language such as the grammar- translation method, the audiolingual method and communicative approaches. Each method is used according to the
increases the opportunities to participate in different social and cultural contexts (Skolverket 2011). Therefore, the teaching of the English language should aim at helping the pupils to develop knowledge of the English language and develop pupils’ confidence in using the English language in different situations and purposes (Skolverket 2011). According to Skolverket (2011) through teaching the pupils should be given the opportunity to develop all-round
Introduction Teaching vocabulary is a key factor when learning a foreign language. However, there are many teachers who do not teach vocabulary, or who just introduce it to students by repeating or reading it in the lesson. The main goals of my work are to emphasize the importance of teaching vocabulary and to introduce ways and techniques of presenting vocabulary in the classroom. The first section will define the meaning of vocabulary, and explain why it is essential for students to learn new
Teacher`s attitude toward CLT and factors affecting the implementation of CLT in Asian countries Abstract This study is about teacher`s attitude toward Communicative Language Teaching (CLT) and implementation of this approach in Bangladesh, Pakistan, Taiwan and Iran. Does CLT have advantage or disadvantage in Asian classes? What is the Asian teacher`s attitude toward CLT and what kind of problems do they face in their classes? Most of these studies have two phases, the first phase is quantitative
must be incorporated into a classroom (Brown, 2007). Meaning was important in CLT while grammar was ignored completely. Grammar would be acquired unconsciously. During the last decades, technology was progressed quickly and people demanded to be developed. CLT was more appropriate because it required interacting with speakers of other languages especially from the developed countries in order to receive advantages of technology and cultural interactions. Scholars strongly believed that students would
1. Introduction The history of English language teaching is perhaps as old as the language itself and hence the history of language teaching methodologies. Gebhard (1990) mentions that there is no one method which can be said to be perfect for ally teaching context and situations. This suggests that language teaching involves a blend of different approaches which are underpinned in theoretical perspectives, for instance, the Audio-lingual Method can trace its theoretical foundations in both structuralism
ensure that students increase personal efforts and depend less on the teachers to direct their learning. Ranjung central school principal, Tashi Namgay, who has been engaged in the adaptation of transformative pedagogy, said that the conventional teaching method failed to take care of learning abilities of individual students because in conventional discussions, the brighter or the talkative would always dominate the discourse with poor performers withdrawing from the participation (Wangdi, 2016,
concerned with the relation of knowledge about language to decision making in the real world”. (Cook, 2003) It was established in the 1960s and 1970s that applied linguistics was concerned with language teaching (Corder 1973). It mattered because after the Second World War the development of language teaching (especially of English) exposed that many teachers and trainers and supervisors of teachers were deficient in knowledge about
U rRepublic of Yemen University of Aden Faculty of Education Department of English Effectiveness of Dramatization in Teaching Speaking on 2nd Year English Students’ Oral Proficiency in the Faculty of Education, University of Aden A proposal submitted to the department of English for the fulfillment of Master of Applied Linguistics By Amal Farhan Supervised by Dr.Khalid Al-Sabaee September , 2014 1.0 Introduction Speaking is the productive skill in the oral mode. It is more
Writing is an essential, productive skill to succeed in academics. But, the ESL learners are not able to master writing skills due to lack of reading habits, grammar and vocabulary. According to Sheils (1975), despite the importance of writing, there has been a long-standing concern that many people do not develop the competence needed to use writing to meet fully and successfully according to the demands for writing at school and work. Writing helps to • To draw a conclusion • To present theory