of the nonscientific methods. Why is GT a classical method? GT was to help students appreciate L2 literature. L2 grammar helps them learn Ll grammar & grow mentally. Principles 1. Learning to read L2 literature – written language is superior to spoken language. L2 culture was literature and fine arts. 2. Translation from L2 to L1 and vise versa: a central goal 3. Communication: not emphasized 4. Reading and writing: superior 5. Authority and fussy corrections 6. L1 equivalents for L2
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concerning English language teaching as well as ESP. The candidate begins with a concise description of English as a medium of international communication and the importance of ESP in the light of the globalization process. She also tackles the summary of the characteristics of the most significant approaches followed by language teachers‚ namely the Grammar Translation Approach‚ the Audio-Lingual Approach‚ the natural Approach‚ and finally‚ the Communicative Language Teaching. 2. English
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is a Lesson Plan? A lesson plan is organized and Time-bound. It is simply a teacher’s “plan” for teaching a lesson. Its purpose is to outline the “program” for a single lesson. The Importance of having a Lesson Plan 1. It allows you to manage your time‚ effort‚ and resources efficiently. 2. Lesson plans helps you get rid of problems or avoid them. 3. It definitely improves your teaching skills. Parts of a Lesson Plan 1. Heading/Header- Teacher‘s name‚ Course name‚ Lesson number
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A. Title : SPEAKING PROBLEMS AT FIFTH GRADE ENGLISH EDUCATION STUDENTS IN AHMAD DAHLAN UNIVERSITY B. Field : Teaching C. Background of Study Communication is the exchange of thoughts‚ messages‚ or information‚ as by speech‚ signals‚ writing‚ or behavior. Derived from the Latin word "communis"‚ meaning to share. Communication requires a sender‚ a message‚ and a recipient‚ although the receiver need not be present or aware of the sender ’s intent to communicate at the time of communication;
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Vol. 5‚ No. 10 Asian Social Science Role-play in English Language Teaching Feng Liu & Yun Ding School of Foreign Languages‚ Qingdao University of Science and Technology Qingdao 266061‚ China Tel: 86-532-8895-8959 Abstract Role-play is an effective technique to animate the teaching and learning atmosphere‚ arouse the interests of learners‚ and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English
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International Journal of Instruction e-ISSN: 1308-1470 ● www.e-iji.net July 2011 ● Vol.4‚ No.2 p-ISSN: 1694-609X DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT1 Abdu Mohammed Al-Mekhlafi PhD.‚ College of Education‚ Sultan Qaboos University‚ Oman rayan3@gmail.com Ramani Perur Nagaratnam PhD.‚ Ministry of Manpower‚ Oman The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar
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from Shahi Bahonar University of Kerman. He is currently teaching English courses at Azad University of Baft‚ Kerman. m_haselisonghori@yahoo.comEmail address: Spring 2007 1 English for Specific Purposes world‚ Issue 4‚ 2008‚ www.esp-world.info Introduction to Needs Analysis. Mehdi Haseli Songhori Introduction Needs analysis (also known as needs assessment) has a vital role in the process of designing and carrying out any language course‚ whether it be English for Specific Purposes (ESP)
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The Place of Culture in EFL Classes As an undeniable fact‚ language and culture have an interdependent relationship and this relation is described with different terms in some studies such as linguaculture (Friedrich‚1989) and languaculture(Risager‚2005). Given the fact that the culture exerts considerable influence on language patterns and pragmatic use of it in a certain community‚ it is of great importance for a language learner to make great effort to develop his/her cultural awareness
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Behavioral Sciences School of Teacher Education Program of Educational Studies IE Minhui Lu May 2012 W USING THE LEARNERS-AS-ETHNOGRAPHERS APPROACH TO ENHANCE INTERCULTURAL LEARNING AMONG AMERICAN COLLEGE STUDENTS LEARNING CHINESE AS A FOREIGN LANGUAGE UMI Number: 3523438 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing
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INTRODUCTION A. Background of the Problem Communicative view development in English learning makes the focus on English teaching changed. What once became structurally focused‚ it now moves toward meaningful language-focused. Students are not asked to memorize structure-based dialogues without knowing the meaning anymore. There are no more grammatically controlled sentences for students’ meaningless repetition. Dialogues‚ if used‚ center around communicative functions and are not normally memorized
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