I. Introduction
Today English is the most popular international language in the world. Many countries chose English as a second language; and Vietnam is one of them. After Vietnam was approved as a World Trade Organization member since 2006, writing and speaking English are required skills to access higher education or to find a job. Many foreign companies have invested in our country. Therefore, English plays a very important role in our society and is an important subject as a mandatory course in Vietnamese education system. It is extremely necessary to develop learner’s proficiency in speaking .
1. Background of the study
1.1. Thu Duc College of Technology and current problems in teaching speaking
Thu Duc College of Technology (TCD) is located at 53 Vo Van Ngan, Linh Chieu ward, Thu Duc district, Ho Chi Minh City. It was established in 1984, called Thu Duc Vocational and Technical school. Its name has been changed to Thu Duc College of Technology since 2008. There are six majors which students have been trained at TDC such as Business English, Finance and Accounting, Business Administration, Information Technology, Mechanical engineering, Electronic Engineering. Due to the variety of English knowledge in students, it’s difficult for teachers to teach them in large size classroom. Hence, teachers of TDC have met lots of difficulties in teaching English, especially in teaching speaking.
Speaking skill plays an essential role in communication in daily life. However, teaching speaking by focusing on grammar translation method is out of date and less interesting. Typically, teachers of Thu Đuc College of Technology have been dominated traditions of English teaching for example : Students are taught to only aim at form-focused...
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In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1. Modeling promotes learning and motivation by developing self-confidence. It helps them “believe that they too, will be successful if they follow the same behavioral sequence.” (CITE p. 10- 29). Modeling is one way for teachers to provide students with comprehensible input in order to help students process content more “deeply and comprehensively” (CITE p. 10- 30). Teachers should model...
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
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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
Techer is like a technician or engineer and also he or she should be respect to the autonoym of the student. Teacher gives commands and students follows these ways and they become independent by relying on themselves. Teacher stays silent generally but teacher can give some hints when student needs to help. Morever, in this process students should develop inner criteria and also true prononciation is very important. Mistakes are inevitable because of students language discovering. Homework is not given to students and this detail is important in terms of natural learning
The lesson is designed to give implicit exposure of grammatical features to the students. In some sections of the lesson (e.g. warming up activity and transi...
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
This “focus on FORM” ( FonF) approach is where the grammar is taught in context and different with the “focus on FORMS” (FonFs) where the grammar is taught in isolation. In this part, the reasons why should grammar teaching used FonF approach had been discussed which the first one is because it is learner-centered and tuned to the learner’s internal syllabus. Then, this approach can be achieved in many different ways such as through design, process, reactively and preemptively. This approach also is suggested to be used if the learners of second language aim for communicative purposes since this FonF approach is focusing on communication and meaning. There is a problem had been raised in this part on how to balancing the focus on grammar and meaning and communication. The solution of this problem is discussed in the next part of article where some ways of teaching had been introduced which some grammar instruction and chances for communicative input and output are
With the emergence of CLT and TBLT in the language teaching field, the importance of both task and task design have increased. It seems that L2 teachers should be able to design appropriate tasks to promote learners’ achievement. It is one of teachers’ duties to offer the lesson to the learners in an appropriate sequence. A lesson consists of different tasks and activities and “the basic building block of a lesson is the activity or task” (Scrivener, 2011, p.37)
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
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...