That is the reason why students of elementary school up to university learn English as second language (ESL) or foreign language (EFL) nowadays. In the context of ESL/EFL learning process, a class has a really important role. That is the main place where the learners are given many kind of target language input. So that is why, the class should be set maximally. In order to do that, teacher should concern on many aspects.
Hsieh, H. (2002). Teachers’ Beliefs about English Learning: A Case Study of Elementary School English Teachers in Taipei County. Unpublished master thesis. Taipei: National Taipei Teachers‟ College. Holt-Reynolds, D. (1992).
The qualifications of the participants included “effective teachers’ education... ... middle of paper ... ...r own views impact their reading and writing instruction. I determined that the literacy definition present in this study is reading and writing; reading by decoding words, previewing and repeating new words, and guessing unfamiliar words and writing by focusing on content versus correct spelling, varying the intended audience, and considering elements of presentation. I would recommend this study to any grade level teacher, literacy coach, or curriculum developer. After reading this article, these individuals could reflect on how their own views could be influencing their instruction. Works Cited Poulson, L., Avramidis, E., Fox, R., Medwell, J., & Wray, D. (2001).
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... ... middle of paper ... ... grammatical errors.
For teachers, non-linguistic cues or representations are an effective alternative method in the process of delivering language and content instruction. In this essay, I will discuss why non-linguistic representations work differently than linguistic methods. I will also evaluate selected Teachscape video to discuss how some teachers use these methods, tasks that allow English Language Learner students to develop authentic use of their new language, and the difference between a student-centered and a teacher-centered classroom. When a student learns a new concept, that information is stored in one of two ways - linguistically or non-linguistically. Traditional instructional methods present new concepts linguistically to students; in other words, by having them read and/or listen to the information they are expected to learn.
To sum up, assessment is an integral part of instruction that enhances, empowers, and celebrates student learning (Classroom Assessment, n.d. p.3). Regarding the important role that assessment plays in the language classroom, the aim of the paper is to devise a formal progress test for assessing the communicative use of language of a target group. Therefore, to justify the test in relation to its theoretical basis, firstly, the type of test according to purpose will be presented. Secondly it will be discussed whether the test could be considered second, or third generation. Thirdly, the principles of language testing will be outlined in relation to the test designed.
To assure a complete coherence among theories and concepts in order to carry out this research project, it is necessary to have a theoretical support on the following constructs: collaborative writing, the computer - assisted language learning (CALL) which deals with constructivism theory and collaborative work. Also, the use of chat in language teaching, and teaching English with technology to adult learners. These constructs will give a clear justification of what it is expected to demonstrate through the action research project. The main purpose of this project is to put into evidence the effectiveness of applying and implementing technology “chat” in the English classroom. Collaborative Writing: Good writing skills are essential for effective communication.
This paper looks at what some call an important method of delivering (Shoebottom, 2001) what Stephen Krashen (1981) calls “comprehensible input” in language acquisition: visual scaffolding. It begins by discussing Jerome Bruner’s theory in Instructional Scaffolding. Building on the theoretical background, the paper then addresses aspects in effective visual scaffolding, first in general, then specifically in Teaching English to Young Learners (TEYL). Also, it reviews research and literature in the use of visual scaffolding in TEYL. Additionally, it gives examples of visual scaffolding in the English Language Development (ELD) classroom of Young Language Learners (YLL).
Testing for Language Teachers (2nd ed.). Cambridge: Cambridge University Press ELT. Richards, J. (2001). Curriculum development in language teaching.