In the past and present day in Libya, learning English has been free to all students at all levels. Students start learning English as one of the main subjects from the age of 12 until the university stage. Libyan teachers followed the old traditional system, which was the grammar translation method. This method was based on analysing the grammar rules followed by translating of sentences and texts into the students’ target language and memorizing large amount of vocabulary, which was selected from the reading texts. Moreover, several of vocabulary items presented with their translation equivalents. As Larsen-Freeman points out, “students are given lists of the target language vocabulary words and their native language equivalent and are asked to memorize them”. Otherwise, reading and writing were a major focus whereas no systematic attention was paid to speaking and listening. For that reason, teachers tended to use the grammar translation method by focusing on these features. “In Libya, the teaching was by using a translation method, which emphasized the acquisition of vocabulary through reading” (Barton, 1968). As a result, teachers ignored all the communicative approach and techniques inside the class, for instance using different interaction activities such as games to attract learners’ attention and keep them interested in the topic. It is known in Libya that grammar was taught deductively, by explaining basic grammar rules and practicing through a number of translation exercises whereas, the other vital skills such as writing, speaking and listening were not taken into account. Teachers followed the grammar translation techniques, which contained the translation of reading texts, and students had to translate these texts ... ... middle of paper ... ...d attempt to communicate with it in their personal life. Works Cited 1-Lindsay,C & Knight,P.(2006)learning and teaching English. 1st addition.Great Clarendon Street:Oxford. 2-Curran,C.(2007) community language learning. Available at :http//www.englishraven.com/method_communit.html 3-Hinkel.E.(2006)Current prespective on teaching the four skills.TESOLQuartelly,40(1),115. Kumaravadivelu,B.(2006) TESOL QUARTERLY ,changing tracks, challenging tracks ,40 (1),61. /2--Barton, L. (1968) English teaching. Available at: http://www.unesco.org/Accessed:27 august 1965-1968 Harmer, J. (2oo7). THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harlow, Pearson limited. .3. Griffith, S. (2009) teaching English abroad, Great Britain, p66. Kumaravadivelu,B.(2006) TESOL Quarterly, changing tracks, challenging trends ,40(1),61.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
Embassy Summer Academy assists students with building the abilities students need in order to succeed in life through intensive English classes combined with sports, the arts, and social interaction. Embassy Summer Academy endeavor to strengthen students’ self-reliance in a civilized and culturally diverse environment by providing students with carefully selected instructors and coaches. The Intensive English program analyzes students’ language knowledge and schedules programs tailored to their level of understanding. The program enhances students’ understanding of English grammar and tutors to speak and write more precisely. Moreover, the Intensive English program improves students’ vocabulary and aware students with study techniques in order to help students increase, remember, store, and retrieve new vocabulary. In addition, the program enhances each student’s ability to understand spoken English and to be understood speaking English. Students also learn about the pronunciation problems of speakers of their mother tongue, and practice speaking more accurately and more
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
Introduction Arabic is the national language and lingua franca of Saudi Arabia. It is widely used, both formally and informally, for inter-personal communication. English is the medium of instruction in many higher educational institutions in Saudi Arabia, like medical and technical Education colleges. This change in the medium puts a strain on the students. As a result, many of them rush to language teaching institutes to learn to cope with the new medium in tertiary education.
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
Zughoul, M. R., & Abdul-Fattah, H. “Translational collocational strategies of Arab learners of English: A study in lexical semantics”. Babel, 2003, 49(1), 59-81.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Initially, some subjective questions were addressed to the students to provide a brief background about the individuals language. In addition, the answers to the questions provided helped in supporting the analysis carried throughout this project, as they are factors in affecting the acquisition and learning of the language. The first query required the age of the student, nationality, mother tongue, gender, languages spoken, personal desire to learn English and whether the school they attended was a private or public
A fundamental aspect of language acquisition is acquiring sufficient vocabulary to understand and convey meaning. As the Communicative Language Teaching (CLT) approach is today´s contemporary method of teaching languages, the Grammar Translation Approach´s Focus on Forms (FonFs) became obsolete. Instead of the intentional teaching of language items, the CLT classroom focuses on incidental learning. Incidental learning is key principle of Focus on Form (FonF) and applied in the SLA classroom to give it a more naturalistic atmosphere.
Since, the Ministry of Education has been taken initiatives in English language learning and introduced multiple programmes to achieve a high standard proficiency of English. As a global competitor, Malaysia is aware of the necessary need to enhance in English in order to establish in all the aspects such as education, trade and industry (Brutt-Griffler, 2002). In order to enhance the usage of English in schools teachers play the important roles and they are the instructors for the pupils. The teachers need to come up with variety of strategies to create the awareness among the pupils the importance of learning English and they must introduce interesting activities to attract the pupils to take part in the activities to increase their level
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
...llocated time. Some writing and reading materials are beyond the students' level. The textbooks need to be accompanied with supplementary materials. In general, this kind of syllabus needs teachers to use communicative language teaching. As observed, most teachers follow the traditional approaches to teaching, which depend greatly on translation, writing, and reading rather than speaking. Thus, it is necessary for teachers to be trained on linguistic competence and modern methodology.
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.
Translation can help the students better memorize the learning material because translation is a conscious activity which enables the information to enter and be organized in the unlimited and highly stable area in the students’ mind. Learning can be said to have truly taken place when information can be recalled from the students long term memory. Translation can also help the students understand the differences between second language and target language and most important of all it can help the students apply what they have learned to writing. Dagilienė’s study (2012) shows that translation activities are a useful pedagogical tool. He proves that translation enhances better understanding of structures of the two languages and also strengthens students’ translation skills.
English has been considered as an essential language to be learnt in order to meet the communication needs in this globalization era. Taking into account the benefits of English, Vietnam has organized English to be taught in formal school as a compulsory subject. The teaching of foreign language, specifically English, is aimed to develop students’ ability to communicate with world society. Accordingly, there has been great concern about the teaching and learning English. The teaching includes the teaching of the four skills, listening, speaking, reading, and writing and grammar. However vocabulary is one of crucial aspects to support those skills. Richards and Renandya (2002) state that vocabulary is an important component of