d) Like I said before her strategy can influence me in the beginning, but when I lost or decrease my motivation through learning English, I think it’s the problem. e) I hope my teacher is not just motivate me in the beginning of meeting, but when I lost or decrease my motivation she can maintain it, or it is better if she keeps my motivation, so she shouldn’t maintain it because she always keep it stable. All of them had answered the questions in the same time, so the writer could compare each answer from every student. T1 answer that the English teacher can promote students’ motivation and the English teacher’s role can influence the motivation in foreign language classroom, but the teacher have to pay attention on the way or the strategy to promote the student motivation, because not all the student have the same problems when they learn English as foreign language and the English teacher
Nonetheless, students should identify which few methods enhance their memory and understanding best when learning, as different students have different learning needs. Likewise, students, who are usually required to recall learning materials, are recommended to view future new materials with strong enthusiasm and determination (Shuilleabhain, 2014), as it is an approach to motivate students. However, students should take care not to practice learning techniques they are not familiar with, especially when nearing the exams; as students who, Lan (cited in Bednall and Kehoe, 2011, pp. 205-226) believes, “engage in unfamiliar strategies may induce a high working memory load, thereby diminishing the effectiveness of their study efforts.” Also, both teachers and parents alike should take the practical and relevant steps in ensuring that their students/children are well schooled in the manner of implementing effective learning techniques in their academic life. Additionally, students should understand that no matter how effective a learning technique is, it does not guarantee their success in exams or in the long term.
In teaching English pronunciation teachers practice some English teaching methods. For the activities, teachers usually ask the students to read aloud a text, pronounce the words, practice some dialogues or ask the students to speak up spontaneously. As we know that in the learning process mistake is common, so feedback should be given by the teachers. Feedback is considered to be one of the most significant factors contributing to learner development (Hattie, 2009). This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy.
Many of these students I have found are very smart, but they struggle with the language barrier. As a teacher I would like to be able to communicate with them in both English and Spanish so that I can be sure they are getting the information and are able to process the information. Our jobs as teachers is reach out to those that struggle, these students may struggle for many assorted reasons but the purpose of us as teachers is to be that helping hand that can make a difference in their lives. We are not to pass judgment on students, our job is to educate regardless of any differences our students may have. If we find that a certain group is doing poorly we need to find the problem and correct it.
If you are preparing for IELTS, it is significant to pay attention to the different answers in order to give a good performance and decrease tension on both the candidate and the examiner. The IELTS part 2 is challenging for some students. Candidates often give answers that are short, boring, off-topic. The best way to correct these mistakes is to practice speaking and focus on structuring answers by writing them rather than speaking. If you are taking IELTS for the first time, know how IELTS Speaking test is structured.
It has not been given enough emphasis and attention in the learning of writing process to the students. Instead of giving the writing topics to the students individually, we can help them go through the process of writing stages. This research hopefully will assist and allow teachers to improve the writing skill of students. It will also help students to build their confidence using English in their writing and also in their communication. Teaching through this method would be equally interesting for both the teachers and students.
Designing more laboratories with computer and internet access is a useful approach to help students and teacher to reach the authentic materials. School libraries should be equipped with plenty of English books, magazines, stories to help students familiar with these kinds of materials. When used properly with the above-discussed techniques and approaches, authentic materials and videos are beneficial to teachers and learners of English language not in listening lesson only, but also in other skills of English
Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital
Textbooks play a central role in language teaching and provide a valuable source for both teachers and learners. In relation with textbook Davison (1975) suggests that after the teacher the textbook is the most significant component in the foreign language classrooms. Few teachers enter class without a textbook which provides content and teaching/learning activities that form much of what happens in the classroom. Some students, in Mukundan and Ahour’s (2010, p. 336) words, rely deeply on the textbook as “an essential element of their learning material without which they do not consider the learning situation to be serious”. 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.
Teachers are able to think of ways how they will extend the learning of the student and go outside the four corner of the classroom. Now, English teachers that uses technology in language teaching knows that the technology must be anchored to the pedagogical objectives and goals. with the various technology present teachers wont run out of option on what technologies are appropriate. S.Flanagan & M. Shoffner cited Meaningful technology use can support positive teaching and learning outcomes that includes effective instruction, support for authentic learning,