time intervened between the child’s response and the teacher’s reinforcement. The teacher very often used the lecture method which was not much effective for meaningful learning. The teacher did not use other visual material to supplement his oral teaching. The teacher of today does not consider the child as a vessel waiting to be filled up with facts nor as a pliable plastic material‚ which can be transformed into any shape enabling him to project his ideas on it. The modern teacher to Good (2003)
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This essay intends to argue that to achieve success in English learning for Chinese students the methods of teaching must be reconsidered. Therefore this article is structured as follows: First‚ analyzing different types of English teaching methods in China and then focusing on the CLT Method. By analyzing and contrasting these English teaching methods‚ the need to change current English teaching methods in China will be discovered. Finally‚ explaining the problems of adopting the more modern CLT Approach
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Language Teaching Abstract: The relationship between language and culture is deeply rooted. Language is used to maintain and convey culture and cultural ties. Different ideas stem from differing language use within one’s culture and the whole intertwining of these relationships start at one’s birth. The dialectical connection between language and culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been
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considered as an international language‚ and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL)‚ in simple words‚ means the teaching of English language in a non-English-speaking region. Education in American and British cultures deals mainly with the different aspects of both cultures. Teaching English as a Foreign Language besides education in American and British culture may not be considered
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ELT 9/1 5 6. Calfee‚ R.C and Pionkowski (1986).”Grouping for Teaching”‚ The international Encyclopedia of Teaching and Teacher Education‚ New York: Prentice Hall. 7. Chaney‚ A.L.‚ and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon. 8. Christison‚ M and J.Bassanos (1981).Look Who’s Talking. San Francisco: Alemany Press. 9. Christensen‚ I.(1994)”Large Classes and their Influence on Language Teaching” Journal of Hokusei Junior College‚30. 10. Cohen‚ E.G (1994b)
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CLASS Sara Rožič Mentor: doc. dr. Urška Sešek Ljubljana‚ February 2014 Table of contents 1. Introduction The seminar paper will argue that teaching culture should be a vital part of every English class. It will point put the various benefits that this teaching brings. By learning culture‚ students will gain practical communicative competences and knowledge of how to behave in a certain social situation. This kind of learning will also have a massive
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Social Contructionism In chapter 2 of Surette‚ Social constructionism is a sociological theory of knowledge that consist how social objects of consciousness work in social contexts. There is often a debate about whether something is "real" or if it’s "merely" a social construct. For instance‚ If you believe social constructions aren’t real‚ then please take out all the bills in your wallet and pass them up to me. Money is an example of a social construction that plays an extremely important
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Some Problems of Teaching Grammar in Southeast Asia How important is the study and understanding of English Grammar from a Southeast Asian perspective? Opinions are often divided‚ from chief academic bodies‚ down to the journeyman foreign English teacher. Students are taught “English Language” for a variety of reasons‚ many of which‚ stem from the global quality it seems to possess‚ and the belief‚ that a good grounding in the language‚ will provide better employment opportunities in the future
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the idea to function properly. Whether the teaching method is one of a constructivist‚ cognitive or behaviourist approach‚ the skill of asking questions in all phases of a lesson is vital and the wait time to process the question and compose an answer provides learning benefits (Rowe‚ 1972; Stahl‚ 1990; Tobin‚ 1987). Teaching is a complex craft‚ and the goal of every teacher is to achieve the success of every student forming the basis of effective teaching. Effective teachers have high expectations
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Analysis of Reform of College English Teaching in China Ying Zhou University of Regina Ed 800 Introduction to Educational Research Dr. Warren Wessel April 9‚ 2013 Introduction Foreign language teaching in China has a long history. Teaching English as a foreign language in China has existed for almost one hundred years. It actually began in the latter half of the 19th century with the “Westernization Movement” started by some Chinese officials
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