The teaching and learning of vocabulary and other aspects of language need special attention from both teachers and learners. According to Rahimi (2008) some of vocabulary learning problems are misconception, rote learning, dictionary use, lack of sufficient input, lack of output and memory. Solving these problems may be of great help to both students and teachers. This research tends to solve some of these problems through reading short stories. Also, the teachers in Iran, all of times have the problems for teaching vocabulary, especially for beginner to intermediate students.
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.
English as a foreign language is so extensive language and it includes some rules and skills that a student have to know to understand specific formula of English. So, for most of EFL learners, it can be thought that English exams are very hard to pass and take a high notes. Since learners cope with this important problem, teachers of English should take some responsibility on themselves in terms of teaching exam tecniques. Firstly, they can start to teach of the four skills such as speaking, listening, reading, and writing. They should have consciousness about how to be successful exams teacher and know how to balance testing and teaching in an English exams.
The way English is taught in schools and colleges nowadays is a failure for many students. The way students learn is heavily influenced by the way they are taught (Gao, 1999). The role of mother tongue is an issue that all teaching approaches and methods must address and to some extent their difference position on the issue are influenced by the theories that are behind those approaches and methods (McLaughlin, 1986). Second language teaching will centre round three major approaches namely Traditional Approach, Communicative Approach and Behavioural Approach. Any discussion of teaching English as a second language will almost certainly start from the grammar translation method, because it was a dominant method in second language teaching (Brown, 1987).
Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks. Works Cited Diane Pedrotty Bryant, J. E. (2001). Iris. Retrieved April 1, 2011, from Secondary Students with Learning Disabilities in Reading" Vocanulary Development: http://iris.peabody.vanderbilt.edu/infoBriefs_local/cld/cld_vocabulary
Introduction As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote
The article being discussed is: Differentiating Curriculum and Instruction for English-Language Learners with Special Needs by John J. Hoover and James R. Patton. The stated purpose of the article is teaching and curriculum, specifically the need to adapt both for ELLs who are exceptional. This article gave suggestions of how best to adapt teaching methods and curriculum to the needs of ELLs, as well as how to solve problems that may arise. The article opened by discussing some major problems ELLs have in the education system, specifically with special education. The continual use of standardized tests in assessing ELLs is a problem because these tests often underestimate students’ academic potential and progress.
During the first three sessions of the course, I have been exposed to issues related to learner individual differences, language teaching approaches, and the process of teaching the language. In this essay, first, I am going to give a summary of main points of the first three sessions; second, I am going to present the knowledge that interests me most with more detail and my own reflective experiences; and finally, I will come up with a conclusion applicable in my field of teaching. In order to help EFL learners achieve success in the command of the English language, teachers must understand who EFL learners are. In other words, teachers must be aware of how each of their learners differs. Dealing with leaner individual differences, there are many aspects a teacher needs to take into account.
Predicting: Ask students to make predictions about the text using the words given. This could range from guessing the topic, to guessing the attitude of the writer, to guessing the answers to the questions they are going to answer. 4- Lack of familiarity with phonological features: Learners should use stress and intonation as important cues to comprehend the meaning of the lecture. Speakers stress what they think is important, and the most important words; those that express the core meaning, get additional stress. Moreover, stress is importantly used to listen to content words differently from function words.
In term of IELTS (International English Language Testing System) is about testing of the English ability and the country where most used IELTS such as England, Canada, and New Zealand, etc. It is important for further studies and careers at international level. Certainly, many Thai university teachers start to suggest their students to take an English standardized tests because of the benefits for works and education. We argue that the university students should take and pass the English standardized tests before they graduate because the tests can bring them into several benefits in the future. In the following are three main arguments in favor of English standardized tests consist of university student’s English skilled development, a job application, and a further