Vocabulary Learning Strategies Among Engineering Students for Better Placements in A.P The present paper deals with the strategies involved in learning vocabulary. Generally speaking, strategies are the tools applied for participation in learning a skill or subject. Vocabulary learning strategies are the tools utilized in the task of learning vocabulary in the target language. They can be employed in all kinds of tasks. Hosenfeld’s (1984) list of strategies of successful readers includes a few vocabulary learning strategies, such as guessing a word’s meaning from the context, identifying the grammatical category of a word, looking up words or recognizing cognates. By the same token, general learning strategies, such as planning or assessment of learning, can be used in vocabulary learning. Learning a second language means learning its vocabulary, suggesting that knowing a lexical item means knowing a number of things. Acquisition of vocabulary is an incremental and perhaps recursive process that involves the integration of various kinds of knowledge along with gaining different levels of ability to make use of that knowledge in communication. Strategy can be understood as a ‘means of achieving a goal’. There are different kinds of strategies and they differ from person to person. Strategies assist language learners as well as language teachers. It is essential for classroom teachers to be aware of different strategies employed by individual learners. Strategies can be talked about mainly in two ways. They are learning strategies and teaching strategies. Learning strategies are procedures undertaken by the learners in order to make their own language learning effective. Teaching strategies are procedures undertake... ... middle of paper ... ...n Another Language. Cambridge University Press, Cambridge: Cambridge University Press, 2001.Print. National Reading Panel. Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction.NIH Publication No. 00-4769. Washington, DC: U.S. Government Printing Office. (2000).Print. Oxford, Rebecca .L. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle, 1990.Print. Prabhu. N.S. (Ed) In Wei, Li (Editor); Cook, Vivian (Editor). Contemporary Applied Linguistics, Volume 1: Language Teaching and Learning. Continuum International Publishing, London: (2009).Web. 18 September, 2010. Wenden, A. Incorporating Learner Training in the Classroom. System, 4 (3), 1986.
When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Freeman, D. E. & Freeman, Y. S. (2004). Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics and grammar. Portsmouth: Heinemann
This article will examine the reasons why it is important both linguistically and psychologically to build a vocabulary quickly when learning a foreign language. The article asserts that very little can be achieved or learned in a foreign language with a small vocabulary and that by building a sizable vocabulary quite quickly one can soon be able to function adequately. You may also wish to look at http://www.jalt-publications.org/tlt/files/95/feb/meara.html
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Since the 1940s, new solutions to successful English as a Second Language (ESL) instruction have been discovered many times. Like bestseller novels, the latest hit pop songs, and blockbuster films, second-language theories and methodologies enjoy a few months or years in the spotlight and then fade away into oblivion due to many instructors not taking the chance to truly experiment with these instructional methods. There was always a “tried-and-true” methodology from an expert theorist, who may or may not have had first-hand experience learning a second language, to fall on. Douglas Brown, a renowned professor of San Francisco State University, notes that languages were “not being taught primarily to learn oral communication, but to learn for the sake of being ‘scholarly’ or…for reading proficiency” (15). Theories of second-language acquisition did not start to pop up until the instructional objective became oral competence and comprehension. New and effective methodologies of ESL classrooms are necessary in order for learners to obtain and understand the language and its culture; teachers need to consider their teaching style, each student’s learning style, and the classroom behavior, interests, and culture.
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
After reading the material we have been given about second language learning and learner variables, I’ve come to the conclusion that teaching a foreign language is very complex. It’s clear, however, that some factors and learner differences are more influential than others, and that I, as a teacher, can have an influence on most of them.
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
Second language learning is the process of learning a different language other than one’s mother tongue resulting in the ability of an individual to use one or more languages different from his first language. It can take place in a natural setting or through classroom instructions; however, the degree of proficiency differs (Gomleksiz, 2001).