Phonological Awareness • Tile 1: What is Phonological Awareness? http://www.superduperinc.com/handouts/pdf/172%20Phonological%20Awareness.pdf The site is an online handy handouts describing the phonological awareness. It also contains useful examples of phonological awareness, which according to me I would use in teaching phonological awareness. • Tile 2: Phonological Awareness, Reading, and Reading Acquisition: A Survey and Appraisal of Current Knowledge http://www.haskins.yale.edu/sr/SR111/SR111_13.pdf ( this Pdf may not open from here. It will open in symbaloo) The site provides useful information about the Reading Acquisition ; I prefer the article since it gives a detailed information on phonological awareness including a case study on how children understanding phonological awareness that is useful.
It is important to have an understanding of what language is, what learning is as well as what teaching is. Knowledge of how a student learned their native language can provide guidance on how the students’ will acquire their second language. Krashen and Terrell state that there is a “difference between learning and acquisition of language”. Learning is knowing about the language and is a formal knowledge process. The learner is conscious that the language is being taught.
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.
These kind of shows offer English teachers authentic materials to bring their learners into contact with language in context which can help them to identify various functions of a single utterance. This paper will analyse the discourse and social interaction of a short dialogue in the series Friends (Appendix 1). In order to conduct this analysis, I will follow Halliday and Hasan's discourse analysis model viewed in terms of the parameters of field, tenor, and textuality to discuss the language system, context of situation and culture involved during the interaction of the participants. In addition, I will follow Hymes speaking model to identify and point out components of linguistic interaction to explain the importance of utterances in conveying meaning more than just elaborating isolated sentences.
Keeping in mind the end goal to enable learners to create certainty and confidence, cognitively teachers must examine the proposes of reading instruction and enable learners to create explanatory, procedural, and restrictive learning of these psychological methodologies, in this way assembling that would advance learners metacognitive control of particular learning strategies. The Linguistic foundations of reading and writing development is based on the viewpoint that the writer or reader uses their knowledge of the things around them and the structure of language to make connections of reading or writing content. According to research linguists, all cultures try to represent key aspects of their verbal language into their written languages. Based on major developments and contributions, " Letters and letter units correspond to particular sounds (phonemes); spaces in between words represent junctures in spoken language; and typographical RUNNING HEAD: Benchmark Reading Instruction features represent other linguistic properties (emphasis, the end of the sentence, etc.)"
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.