1. Introduction English language study requires learners mastering several parts including phonology, grammar, vocabulary etc. Among them, grammar studying plays an increasingly vital role in English language learning in secondary school. Generally, the traditional way of teaching involves a teacher-commanding class which teacher spent half class on the certain grammar points and using exercises to evaluate whether students fully master them. However, the old approach usually results in a class s filled with bored and exhausted students who may give wonderful result in tests but failed in communicating events. Since language functions on communicating, new teaching method should consider this purpose more than in the old days. As Wu (2012) mentioned, there's no agreed-upon method of teaching English conditionals so far. Consequently, the research of new and personal approach is going to be made through this proposal. Language intuition has long been discussed in English language teaching. Also known as sense of language, the definition comes from According to Terrence(1998),he indicates the definiton of intuition refers (rather vaguely) to the presence of feelings and affective states in their non-quantitative dimension by the theory of Shanahan. However, the use of intuition in language teaching is seldom discussed among western scholars. On the contrary, in the field of language studies, it is commonly mentioned by Chinese linguistics. Li&Ma&Wang(2006) promoted that “The intuition of language is the direct capacity of sense. It comes from the long term of language studying and practicing.” They also indicated that the intuition could help language studying and preforming more efficiently. The gap in the previous literature is... ... middle of paper ... ...bstitute traditional grammar teaching (lecture and exercise)? 6. What is the most useful way do you think could foster language sense better? 7. To what extent do you think the language sense could contribute to your English study and scores in exams? 8. What are the most common ways to nurture language intuition in the secondary school of China? Questionnaire for Group 2: 1. Would you give students listening, speaking or reciting exercises for homework? If yes, how much and how often do you do it? 2. What is the grammar teaching approach you often used in class? 3. How many grammar exercises would you give to students after a grammar class? 4. What is the most efficient and useful way do you think to foster language intuition? 5. Could fostering language intuition substitute traditional grammar teaching in English language teaching in secondary school of China?
“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.
Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that understanding for English Language Learners. 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.
Children are vastly influenced by their elementary education. The fundamentals and basics of a child’s education begins with language, more specifically, reading and writing. These children are the future cognitively, socially, and physically and they should be provided with the most effective educational techniques available. While children are young, they should be provided with those techniques by starting at the beginning: foreign language. Children should learn a foreign language at the elementary school level.
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
Borg gives a clear rationale for the research by contextualizing the topic. Despite the significance of teachers’ cognitions to instructional decisions and an in-depth understanding of instruction itself, empirical studies of second language (L2) teachers’ cognitions are scarce, especially in relation to grammar instruction. Teachers’ cognitions can be defined as “the beliefs, knowledge, theories, assumptions, and attitudes that teachers hold about all aspects of their work (Borg, 1999, p. 95). Borg’s previous research (1998) explores the cognitions of L2 language teachers that influence grammar teaching in general, including error analysis, the use of grammatical terminology and grammar rules and practices. This earlier research is the basis for the research article under examination here. In the present article, Borg focuses only on the relationship between teachers’ cognitions and instructional practices with respect to grammatical terminology. This is because there has been little...
Language can be a combination of literacy and oracy. Dr. Pico demonstrates cognitive language. The handout mentions using connections and prior knowledge to relate to concepts and context. For example; field trips, guest speakers, films, discovery centers, and computer simulations are beneficial to use in the classroom to engage the class. Another strategy to support language acquisition include graphic organizers.
The lesson is designed to give implicit exposure of grammatical features to the students. In some sections of the lesson (e.g. warming up activity and transi...
Sams explained that both traditional and in-context approaches to teach grammar are unsuccessful because “they treat grammar as something that exists apart from and outside of the writing process itself” (57). When referring to grammar and writing, Sams suggests “to study one is to study the other” (57). Sams explained that she first emphasized the process of drafting and revising. Sams’s instruction included the students working together and sharing their ideas and feedback during the drafting process. However, Sams realized that this process would not be successful without first teaching the students how to revise. Sams then based the instruction on the concept that the students needed to organize their work in a reasonable order that can be understood by others. Sams explained that to organize ideas, the students needed to be able to understand “how their ideas relate to one another” and how to separate “main ideas and supporting details” (58). However, to separate main ideas from...
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Clearly, language teaching methodology is in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
What this paper will do is to find effective methods that can help students comprehend Type 2 conditional sentence better. Firstly, there will be a critique of Miss Wong’s teaching approach, and then you will see a detailed design of a grammar activity. Following it, a discussion and its theoretical rationale will be presented. Finally, a summary about the effective ways will be made.
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.