this study is to consider the current materials adult ESL students’ use and incorporate authentic material (through the use of fairy tales) as a way of helping adult learners achieve proficiency in second language through a mock prospectus. This study investigates the sociolinguistic, sociocultural and psychological features found in fairy tales, including Grimm’s tales, and the potential of using modern fairy tales as practice material for ESL learners. It explores various dimensions of fairy tales
Second language learners often encounter linguistic problems as evidenced in the errors they make in the process of learning another language. Because errors regularly occur in the language classrooms, students and teachers often find themselves confronting with error correction. Error correction, which is also called corrective feedback or negative feedback (Ortega, 2008), has become a topic of great interest to me because of my own experience as a multilingual language learner learning two languages
corrective feedback and learner uptake which was fundamental for being able to code corrective feedback. They gathered their analysis from four French immersion classrooms that provided six different corrective feedbacks: recast, clarifications, metalinguistic feedback, explicit correction and repetition. The results also showed that recasts, along with clarifications, were used the most which the authors argue that they are not the best methods for a learner’s uptake. Sheen (2004), using Lyster and Ranta’s
of the students who are English language learners. According to the Zehler et. al. (2003) as cited in Vanderwood and Nam (2008), three of every four third grade English language learners were below average in their ability to read in English. Focus must be brought to these students because of the need to increase the literacy of language learners in school. For the teachers, they must think how they will be able to teach the students with the most effective strategy. This focus must be based in research
Communication strategy is strategy that learners use to overcome these problems in order to convey their intended meaning. It is the transmission of message from the leaner to the teacher or the society in understandable manner. A strategy is a possible means of problem-solving that the users select because it works effectively and they are most comfortable with it (Swan 2008. 262). Communication strategies are the steps taken by language learners in order to enhance the effectiveness of their
tasks need to be completed using the most effective and viable way with the obtainable resources. When looking at how a teacher teaches another language, the teacher is usually inclined to pursue an effective and result-oriented method with the assumptions that the methods he or she utilises will ultimately lead to the learners mastery of a language. Language teachers on a whole are very much concerned about teaching methods as they need to employ the most effective methods in teaching in order to
coordinated, developmental bilingual approach has emphasized the goal of being equally fluid in both languages. Realistically, this has not been the goal for most K-12 bilingual schools in the United States. More commonly in the United States we are using the words “bilingual program” to describe a program that will provide literacy and content in the primary language, while building English fluency, to the point where all instruction will occur in English. These programs are label transitional bilingual
and to propose an eclectic approach to teaching English to speakers of other languages. Learning theories and TEFL "It appears counterproductive to dissect language in the same way that biology students might dissect a frog" (Maurice 1987, p. 9). Learners do not expect curriculum designers and teachers to dissect language on the basis of pure linguistic science, but they do expect them to dissect language on the basis of applied linguistics and psycholinguistics to the extent that such analyses throw