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Does television educate essay
Television impact on school children essays
Television impact on school children essays
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A. Introduction
As guides, teachers play a significant role in imparting grammar knowledge to students. They use their existing knowledge to enhance students’ learning ability during the process of their teaching. As regard to which method should teachers adopt, many researchers hold different views. In this article, the author mainly discusses the strategies in teaching passive voice by evaluating Miss Wong’s pedagogical approach. In the second part, the author will write a proposal to suggest an alternative teaching method regarding passive voice. Some teaching activities are introduced, such as a TV program.
B. Significance of Passive Voice
Teaching passive voice is necessary. Although there is no absolutely relationship between passive voice and written texts, students are likely to drop passive voice when they want to write a narrative (Myhill, 2003), “To discuss ‘how passive voice is used and to which degree can students make use of it’ appears to be the reason why teachers should teach passive voice”. As a teacher, he not only gives new knowledge to students but also combines the ‘old’ (i.e. past participle, auxiliary) with ‘new’ knowledge together.
C. A Brief Introduction about Teaching Grammar
When it comes to how teachers teach students, a heated debate is raised regarding whether we should use inductive
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At the affective level, the author opens a class by presenting new knowledge. This enables students to get the point quickly. As Johnson (1996) says, ‘hints’ and ‘demonstrations’ are more effective communication activities. On motivation stage, students are more active in participating activities as the TV program has more comprehensive coverage of target language points. At a production level, students will be more creative, cooperative in making sentences and dialogues. Research also tell us that students’ production includes target language is better remembered than they are simply
In Donald M. Murrays’s essay “What is Practical Education” he explains his reasoning behind why he allowed his students to write badly. He shares his own experience with police-like teachers who drove him to hate writing. In hopes of helping his students find their voice he allows his students to write the words down as they come, no matter how awkward they sound. Often times they find out that they have more to say then they thought. Rhetorical devices are used to help the readers relate to his point of view on writing.
..., and direct and control, conversations leads us to the multitude of methods we can utilize in teaching the art of communication. Each of us has a different foundation from which to start, but as we teach this art we will see the minds of our students expand as they develop more interest and take a more active role in their learning. These students will invariably have a richer, more fulfilling life as well as be more productive contributors in our world.
The use of a passive voice creates a style, which serves to remove the actor from the subject position by replacing it with material elements central to the experiment (Banks, 2008). Gross (2006) explains this position as the need to create “the impression that its language refers unproblematically to the real world existing independently of a perceiving subject” which tends to also “generally excludes the subjective dimension of description, the use of emotion-charged words, or irony” (p.
In the article, “Current Developments in Research on the Teaching of Grammar” by Hossein Nassaji and Sandra Fotos two main issues had been discussed. The first one is whether grammar teaching make any differences to language learning where the questions raised are whether grammar should be taught or not. The second issue is what kinds of grammar teaching have been suggested to facilitate second language learning. If grammar should be taught, how much and should it be implicit or explicit grammar teaching? Lastly, the article discussed on the current approaches to grammar teaching in which formal instruction can be integrated with communicative activities which are processing instruction, interactional feedback, textual enhancement, task-based
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
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...
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
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.
Nation, I. S., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.
Schnitzer, Marc L. Toward a neurolinguistic theory of language. Brain & Language. Vol 6(3) 342-361, Nov 1978.
As we can see from the interview, her approach follows this kind of sequence: explaining the grammar rules, doing exercises, checking the answers and elaborating the grammar rules again when students encounter difficulties. In short, the grammar instruction has been preformed as the three Ps— present, practice, and produce (Larsen-Freeman, 2009). As Miss Wong’s students, they are expected to master them by understanding the grammar rules without considering the c...
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.
After a brief description about the importance and current situation of grammar teaching, this paper is aimed at analyzing Miss Wong’s teaching approach and trying to explore an effective way of teaching passive voice. This paper consists of six parts. The first part contains an introduction dealing with the bac...
I feel that the materials presented in class should be thought provoking enough where students can exercise their critical thinking skills. Working in groups and interacting with other students should be encouraged because this way, a student can learn how to collaborate with one another but also learn how to accept different viewpoints. When teaching English, it is important for students to have conversational experiences with one another because many times students would focus only on grammar and can potentially be problematic. I believe that oral speaking is the most important part of learning any language however, students who focus solely on grammar often lack skills to carry on a conversation because they are unable to effectively communicate their thoughts orally. Students must be able to not only understand grammar but to also practice true ...
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the