Introduction Argumentative essay is one of the key text-types included in the English curriculum in Hong Kong. Students in Hong Kong first learn to write arguments in their first language in junior secondary and then move onto English argumentative essays in senior secondary. Many of them find it difficult to write an argumentative essay in English. Even in L1 context, writing an argument is a challenging task for a majority of students as they have difficulty in recognizing and applying argumentative
Thus, it was a felt-need to carry out a study that focused on teaching pedagogy integrating ICT and reflect on the results thus obtained. Key Terms Defined Student-centered learning (SCL), or learner-centeredness, is a learning model that places the student (learner) in the centre of the learning process. Internet is a global computer network, providing a variety of information and communication facilities, consisting of interconnected networks using standardized communication protocols Android
Communication Seems to be the most important aspect of Education Today. A student’s Learning remains incomplete without developing the Language skills- Listening,Reading, Speaking and Writing. The main objective of Education today is not limited within acquiring knowledge but it has expanded to utilization of the same in the practical life. Here comes the need of the skill of Communication. The students who opt for post graduation mostly with an ambition to get more exposure are found lacking the
It is a form of theory and practice which serve to let pupils gain a critical awareness. Critical pedagogy is a type of pedagogy in which critism of the established order and social critism are essential. Critical pedagogy wants to question society in its understanding of the role that education has. From this point of view, social critique is necessary if one does not want an upbringing and education that contributes
modifications of content and pedagogy to reflect their interests and learning needs” (Philip,
Interactive approach method emphasises social relationship between the teacher and learner. These activities help students communicate in different contexts and in different roles offering the learners with opportunities to be exposed to authentic language use (Richard, 2005; Savignon, 1982). The 21st century educational landscape is changing rapidly, especially in response
received much attention in language classrooms in the recent past. At the college level, lecture based classrooms mostly favours visual and verbal learners. No fruitful attention has been given to the learners who learn by doing. No attempts have been made to count the beneficial relations between language teaching and dramatic techniques. So, the aim of this paper is to count the benefits of using dramatic techniques, based on the theories of kinaesthetic learning, as a teaching strategy in ESL classroom
Described by famous linguistic Noam Chomsky, “Language serves essentially for the expression of thought.” Language is used every day to convey our thoughts in social situations. Unfortunately, this includes negative and racist expressions of thought. Language was used as a tool during colonization to diminish indigenous languages in Africa through linguistic imperialism. Linguistic imperialism is the idea that one language is superior to another on the premise of societal convenience. For example
widely-used language has regularly been a topic of wonderment and alarm to observers. Although the global dominance of English carries with it great possibilities, development, and increased knowledge, there are also prominent concerns about the negative impacts such a powerful language has on local cultures. For English Language Teaching practitioners, much of the discussion about linguistic and cultural imperialism spins around the issue of whether language teaching should involve culture teaching. Teaching
The approach of taking the learner in the center of language pedagogy increases in recent years. Learners are expected to achieve to be more active participants and have the power of self-direction (Kafipour and Naveh, 2011). Self-direction is an important characteristic among the other language learning strategies. Self-directed learners make conscious choices for finding solutions to problems and organizing knowledge and building skills. Kafipour and Naveh state that it is crucial for students