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Foreign language teaching method
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A New Learning Method for Foreign Language Learner:
Mobile Assisted Language Learning Nowadays, the second language has already become an important skill for cultivating international talents. The teaching method of the second language is always changing, since people want to be efficient and quick when they are learning a foreign language. Due to the development of the internet, using mobile devices has become a popular way to study a language. Mobile assisted language learning (MALL) is not only limited to using mobile phones, but it also includes laptops, MP3/MP4 player, digital camera, video recorder, and social media. (Çakir, 240) How does mobile assisted language learning work better than traditional way to learn a second language
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Language learning is no longer limited in the certain classroom. Students could learn the language at any time and any places. For instance, students can memorize vocabulary when they are waiting for the bus to come, they can finish their online homework before their practice begins, and they can also review what they learn today before going to sleep just simply by taking out their phones. Mobile assisted language learning enables students to save “the time fragment” to learn a foreign language, instead of only learning in the classroom during a certain time of the day. Moreover, by using mobile assisted language learning, speaking, listening become more accessible to students. In a traditional classroom, language learning focuses more on vocabulary and grammar, which means students can practice reading and writing a lot, but they do not proactive enough listening and speaking. However, in the real world, speaking and listening are much more important than reading and writing, because people need to use language to communicate with each other. With mobile assisted language learning, it would be easy to practice speaking and listening even if there is no teacher around. Since the majority of mobile devices are internet based, there are plenty of listening and speaking resources online to help students experience the authentic language environment. Those could include news radio, movies, music, chatting room, and language education websites. Mobile devices provide students with a more interactive environment to practice their language skills. However, in traditional foreign language class, the teacher cannot make sure they help every student to learn speaking and listening, since those skills require individual communication, and it is almost impossible for teachers to actually talk to every student on by on all the
The author’s purpose is to persuade the reader to learn how to control the use of smartphones and involve more in face-to-face conversation rather than chat online “It is not giving up our phones but about using them with greater intention” (Turker). She notices that many people are not really pay attention when it comes to face-to-face conversation because of get used to play the phones. In the article, she gives out many details and examples to supports her position, her sources are reliable. She points out a lot
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Cell phones have many instructional benefits in a student’s academic career. Author Carol L. Tilley stated correctly that cell phones “would support and allow for enhanced communications and collaboration”. Through new technology students can use many different applications during class that are interactive with their teachers lecture. For example a teacher may have a power point lecture and have questions...
Communication is very key in the learning process, for one to communicate effectively they need to have learnt the mode of communication. Learning makes it easier for one to send a message and package the information in a way that the receiver will understand the message when he or she decodes and take the required action. Many pe...
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Thanks to the ubiquitous nature of the internet in recent years, the world has become more connected each day. The increased use of the web on a daily basis has opened the doors for teachers to give their students the opportunity to connect with people around the globe without leaving their home country. The internet allows teachers to link their students with students of other cultures in distant countries by utilizing online communication tools. This kind of teaching method is called telecollaboration and has been employed using different formats in classes all over the globe with the aim of developing intercultural competence and foreign language skills, such as e-tandem, virtual online exchanges, collaborative online international learning, and many others. According to Helm (2009), telecollaboration is “an approach to intercultural learning that uses internet technology as a tool to facilitate intercultural communication between classes of learners in different countries.” Numerous studies have shown that telecollaboration has been one successful teaching method to assist foreign language learners in developing this combination of language skills and intercultural awareness (Belz, 2003; Chun, 2011;
Ever since incidents such as 9/11 and Columbine, high schools have started implementing new rules regarding cellphones. Cellphones regard the attention of building managers, teachers, parents, and students. Although teachers see them as a distraction and a way to cheat, they can be quite helpful to students. School districts should permit students to use cellular devices in school for purposes of improving their education and providing themselves a sense of security.
Steven Krashen developed 5 theories of Second Language Development. The Acquisition-Learning Hypothesis states that people acquire language naturally, without any formal training, simply through their interactions with others (Freeman and Freeman p.62). Language learning, however, is a more complex process which requires instruction. Both of these processes are necessary for a person to acquire a second language. Implications for teaching include creating authentic social interaction time with peers in the classroom, collaboration with peers, modeling appropriate language use and using repetition (Vose).
If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language that goes to his heart.” ‒ Nelson Mandela. Since the 1960’s learning a second language has decreased by 30 percent in today’s society. People who wish to learn an additional language often do so to communicate with people who reside in different countries. With an increase in today’s globalization, it is forcing companies throughout the world to break the language barrier. However, with the advancement of technology, numerous citizens find it unnecessary to learn another language, as a translation is at the tip of their fingers. The methods of learning a foreign language can differentiate between people. Nevertheless it has been
...s to experiment and develop various working models and new applications. Knowledge is not confined to the caste based or class based criterion. It is adopted by everyone. Technological tools, such as, I pad and Mobile phones has facilitated the learner to develop and know the basic concepts acquire at least the basic knowledge. It has facilitated the teachers to teach many students from one place even of the different countries. Skype, like applications has made the experts of one country available for others. The same way internet communication has compelled the learners to e-learning technology. It has helped to learn about the geography, culture and ethics of other countries as well. It has helped the learners to develop critical thinking, power of reasoning so well that they have the answer to most of questions even the topic is taught to them in the classroom.
The concept of mobile learning has been around for the past decade. One most unique characteristic of mobile learning is its ubiquity, which allows students to access learning resources anytime and anywhere (M. El-Hussein & Cronje, 2010). In order to explore the pedagogical value of mobile learning, educators have incorporated mobile learning into the classroom and many have discovered its positive effects on students’ engagement and motivation (Hwang & Chang, 2011). The use of mobile devices also have enhanced authentic learning and personalized instruction (Ju-Ling, Chien-Wen, & Gwo-Jen, 2010; Sha, Looi, Chen, & Zhang, 2012; Song, Wong, & Looi, 2012). According to a recent survey (Nagel, 2013), one-third of students in 4-12 grades in the U.S. own tablets and over 40% own smartphones. Most students responded to the survey also had positive attitudes towards mobile learning, and 67% indicated that they would like to use their mobile devices more often in class (Nagel, 2013). At college level, students’ mobile device usage is higher. In the U.S., 76% of undergraduate students own smartphones and about 60% own at least three different wireless devices (as cited in O’Neil, 2013). Further, many college students view mobile learning favorably because of its increased accessibility through portable devices (Kaganer, Giordano, Brion, & Tortorillo, 2013). In another study, students also expressed that mobile learning is an effective method and improves communication between students and teachers (Al-Fahad, 2009). These studies suggest that mobile learning fits the current student population and has much potential for the future education. Mobile learning changes traditional face-to-face instructions and provides students with flexible and informal learning environments (Kukulska-Hulme, 2013; Santos & Ali, 2012). Teachers may need to reconsider their old views of teaching and learning to meet the needs of the mobile age children.
He evaluated the effectiveness problems and suggestions for improving mobile phones, SMS among teacher of technical and vocational program. Results showed that M- learning has already taken its place in good preparation and it must be expanded further by using appropriate language and incorporating the preferred frequency. Other studies show that mobile phones can record the lectures, read E- books, provide feedback, access internet, multimedia materials, practical exercises and use educational software to enhance learning
Call in language teaching involves the use of computer technology to help in the process of presenting, reinforcing, and assessing learning materials that places emphasis on interactive elements. Computer Assisted Language Learning (CALL) involves the use of Information and Communication Technologies (ICT) in learning and teaching a second or foreign language ranging from research to course development. Many researchers have investigated the effectiveness of CALL in improving language skills and have found it to be very effective for both language learners and teachers (Warshauer and Healey, 1998). Some studies have indicated a recent increase in the integration of
Learning another language provides high rewards including “improved cultural understandings, communication abilities and job prospects.” (Preston and Seedhouse, 2013) Because of the rapid development of technology, applying an array of media is being presented to students in different parts of the world in an effort to achieve different purposes such as educational needs.