The beneficiaries of this study are; Ministry of Education, teachers teaching English Second Language and learners. The Ministry will conduct in-service training workshops to help the teachers to acquire knowledge and skills. When the English teachers are well equipped on pronouncing English words, they will be in a position to help learners to improve on pronouncing English words. Learners will acquire the knowledge from teachers in English lessons and utilize the methods that will help them to improve their
Hence, in order to learn about culture, there is need to engage with the linguistic and non-linguistics practices of the culture by gaining insight into the way of living in a particular cultural context. This will allow the learner to understand how language is used and how things are said and done in a cultural context. The Importance of Teaching Culture in Indian English classroom The concept and value of teaching culture with the sole aim of improving second language learning shed more light on many issues that are germane to English language teaching and learning in India. Firstly, there are two kinds of language school system in India, the regional medium school and English medium school. The regional medium schools are affordable schools managed by the government while the English medium schools are expensive and managed by the private bodies.
I can also see how confusing it could be when learning academically as well. Learning a language is one thing but understanding what the text is trying to portray is a whole different, more complex skill. As future educators, it is so important for us to keep this in mind when teaching English language learners. They may be able to read and pronounce words, but we must make a point to reassure ourselves that they understand what they are reading/saying
Studies relating to English teaching have showed the need for teachers ' questioning, and emphasized how they are important to start communication and how they can help EFL learners to develop their competence in language. “In second language classrooms, where learners often do not have a great number of tools, your questions provide necessary stepping stones to communication” (Brown 1994: 165). Similar remarks have been made in favor of providing feedback, certainly to EFL learners. For example, “Such responsibility means that practically everything you say and do will be noticed” (Brown 1994: 28, and Nunan 1991: 195). In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language.
For the purpose of this research, competency refers to the combination of speaking task that able to use correct grammar to orally communicate with people in English language. 11.5 Practice Practice is the actual application or use of an idea, method or belief with the theories relating to it. In this study, practice is a way influenced by teacher’s exposure to certain knowledge or theory and being used in
Odlin reconsiders a question fundamental to many language teachers and educational researchers: How much influence can a learner's native language have in making the acquisition of a new language easy or difficult? Odlin analyses and interprets research showing many ways in which similarities and differences between languages can influence the acquisition of grammar, vocabulary, and pronunciation. While these subjects are beyond the scope of my research, the section on phonetics, phonology and writing systems provides the necessary evidence to understand the effect of the transference of writing patterns from Japanese Romaji to English. This is a suspected cause of many problems. While the age of the book suggests that some of the research could be obsolete, it serves as a reference and a foundational background on the subject of transference in writing patters, even between Asian and English scripts.
Responding to the question Deepa said, “We can learn to use different nonverbal behaviors from them and apply them while speaking. So it is effective for presentation skill and leadership skill.” Similarly, Kalpana said that nonverbal behaviors support to present our views with others. Ramesh expressed, “nonverbal behaviors somehow develop to give speech from the front of the class and they minimize fear of the students.” The remarks of the above participants shows that nonverbal behaviors are indispensable factors of learning. As teaching is an art and science, teachers should have various skills, strategies and techniques to deal with students for better learning of English. In one side teachers are teaching to the students by using various nonverbal cues to develop their profession and on another side they are developing presentation skills which help to make classroom real and live.
As the main objective is to develop students’ employability skills, the need for teaching the course as life skills arose. In my opinion, teachers of English must possess the following communication skills: proficiency in English, positive motivation, effective body language, sense of humor, interpersonal skills,
In order to move into a global picture, one needs to learn the language. It is not a luxury anymore to have English as your repertoire but it is necessity in this era we are living in. However, the teachers and the learners of English in Malaysia where the students are not native speakers of English faced many obstacles in their teaching-learning process. The educators must possess an essential skills to be able to teach the students to express themselves using English in class as well as real life contexts. When we talk about teaching English, there are many elements and essentials that can be ventured and one of them is using literature to teach English Language.
We do indeed transmit particular values and beliefs by teaching English as a Second Language, but that to some extent is inevitable. In respect of some values and beliefs, it is also desirable to permeate world cultures. Myriad identities and different ways of knowing, experiencing, and understanding life can help students to find and value their own identities, histories, and cultures. It is noteworthy to mention that teaching any subject leads to behaving in ways that may construct values and beliefs. Teachers provide content and they model