THE INTERFERENCE OF MOTHER TONGUE IN STUDENTS’ LANGUAGE LEARNING A PAPER Submitted as a Partial Fulfilment in Seminar on language Teaching Lecture: Dr. Hermayawati‚ M.Pd By: Titis Wisnu Wijaya 07004114 B CLASS ENGLISH EDUCATION STUDY PROGRAM THE FACULTY OF TEACHER TRAINING AND EDUCATION AHMAD DAHLAN UNIVERSITY YOGYAKARTA 2010 INTRODUCTION English which is an international language is used for communication in many countries around the world especially in the globalization
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Case study 2: Teacher A is teaching a class of about 45 students. They are between 16 and 18 years old‚ lively and active. Some can sing very well; and some are very good at drawing. However‚ their English language proficiency is not very good; so they are afraid of English lessons‚ especially “discuss and present” activity. Teacher A wants to make the language learning tasks more enjoyable and motivating. She also wants to lower affective barriers in class by including artistic areas such as music
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JORNADAS ELT La lectura en voz alta en la clase de lecto-comprensión: herramientas y pistas para el mejoramiento de la pronunciación. Resumen La experiencia revela que la enseñanza-aprendizaje del idioma extranjero‚ en nuestro caso el inglés‚ en el ciclo polimodal se focaliza en la lectura comprensiva de textos cuya especificidad varía según la orientación elegida por cada alumno. La lecto-comprensión podría ser entonces una instancia provechosa para incorporar herramientas y estrategias altamente
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The direct method of teaching‚ sometimes called the natural method. Not limited to but often used in teaching foreign languages‚ the method refrains from using the learners’ native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are: • teaching concepts and vocabulary through pantomiming‚ real-life objects and other visual materials • teaching grammar by using an inductive approach (i.e. having learners
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CURRICULUM BASED SUMMATIVE ASSESSMENT DESIGN Curriculum Based Summative Assessment Design Rosalind Rogers EDU645: Learning & Assessment for the 21st Century Dr. Amy Gray December 22‚ 2014 1 CURRICULUM BASED SUMMATIVE ASSESSMENT DESIGN Part 1 2 The Summative Assessment Design is to develop the students with addition and subtraction by having multiple strategies to addition by placing together and understanding‚ and also
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Outline I- Introduction II- Definition and characteristics III- Six Facets of Understanding IV- The Backward Design V- Strengths and Challenges of the UbD VI- Research Findings VII- Concluding Remarks VIII- References Introduction The major goal behind school education or any educational experiences is to prepare students for further learning and more effective functioning in their lives. “One of the most important strengths of a country…is its educational systems…provided that the educational
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and behaviors and secondarily with such features as linguistic and subject-matter objectives‚ sequencing‚ and materials. They are almost aways thought of as being broadly applicable to a variety of audiences in a variety of contexts. Curriculum/Syllabus Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives‚ sequencing‚ and materials to meet the needs of a designated group of learners in a defined
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Introduction There are many different ideas of what a curriculum is; in the Latin definition curriculum was a racing chariot‚ currere meaning ‘to run’. With this in mind curriculum can literally be translated as ‘a course’. Taba defines curriculum ‘…usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content……includes a programme of evaluation of the outcomes.’ (Taba‚ 1962) Therefore the curriculum is a structure or framework of teaching towards
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Resources On lesson planning and curriculum design Carter R & Nunan D eds. (2001 reprinted 2004) The Cambridge Guide to Teacher English to Speakers of Other Languages This contains a whole series of articles that link to planning‚ the use of skills and different student groups Harmer‚ J (2010) The Practice of English Language Teaching (4th Edition) (Longman. ) This is a standard title for pre-service teacher courses in the UK and abroad. Focus on Part 7 for a treatment of Language Skills
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Assertiveness in ELT: A Review of Literature Nur’ain Balqis Binti Haladin Faculty of Education Universiti Teknologi Malaysia nurainbalqis@utm.my Noor Aireen Binti Ibrahim Language Academy Universiti Teknologi Malaysia naireen@utm.my According to Sigler‚ Burnett and Child (2008)‚ in 1940s research on assertiveness started to gain the scholarly interest. In its early popularity‚ assertiveness was mainly focused on the differences in assertiveness based on gender and race of the communicator
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