Introduction According to Merriam-Webster Dictionary (2016), one of the definitions of Language is that it is “The system of words or signs that people use to express thoughts and feelings to each other”. Therefore, language is used to express the thoughts and feelings, and vocabulary is necessary to express it. But learning the definitions of words is fundamental. Many teachers believe that an effective instructional technique is to define words before reading a text because it supports vocabulary growth and helps them comprehend what they read; however, research indicates otherwise. Teaching English vocabulary may be challenging, and it takes a challenging teacher to achieve it.
For teachers to teach reading effectively their lessons should include vocabulary, decoding skills, fluency and comprehension strategies. Using these techniques and strategies taught in class students can make connections to build up their reading comprehension. As we discussed with our first article, students who have better automaticity obtain more cognitive abilities that they can put forth to work with reading comprehension. Therefore, reading fluency, the use of accuracy and automaticity, connects to student’s reading comprehension. A student’s reading success depends of their reading
The sociocultural foundation of development is important because the reader and writer considers their daily social and cultural experience's, values and knowledge to contribute to their literacy skills in reading and writing. Researchers believe that learners draw attention to oral language, the aspects of language in serving daily needs, social phenomenon in language literacy, preschool experiences and home engagement language as related to accomplishments in school. The best practices in word recognition, and language comprehension, strategic knowledge, and reading-writing connections includes phonics awareness instruction, sight words, Alphabet learning instruction and sound letter instruction. According to Piasta , published programs of instruction in Alphabet learning has become one of the most primary objects for early literacy because it promotes familiar letters forms, sounds and names. Alphabet knowledge instruction correlates to strategic knowledge and the learners' ability to apply their phonological awareness.
Learning of the reading and writing the whole word and phrase should be done in a meaningful context, as children learn by memorizing the words. They would be able to read better when they could relate it to their experiences (Brockman, 1994).
Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen. I will give my own perspective on the use of authentic language, use of games and expressing thoughts and ideas in EFL classrooms. Additionally, I will offer evidence to support my position from literature. My choice of principles is showed in appendix 1. I believe that understanding these principles would allow me to support my learners effectively in their attempts to speak English.
Where do I want to go to and why? Their work will be check for errors. Letting the students critically think of what they desire will prepare them strongly for a fruitful discussion on the group road trip. Task 3: This activity will focus on developing the reading abilities of the student using a road trip planning article titled: How to Plan the Perfect Road Trip. Pre-reading and post-reading activities will be done in order to introduce vocabulary and then check comprehension.