In activities, teachers focus on one more than the other. The most important thing is running fluency and accuracy activities. Despite the gaps in students’ speaking knowledge, they are expected to Express themselves through fluency activities. If teachers intend to get the students speak, they should reduce their own contributions. Students should be allowed to have more space to practice the language and they should be encouraged, monitored and corrected accordingly.
Teaching grammar only works if there is open communication between teacher and student. There will be questions because grammar and language can be messy. It is important for teacher to remember that there is no correct way to teach grammar and students should know that there it is okay to let the teacher know when they do not understand
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. In the student’s long-term memory, that information would be formed in a fashion similar to a sentence. On the other hand, Non-linguistic r... ... middle of paper ... ... in English, it is difficult to assess what they already know, what they understand, and what they have learned. By using non-linguistic representations to bridge the communication gap, English Language Learner instructors can offer a more accessible learning opportunity to all of their students, and better assess their specific content knowledge at every level of their development. References Hill, J., & Miller, K. (2013).
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
One way to decrease the problem is to help students in becoming independent learners during the process of second language vocabulary learning (Maleki, 2010). This could be achieved through instructing learners to use vocabulary learning strategies as effectively as possible. Rivers (1981) suggests that “vocabulary cannot be taught. It can be presented, explained, including in all kinds of activities, but it must be learned by the individual” (p.110). She continues, “As language teachers, we must arouse interest in words and a certain excitement in personal development in this area” (p.
Summary “Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes. Application Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
In order for a valid argument to be applied effectively, one must consider both its positive and negative implications. When authors show that they have carefully considered their argument, the audience is more willing to see their solution as the best one. For example, in the article "Why College English? ", Shirley Logan argues that college English teachers should teach more skills instead of more readings. Near the end of the piece, Logan adds that students need to read "a range of visual and discursive texts" in the classroom to improve the skills that teachers teach (Logan 109).
However, this subject will give a challenge to the students if there is no guidance from parents or people around. If all parties concerned the importance of English, the problems faced by the students can be avoided. We are aware that learning grammar in the classroom plays an important role in establishing the use of English among students. But it is quite less attention and no emphasis than functional English which more students are asked to create an essay and speaking in English and consequently many Malaysians who are not able to make correct sentences in English. At the start of learning English, mastery of grammar is very important because it is a basic guide for students.
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
For example, lesson pacing a classroom with English Language Learners may differ greatly from a classroom without English Language Learners (ELL). In a classroom with English language learning students, lesson pacing must be adjusted to make sure these students are able to understand and demonstrate the learning content. The first difference between a classroom with ELL students and one without will be the speed at which lessons will be paced. In a classroom with ELL students, lesson pacing will likely be slower. ELL students will benefit from slower pacing because it will give them adequate time to ask and answer questions, and understand what the teacher is saying in their newly acquired second language.