1. Introduction There are three key factors in language classes: learners, teachers and textbooks. The textbooks are the most viable and adaptable ones, being investigated and updated in the field. Richards (2001) highlighted the role of textbook materials as the main instructional materials in most language courses. Learners with various learning styles have different needs and interests. Therefore, a one-fit-all textbook cannot account for all existence diversity. Every learner may consider the
to language, which is fundamental in literacy development and indeed in all areas of thinking and learning” (p. 2). This increases the need for educators to use developmentally appropriate practices when teaching young children, language and literacy skills (Elliott & Olliff, 2008). “Developmentally appropriate practice requires both meeting children where they are – which means that teachers must get to know them well – and enabling them to reach goals that are
most important factors for learning a foreign/second language (L2). Ellis (1994) mentioned that motivation is the factor for what learners feel the need to learn language (p.715). Dörnyei and Ushioda (2011) mentioned that second language motivation is an important factor for learning any additional language. They also mentioned that in any field of knowledge, motivation is an important factor. They emphasized on practical aspects of learning language than the theories. During last two decades, researchers
reviews the literature related to teachers' demotivation. The first section explains different kinds of motivation. In section two, motivational factors in L2 learning and teaching are discussed. The last section deals with demotivating factors in L2 learning and teaching which includes different matters regarding teachers' demotivation such as the migration, personality factors, working conditions , problems and salary of teachers. The last section deals with teachers' demotivation in Iran. 2.2 Literature
Dual language program effectiveness depends on the appropriate implementation of the models. These models delineate the amount of English and native language that students will receive throughout the day. These models also include goals that students must meet by the end of the schools year and the resources needed to make it successful. According to Lindholm-Leary (2012), teachers need to be informed about the different models and become familiar with the one they are implementing. They need to
1. Introduction The role of the English language in the Greek state schools in general is considered to be secondary although it is generally agreed that the English language is important being an international language. The current attitude towards learning English in State schools is depressing as most of the learners learn the language in private language institutes in a more organised and exam- oriented way (Manolopoulou-Sergi, 2001). However, the subject imposed by the Ministry of education
Over the past decade, the number of English as a Second Language (ESL) students have skyrocketed. Bilingual children now number almost twelve million. 1.2 million of these students have been introduced to the school system within the last decade (Schachter 57). ESL students could be those who have lived in the United States all their lives but live in a non-English speaking home or recently moved from a non-English speaking country. Because of this major growth in non-English speaking students, educators
students. With a class of this size it's always difficult to actively engage students primarily because of the space, but the teacher managed his class well. It was clear that this teacher had a very good relationship with his students, and because of this good rapport students were open to his explanations. 11:40 Students are instructed to compile a paragraph individually. The teacher provides each one with an envelope with sentences in it. They have to re-arrange the sentences and provide punctuation
Teacher and students’ interaction and students’ learning motivation Human being is dynamic. He frequently seeks for a progress in every part of his life. Learning is one of those parts. Learners attempt to improve their learning process all the time. In doing so, they need motivation. The question is how this motivation takes place. Interaction in the classroom is one these factors. This interaction may be between the teacher and students or between students themselves. For instance, Morgan (1997)
1.1. Introduction Unlike the traditional approaches of language learning, the recent ones are more interested in engaging learners for the sake of enhancing their communicative competencies. This chapter presents the historical background of the applications of the project work. We will provide an overview of project-based learning,including its origins, features, benefits, difficulties, and implementation. Then we will attempt to highlight the communicative competence concept, characteristics