(McKay 2016). Therefore, English language is now considered as an international language, and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL), in simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures deals mainly with the different aspects of both cultures. Teaching English as a Foreign Language besides education in American
Teaching English as a foreign language (EFL) requires instructors to apply different kinds of methodologies or approaches in order to let students learn the target language. Unfortunately, the majority of EFL teachers do not take into account their pupils’ needs in order to communicate appropriately in class by using English as a foreign language. To illustrate, some educators base their classes on memorization that does not provide any meaningful learning for their students since the only objective
They say that students need a teacher who has emotions and sees to their emotional needs and a robotic computer cannot carry out this important need. The humanistic approach to teaching a foreign language sees to their basic emotional needs. As students are human and they have basic human needs, they need to feel while learning. What is meant by feel is the encouragement, punishment, rewards, and fines experienced while learning and which
The writers have different ideas on the same topic. They are from different countries and different contexts. I want to write what i learned from all of the writers. The language skills are often divided into two types. They are receptive and productive skills. I want to start with the listening as a receptive skill. Listening is receiving of the sounds and perceiving and comprehending the meaning of the utterances. But it has a dynamic nature has processes such as predicting, checking, anticipating
In teaching a foreign language in general and English in particular, one of challenge that teachers have to face is teaching writing skill because it requires the students’ knowledge about a relationship between meaning and form…Therefore, to teach writing effectively, “giving feedback is an effective way to train students to become better writers because it helps students to correct their own mistakes and be independent ones” (Ken, 2004, p. 98). There are many types of feedback and they can be distributed
the result of a qualitative case study research design on NESTs and non-NESTs’ beliefs about lesson plan in team teaching. The objectives of the research were; (1) to explore the NESTs and non-NESTs’ beliefs about lesson plan in team teaching at two different Junior High School in Ponorogo, (2) to explore the implementation of NESTs and non-NESTs’ beliefs about lesson plan in team teaching (3) to explore discrepancies between teachers’ beliefs and practice, (4) factors are responsible for shaping those
Abstract In this thesis, we will investigated how teaching grammar in the foreign classroom that divided into four main characteristic elements which are, writing, reading, speaking and listening. In order to get the best result of learning grammar in the class environment we should consider all of the elements and assimilate the information according to the priority that we give to each process. Then, we will analyze in linguistic point of view and try to find the best way to explain
second language learning. Technology is paramount in today’s society and is especially prevalent amongst the younger generation, who are quick to embrace the technology. This paper examines how teachers and students can adopt and use technology as a tool to assist with learning and to improve the overall experience. Furthermore, this research explores which technologies teachers and students who are teaching English as a second language can utilize in twenty-first-century classrooms. Teaching Technologies
Teaching English have evolved taking into consideration relevant aspects such as proficiency, needs and interests of students. Some studies have reported that children´s literature is an effective and significant way not only to teach English, but also to help learners to grasp the language. It is pertinent to know how children’s literature have been implemented into classroom and its pedagogical benefits. This paper expose some studies that show how teachers in development have used stories
There are multiple methods of English language teaching. Ever since the invention of what some may argue to be the pioneering method in the field, the Grammar Translation Method (GTM), various other methods have been devised, in order to try and overcome the limitations of their predecessors. It is well known that each method has its strengths and limitations. The degree to which the strengths catalyse, and the limitations impeding the learning process of the student, depends mostly on the student