Teaching Grammar through Task-Based Language Teaching to Young EFL Learners Abstract The present study investigates the effects of Task-Based Language Teaching on students’ grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two months and half a month process. Three research questions are tried to be answered. First, “Is there a significant difference between the grammar knowledge of students who are taught grammar through Task-Based
compulsory subject in the official education program. Then, the need for study abroad, jobs, or even travel has fostered the use of communicative skills in real-life contexts. Therefore, the awareness of intensifying the use of communicative skills in teaching and learning English has been raised highly. However, it is still a challenge for both Vietnamese teachers and students to take the best advantages of the language skills and meet the goal. As communicative skills are considered to be one of the
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
increasing of technology into teaching is one of the vital significance challenges for education today. All department academicians will agree that the contemporary world is going through the modern education trends. Every person is engaged in various kinds of computer related activities and using various multimedia content on internet either by various techniques. Moreover the modern education using ICT generated by various services such as offline/online teaching - forum in teacher to student interactions
Communicative Language Teaching (CLT) in Malaysian Secondary schools. This research study was conducted to interrogate about communicative language teaching in Malaysian secondary schools. The main purpose of this research study was to know how far the communicative language teaching was understood and how does it implemented in Malaysian secondary school. These elements was identified based on the student’s point of view. This research study shows that the communicative language teaching approach in not
practical utility. Current research as well as empirical understanding through routine teaching methods show interesting revelations that teaching methods based on student-centric approach promotes interactive learning process. In these incorporative techniques, the ‘Guru’ (a teacher) plays the role of motivational sparker. Therefore, this paper makes an attempt to highlight and includes imperative teaching methods that make learning more interactive and innovative and hence, more absorbing. Innovative
Cosmetology The American Heritage Dictionary defines cosmetology as "the study or art in cosmetics and their use". They define cosmetics as "serving to beautify the body and improve the appearance of a physical feature." Cosmetology is a broad term that is used to encompass a wide range of beauty mediums, including hair, skin, nails, and makeup. Schools that offer cosmetology degrees have crafted their curricula to address all of these categories. However, when you are obtaining a cosmetology
those learners to have sufficient prior knowledge to enable them to use their higher order thinking skills in answering questions or performing tasks. Assessment identify what students regard as important,
learning is a learning method that combines face-to-face and online learning,but it doesnt affect on learning goals and objectives. According to Bershin (2004) “Blended learning is the combination of different training “media” (technologies, activities and types of events) to create an optimum program for specific audience. The term “blended” means that traditional instructor-led training is being supplemented with other electronic formats" It can be said that Blended learning is a method or way to learn
structural regularities via inductive means.” Using this method, learners are driven by a process of inquiry that provides them to go through an array of “psycholinguistic guessing games thanks to concordance before and while learning vocabularies” (Yılmaz & Soruç, 2015, p. 2628). Among a great many of approaches,