparation time significantly increases the range of language used in the performance of the task, whereas the accuracy of the language is not as influenced. If this is so, then it seems sensible to give students preparation time when encouraging them to use new language.
The Importance of Teacher feedback in Students’ Writing Improvement Writing is an important skill contributing to the student’s language learning. However, learning how to write is not easy because writing is considered the most difficult skill to acquire. According to Zacharia (2005), it requires having a certain amount of L2 background knowledge about rhetorical organization, appropriate language use or specific lexicon with which they want to communicate their ideas. Therefore, the teachers have to make an effort to help students enhance their writing skill and increase their motivation to accomplish the writing task. One of the most useful techniques to help student develop writing skill is giving feedback.
It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
Writing is an important skill contributing to the student’s language learning. However, learning how to write is not easy because writing is considered the most difficult skill to acquire. According to Zacharia (2007), it requires having a certain amount of L2 background knowledge about the rhetorical organization, appropriate language use or specific lexicon with which they want to communicate their ideas. Therefore, the teachers have to make an effort to help students enhance their writing skill and increase their motivation to accomplish the writing task. One of the most useful techniques to help the student develop writing skill is giving feedback.
From my experience as a student I was not good at grammar worksheets. Therefore I always hated going to English class. While it is very important for students to learn the grammar rules there are other ways for them to learn besides memorization and grammar worksheets. During class a student made a suggestion to use grammar worksheets sparingly. This student explained to use the worksheets has a foundation for learning the grammar to build off
The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes.
ABSTRAC: The aim of these papers is to determine the issues and difficulties that Saudi students encounter when learning to write in an academic way and to explore writing mistakes and errors that student make while they are writing. Introduction: Academic writing is an important for students who learning English as a second language. When it comes to the teaching and learning of language skills, writing comes at the end, according to the natural order hypothesis of language learning, but this does not make writing skill insignificant. Rather, its significance increases manifolds in the academic contexts in which students are required to apply this skill as a main tool to show what they have learnt. According to Fageeh (2011), “many EFL