Richards, Jack C. “Social Factors, Interlanguage, and Language Learning.” Language Learning, 22.2 (1972): 159-188. Spolsky, Bernard, and Francis M. Hult. "Chapter 29: Interlanguage and Language Transfer." The Handbook of Educational Linguistics. Oxford: Wiley-Blackwell, 2010.
During the last decade, the spread and influence of English has contributed to the rise of an area of investigation called English for Specific Purposes (ESP). A lot of attention has been given to ESP because it is deemed an effective way of teaching English. In the field of ESP, genre analysis has been a widely recognized concept concerning linguistic analysis of language. Since the early 80s, interest in genre-centered approaches to the analysis of written and spoken discourse has been motivated by the need to provide satisfactory models and descriptions of academic and scientific texts and to enhance the ability of non-native speaker students to understand and to produce them (Holmes, 1997). According to Bhatia (1993a, 1993b), the notion of genre analysis offers a powerful and useful system of analysis which allows a far “thicker” observation to be made on the repeated communicative functions than that offered by any other system of analysis in existing literature.
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.
London: Longman. Rühlemann, C. (2008). A Register Approach to Teaching Conversation: Farewell to Standard English?, Applied Linguistics, 29(4), 672-693. Simpson, R., Dushyanthi, M. (2003). A Corpus-Based Study of Idioms in Academic Speech, TESOL Quarterly, 37(3), 419-441.
In fact, there are some points which can help student have a comprehensive overview to the conditional sentence, as long as students master those learning skills, they would have better understanding of it. This paper will discuss the essential components of grammar in conditional clauses not only in sentence but also in discourse level. The paper mainly contains two parts within six sections. The first part of this paper intends to evaluate Miss Wong’s teaching approach of the conditional clauses, which indicate the merits and demerits for her teaching method. Then the impact of Miss Wong’s approach on student learning would be included.
Autonomy as determinant of prospective learning: A study of English language learners. The International Journal of Humanitie, 20, 61-82. Zimmaro, D.M., & Cawley, J.M. (1998). Concept map module.
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.
İn addition to, teacher uses single-slot and multiple-slot technics. Therefore, students see techers as a model. The Audiolingual Approach to language teaching has a lot of similarities with the Direct Method. Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. But there are also some differences.
... ... middle of paper ... ...Study with the Good Behavior Game. Journal of Abnormal Child Psychology, 38, 869-882. Little, K., Little, S., & Gresham, F. (2004). Current Perspectives on School-Based Behavioral Interventions: Introduction to the Mini-Series. School Psychology Review, 33(3), 323-325.
Methodological Eclecticism in Teaching English as a Foreign Language "Eclectic", remarks Atkinson (1988, p. 42), "is one of the buzz words in TEFL at present, in part due to the realization that for the foreseeable future good language teaching is likely to continue to be based more on common sense, insights drawn from classroom experience, informed discussion among teachers, etc., than on any monolithic model of second language acquisition or all-embracing theory of learning . . . ". One problem with this position is that your "common sense" and your "insights" are apt to be different from mine.