In this essay, I would like to discuss the case of dyslexia and explain how we can help these kind of students by using specific teaching models and skills. Characteristics of dyslexia Firstly, we should briefly introduce the factors of dyslexia. Dyslexia is a kind of disease that affect the passion’s ability in reading and writing. They would find it difficult in identifying the pattern of words and write them in a correct way . As a result, student who having dyslexia will be very difficult in catch up the course content as other student because they must spent more time in remembering the word of contents and understand the meaning of those words.
The sole goal of learning a language is to achieve proficiency and communicative competence as they are primary skills in good communication. Achieving language skills requires a learner to grasp the basic language phonology, which includes listening, reading, writing, speaking. One can learn listening skills by carefully listening and analyzing with the view of discovering contrastive sounds of language and their variants (Molnar & Sebastian-Galles, 2014). A learner then practices and uses discriminative exercises to help them distinguish sounds, tones, and intonation patterns. In this case, the learner can then use selective attention to contrastive sounds that are difficult to grasp and use auditory repression, which involves recording troublesome sounds and replaying them until one becomes conversant with
Therefore, L1 has both positive and negative influences to learners. As a teacher, you might not able to do much with students’ L1 background, but you can help students to find similarities between two languages. Also, be aware of some errors that happen often might also relate to the students’ L1 background. Teacher have to find out how L1 affects students and teach them how to avoid and use the disadvantage and advantage of their
Wlodwoski (1999) defines motivation as “the process that can (a) arouse and instigate behavior, (b) give direction or purpose to behavior, (c) continue to allow behavior to persist, and (d) lead to choosing or preferring a particular behavior”. Based on the previous statement, those are some of the reason of the importance of working on students’ motivation as well as choosing the correct material to present to students in order to encourage them to learn and produce a foreign language. Because of lack of students’ motivation to speak English in speaking lessons, there will be implemented dynamic classes with the use of authentic material in order to make them feel in a comfortable rapport throughout English classes. Authentic material, a meaningful teaching technique throughout ESL classes. According to Larsen-Freeman (2000), one of the characteristics of the communicative language teaching is the use of authentic materials, “it is necessary to give language learners opportunities to learn the language in the way how it is actually used in the real world.” Based on the previous statement, there are some concepts of “authentic material” according to so... ... middle of paper ... ...D. 2000.
It is understood that language cannot be instructed in the Second Language classroom. It has to be reviewed to make them effective and learner friendly. In an environment where Second Language learning scenario has undergone a paradigm shift, the learner’s idea is to be changed and greater attention is to be given to the learning process. For this, the cultural domain of the l... ... middle of paper ... ...Yet exploratory research on learner’s strategy use needs to apply more carefully defined, reliable categories before it can point to targets for more controlled based classroom research in teaching English as a SL.
When teaching grammar I want my students to know that it is not perfect, but that there are different settings where a different language may be more appropriately applied. There is a certain level of humility involved in teaching and being a student. Providing students with the confidence to ask questions is important. This means making sure the appropriate tone is taken when presenting fact and answering questions. Teaching grammar only works if there is open communication between teacher and student.
If words are beyond a student’s skills, students tend to guess the words and they may think reading is too difficult for them to learn, resulting in a lack of confidence in themselves, believing reading is beyond them. Reading and speaking is a process, which takes time and patience. Students should be encouraged to go at a pace, which is not too fast and within their comfort zone. Early learners should be introduced to new ideas gradually and their skills and knowledge built up step by step. The reading skills of a student determine other skills in English.
In many cases, the foreign accent is affected in one way or another by the native accent (Avery & Ehrlich, 1992; Vergun, 2006). Thus, a learner should have good phonological background of a second language for successful communication in the language. Avery and Ehrlich (2012) stated that an individual's L1 has an immediate influence on his/her ability to hear and produce the sounds of the English language. Learners fail to produce some sounds that are not present in their mother tongue. Other factors such as age, gender, motivation, learning experience and attitude towards the language also affect L2 learner's pronunciation.
They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text. This therefore creates my problem of practice. Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs). Students benefit from specific and explicit vocabulary instr... ... middle of paper ... ...lary and allows them to understand and gain knowledge from the classroom within which that vocabulary is being used.
The journey of language learning is one of challenge, risk, and reward. Students embarking on such an adventure must be lead by a language teacher who can guide them toward communicative competence and fluency in the target language. The language teacher must also possess a well-packed tool kit of language standards, understanding of the skills of listening, speaking, reading, and writing, know how to properly assess the language learning process, and sharpen the student’s own motivation. Engaging with Learner Motivations The first task of a language teacher is to unlock the motivations of the students. Language learning is beneficial for unlocking job opportunities, connecting to new cultures, or understanding one’s own heritage.