rate and its presence is ever increasing in classrooms around the world. As a result, this technology is having a direct impact on methodologies and philosophies of teachers in 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
We find our classrooms are populated with gifted students, students with culturally diverse, and students with learning disabilities. The diversity variables focus on my analysis are the age group, culture, gender and language. Identifying how different students learn and their learning patterns is a way in which teachers can meet the learning needs of diverse students (Bank et al.,2009). I am currently working with ESL learners of age 10-12. I teach them English and French language. I see myself
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 to help kids to learn English by developing language skills (Porras, 2010), and why many of the stories for infants are useful tools to activate students’ motivation and facilitate learning of a foreign language (Abu Rass and Holozman, 2010).
Pedagogical Practices By Debjani Sarkar English and Foreign Languages University Hyderabad Email: debjanidivaa@gmail.com English and Foreign Languages University Hyderabad Mahlaqa Bai Chanda Hostel 500007 Abstract The teaching and learning of language has gained a dynamic impetus, across decades. Considering the trends of English Language Teaching, we can rightly assert that one method paved the way for the following
means being able to speak freely in the language, without translating in your head into your native tongue. It is the ability to speak freely in ordinary every day, occurrences in life like: getting up in the morning, eating breakfast, going out to school. it means conversing easily even in simple sentences, without having to stop and think of what words mean. Let us take a look at the process in which a person acquires this special skill: 1.1 Language acquisition One of the greatest miracles
THEORETICAL FRAMEWORK Today the teaching of English as a foreign language is a challenge for education in Colombia, as it seeks to make students competent citizens in communication skills. Allowing them to operate in a social context, that increasingly demands different knowledge, the majority of which can be accessed through cultural exchange with other countries. Therefore the duty of teachers as key players in the challenge of guiding such learning is to search tools to facilitate the development of these
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
Introduction Teaching vocabulary is a key factor when learning a foreign language. However, there are many teachers who do not teach vocabulary, or who just introduce it to students by repeating or reading it in the lesson. The main goals of my work are to emphasize the importance of teaching vocabulary and to introduce ways and techniques of presenting vocabulary in the classroom. The first section will define the meaning of vocabulary, and explain why it is essential for students to learn new
Literature Review 2.1. Overview This study focuses on the teachers perceptions regarding the use of L1 in English classrooms. More specifically, what are the English teachers’ perceptions toward using Persian in classroom in different institutes in Kermanshah? And also in what circumstances and for what purposes do they prefer to switch to the mother tongue. This chapter will focus on the literature that I found helpful to understand these questions 1) what are the supports for the monolingual approach;
positive feedback, either by rewarding or correcting learners’ errors, they will make learners more motivated and help them to learn in a more proficient way. To fit the objectives, we will use two tools, which are the questionnaires and classroom observation. So, we will take into-consideration teachers and learners’ answers alike, examine them and analyze the differences between them for several purposes; if teacher’s positive feedback fits the aim, how to overcome the difficulties and how to