Culture-Related English Lessons to Enhance Students’ Communicative Skills การพัฒนากิจกรรมการเรียนรู้สำหรับการสอนบทเรียนวิชาภาษาอังกฤษ ที่มีเนื้อหาเกี่ยวข้องกับวัฒนธรรมโดยใช้วิธีการสอนแบบเน้นงานปฏิบัติเพื่อพัฒนาทักษะการใช้ภาษาอังกฤษเพื่อการสื่อสาร Background of the study The idea that foreign language teaching has a cultural dimension is not a new one (Saluveer‚ 2004). It is widely accepted that one of the main aims of foreign language teaching today is to develop learners’ ability to communicate
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Introduction Language testing and teaching can be regarded as twins-they are so closely interrelated that it’s impossible to work in either field without the other one. Language testing can serve to check the achievements of language teaching and at the same time it can exert some wash back effects on teaching‚ which may be conducive to language teaching or do harm to it. The relationship between oral English testing and teaching is also the same case. The aim of oral English teaching is to enable
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Oral English Test? Recommendations are then made based on the results. Introduction In 2002‚ Hassan and Selamat investigated teacher perceptions of the reasons for KBSM students’ low proficiency in English. The results showed one main finding that teaching and testing in schools and in the national examinations focused mainly on writing and reading skills. Listening and speaking are not given much attention in the classroom. The study also reported that speaking is the learners’ weakest skill. The
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______________________________________________ 4 Chapter 1. Theoretical Background ____________________________6 1.1 The communicative language teaching approach _______________6 1.2 Should we use L1 in the communicative language classroom?_____7 1.3 The existing mixed views of using L1 in CLT _________________9 1.31 When to use L1 in the foreign language classroom ____________11 1.32 When not to use L1 in the foreign language classroom _________15 Chapter 2. The Present Research ______________________________18 2
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requirements of the New English Curriculum Standard 3 1.2 Foreign language methodologies 4 1.3 The second language acquisition 5 1.4 Motivations for junior students’ English learning 5 2. Causes of the problems 6 2.1 Students’ factors in their oral English learning 6 2.1.1 Linguistic factors that influence students’ oral English learning 7 2.1.1.1 Weak basic language knowledge of the students 7 2.1.1.2 Language itself 7 2.1.2 Non-linguistic factors that influence students’
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Communicative Language Teaching Lesson Plan Class Description: Intermediate Ages between 18 and 22 16 students They attend class 12 hours a week. Location: University in Japan Length of Class: 70 minutes Language Skills: Speaking‚ Listening and Writing Topic of the Lesson: Traveling to the U.S.A. Materials: chairs and desks‚ pieces of papers for “Karuta” game (matching cards)‚ pieces of papers of vocabulary for
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Task-based research and language pedagogy. Language teaching Research‚4(3). Ellis. R. 2003. Task-based Language Learning and Teaching. Oxford University Press‚4‚(1)(p.193-220). Long‚ M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.)‚ Modelling and assessing second language acquisition. San Diego: College-Hill Press‚19(1)‚ (pp7/30).. Nunan‚ D.( 1989) Designing Tasks for the Communicative Classroom. New York: Cambridge
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ENGLISH LANGUAGE LEARNERS ELL 240 Linguistically & Culturally Diverse Learners Instructor: Jerrica Mesquita Antoinette Richardson September 30‚ 2013 In this paper we will explain the theory behind English language learners‚ and give the benefits Of the program. One will show how important it is to practice and or adopt this program as a teacher. In the scenario the teacher was caught off guard he know nothing about using‚ programs to help him teach the
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Communicative Competence as the Aim of Foreign Language Learning Contents 1. Introduction......................................................................................................................2 2. Communicative competence............................................................................................2 3. How to develop communicative competence..................................................................5 4. Conclusion..........................................
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the place of games in the grammar description and whether it can contribute effectively to the mastery of a language‚ it is suitable here to start with a definition or two of grammar: I. Grammar is the rules of a language set out in a terminology‚ which is hard to remember‚ with many exceptions appended to each role (Rivers‚ 1968‚ p. 56). II. Grammar is the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning (Penny UR‚ 1988
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