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
(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 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
STUDENTS MAJORING IN ENGLISH AT HUE UNIVERSITY – COLLEGE OF FOREIGN LANGUAGES I. INTRODUCTION 1. Rationale Recently, English has become more and more popular around the world. It is the official language in a great number of countries as it is estimated that the number of people using English to communicate on a regular basis is two billion (The English Language Centre Eastbourne, 2013). English is also considered as the dominant business language and it has become almost a necessity for people to speak
CHAPTER ONE INTRODUCTION 1.0 Background Teaching English as a foreign Language to Arab students, specifically, to the Sudanese ones requires from EFL teachers to devote a considerable amount of time and effort in different areas of the learning process. Improving students' performance and competence in the four basic skills of English (receptive and productive) has for a long time, been the main concern of the teachers in classrooms. In addition to the grammatical rules which represent the main focus
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
Literature Review: A number of studies have been conducted in which the researchers argue that many ESL students face difficulties in learning English language at various levels and with different skills (e.g. McCardle and Hoff, [15] Hoffman, [10]). Other examples are Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988) and Wahba (1998). But, we hardly come across with the researches that cite the problems that Arab students face in learning English literature. Al Shumaimeri (2003)
factors responsible for good command at English language. However it was concluded that immersion, motivation and self -study are the most important factors which are responsible for successful second language acquisition. This study was also supported by Malaka (2001, cited in Golam ,2012) who investigated the factors affecting the teaching-learning English at high school level in Brazil, the overall results of studies indicated that the teaching-learning process is affected by motivational factors
and combined together in a sentence so that a sentence is formed both correctly and meaningfully. Grammar is important because the good language knowledge is sine qua none when we want to talk about language. It is the grammar who gave us names of word types and word groups and who enables us to form sentences not only in English but also in any other languages. Based on Aleksandra Milcic (2014), grammatical mistakes in a text can easily draw readers’ attention away from the content of the writing