The document summarizes a study that investigated the effects of a Process-Genre Based Approach (PGBA) on the written English performance of computer science students in Nigeria. The study used a quasi-experimental design with a treatment group that received PGBA instruction and a control group that received traditional lecture-based instruction. Results from statistical analysis showed that PGBA had a significant positive effect on students' overall written performance and on specific attributes like organization, content, expression, and linguistic accuracy. The approach was also equally effective for both male and female students. The findings suggest that PGBA is an effective methodology for improving polytechnic students' writing skills in Nigeria.
Group 7 includes AsnidewitA, Hudya Nelfia, and Widya Febrina. The document discusses two approaches to language instruction: text-based instruction and competency-based instruction. Text-based instruction focuses on teaching different text types and their structures. It involves building context, modeling texts, and having students jointly and independently construct texts. Competency-based instruction emphasizes teaching life skills and measures outcomes through demonstrated mastery of objectives. Both approaches aim to prepare students for real-world language use but can oversimplify skills and become repetitive.
The document discusses a genre-based approach to teaching writing to low proficiency EFL students. It defines genre-based approach and describes a study that used this approach with 32 secondary students in Hong Kong who had learning disabilities. The approach involved modeling texts, jointly constructing texts, and independent construction. Through experiencing language in activities, students learned to understand texts in context and identify generic stages and lexico-grammatical features of genres. The study found the genre-based approach helped students organize their writing when combined with activity-based teaching methods.
This document provides an overview of the genre approach to teaching writing in Indonesian high schools. It discusses the background and concepts of genre approach, including short functional texts, language functions, and text types. It also covers related theories on genre from various experts and the types of genres used in genre approach, such as descriptive, procedure, recount, narrative, and report. Finally, it discusses the strengths and weaknesses of the genre approach and the instructional materials and teaching procedures used to implement it.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
Linguistics is the scientific study of language, divided into theoretical, applied, descriptive, historical, geographical, and comparative linguistics. Applied linguistics aims to apply linguistic theories to improve language teaching methodology, syllabuses, and language assessment. The relationship between linguistics and language teaching has evolved over time, with methods like grammar translation and direct instruction reflecting developments in linguistic theories. Syllabus design also reflects language performance and goals.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
The document discusses different types of syllabi that can be used in English language teaching, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, and lexical syllabi. It emphasizes that no single type is appropriate for all situations and teachers should choose types that fit their teaching procedures, combining multiple types to create a flexible syllabus that meets student needs.
Group 7 includes AsnidewitA, Hudya Nelfia, and Widya Febrina. The document discusses two approaches to language instruction: text-based instruction and competency-based instruction. Text-based instruction focuses on teaching different text types and their structures. It involves building context, modeling texts, and having students jointly and independently construct texts. Competency-based instruction emphasizes teaching life skills and measures outcomes through demonstrated mastery of objectives. Both approaches aim to prepare students for real-world language use but can oversimplify skills and become repetitive.
The document discusses a genre-based approach to teaching writing to low proficiency EFL students. It defines genre-based approach and describes a study that used this approach with 32 secondary students in Hong Kong who had learning disabilities. The approach involved modeling texts, jointly constructing texts, and independent construction. Through experiencing language in activities, students learned to understand texts in context and identify generic stages and lexico-grammatical features of genres. The study found the genre-based approach helped students organize their writing when combined with activity-based teaching methods.
This document provides an overview of the genre approach to teaching writing in Indonesian high schools. It discusses the background and concepts of genre approach, including short functional texts, language functions, and text types. It also covers related theories on genre from various experts and the types of genres used in genre approach, such as descriptive, procedure, recount, narrative, and report. Finally, it discusses the strengths and weaknesses of the genre approach and the instructional materials and teaching procedures used to implement it.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
Linguistics is the scientific study of language, divided into theoretical, applied, descriptive, historical, geographical, and comparative linguistics. Applied linguistics aims to apply linguistic theories to improve language teaching methodology, syllabuses, and language assessment. The relationship between linguistics and language teaching has evolved over time, with methods like grammar translation and direct instruction reflecting developments in linguistic theories. Syllabus design also reflects language performance and goals.
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
The document discusses different types of syllabi that can be used in English language teaching, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, and lexical syllabi. It emphasizes that no single type is appropriate for all situations and teachers should choose types that fit their teaching procedures, combining multiple types to create a flexible syllabus that meets student needs.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
This document discusses different types of syllabus designs for language teaching, including:
1. Structural syllabuses that divide grammar into sequential sections but are biased towards grammar alone.
2. Situational syllabuses that concentrate on language needed for real-life situations like asking directions.
3. Functional-notional syllabuses that address useful language functions like apologizing that can apply to many situations.
4. Skill-based syllabuses that integrate pronunciation, vocabulary, grammar with a focus on language skills for use in context.
5. Process syllabuses that are designed based on student needs and allow flexibility.
6. Task-based syllabuses that use tasks and activities to
This document discusses different types of syllabus design, including process/product, analytic/synthetic, and type A/type B syllabi. It defines a syllabus as the specification of content and ordering of what is to be taught in a language course. Product-oriented syllabi focus on the end results or language parts, while process-oriented emphasize how language is used. Synthetic syllabi separate language into parts, while analytic present whole chunks for analysis. Type A syllabi pre-determine objectives, while type B emerge through negotiation and focus on the learning process. A good syllabus incorporates elements of different types to meet learners' needs and achieve desired objectives.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
The role of syllabus curriculum - lecture 2batsaikhan_mm
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
This document discusses various approaches to syllabus design for language teaching, including:
- A grammatical syllabus that sequentially teaches grammatical rules but has been criticized for not reflecting how language is acquired.
- An organic or needs-based approach guided by a needs analysis to determine learner goals and objectives. This led to content-based and task-based syllabuses.
- The development of standards movements in the 1990s that defined what students should know and be able to do through content standards, progress indicators, and classroom examples.
Overall, the document traces the evolution of syllabus design from a grammatical approach to more communicative, learner-centered models informed by theories of second language acquisition and
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
How the syllabus is designing and also which kind of factors must be include int hat, what kind of syllabus is easy for students and many other factors are described here.
TESOL Pedagogy: The Communicative Approachryanmccoy2323
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
Here are a few key points about the nature of classroom interaction from the passage:
- Classroom communication is highly complex due to the rapid flow of interaction involving many people.
- Interaction has multiple foci - the language performs several functions simultaneously like seeking information, checking learning, offering advice.
- Classroom interaction is central to all classroom activity.
- Understanding classroom interaction is important for improving teaching and learning.
- The passage provides an overview of typical features of classroom discourse rather than detailed analysis. Specific features will be covered in more detail later.
- The chapter examines the nature, structure and challenges of classroom interaction to set up discussion of how understanding classroom discourse can enhance teaching and learning.
The document discusses the eclectic language teaching method. It defines basic concepts like approach, method, and technique. It provides an overview of the eclectic method, noting that it allows teachers to incorporate best practices from different methods. The eclectic method has advantages like varied tasks, interaction, engagement and fast results. It also provides flexibility and breaks up monotony. Effective teaching methods should be simple, balance spoken and written skills, overcome accuracy vs fluency conflicts, reflect students' mother tongue, integrate technology, adapt to class conditions, and maximize meaningful contact with the foreign language.
The document discusses 13 types of syllabuses used in English language teaching. It notes that while there are many types, actual language teaching syllabuses usually integrate elements of multiple approaches. It provides brief descriptions of procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. It concludes that combining aspects of different syllabus types is most effective in practice.
The framework of materials and methods and current approaches to materials an...UNY Pasca PBI-B
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
The document discusses various types of syllabus approaches that have been used in language teaching, including structural/grammar, notional/functional, situational, skill-based, task-based, content-based, and lexical based syllabi. It also defines curriculum and syllabus design, explaining that syllabus design focuses more narrowly on selecting and grading content within the broader curriculum.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
This document discusses different types of syllabus designs for language teaching, including:
1. Structural syllabuses that divide grammar into sequential sections but are biased towards grammar alone.
2. Situational syllabuses that concentrate on language needed for real-life situations like asking directions.
3. Functional-notional syllabuses that address useful language functions like apologizing that can apply to many situations.
4. Skill-based syllabuses that integrate pronunciation, vocabulary, grammar with a focus on language skills for use in context.
5. Process syllabuses that are designed based on student needs and allow flexibility.
6. Task-based syllabuses that use tasks and activities to
This document discusses different types of syllabus design, including process/product, analytic/synthetic, and type A/type B syllabi. It defines a syllabus as the specification of content and ordering of what is to be taught in a language course. Product-oriented syllabi focus on the end results or language parts, while process-oriented emphasize how language is used. Synthetic syllabi separate language into parts, while analytic present whole chunks for analysis. Type A syllabi pre-determine objectives, while type B emerge through negotiation and focus on the learning process. A good syllabus incorporates elements of different types to meet learners' needs and achieve desired objectives.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
The role of syllabus curriculum - lecture 2batsaikhan_mm
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
This document discusses various approaches to syllabus design for language teaching, including:
- A grammatical syllabus that sequentially teaches grammatical rules but has been criticized for not reflecting how language is acquired.
- An organic or needs-based approach guided by a needs analysis to determine learner goals and objectives. This led to content-based and task-based syllabuses.
- The development of standards movements in the 1990s that defined what students should know and be able to do through content standards, progress indicators, and classroom examples.
Overall, the document traces the evolution of syllabus design from a grammatical approach to more communicative, learner-centered models informed by theories of second language acquisition and
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
How the syllabus is designing and also which kind of factors must be include int hat, what kind of syllabus is easy for students and many other factors are described here.
TESOL Pedagogy: The Communicative Approachryanmccoy2323
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
Here are a few key points about the nature of classroom interaction from the passage:
- Classroom communication is highly complex due to the rapid flow of interaction involving many people.
- Interaction has multiple foci - the language performs several functions simultaneously like seeking information, checking learning, offering advice.
- Classroom interaction is central to all classroom activity.
- Understanding classroom interaction is important for improving teaching and learning.
- The passage provides an overview of typical features of classroom discourse rather than detailed analysis. Specific features will be covered in more detail later.
- The chapter examines the nature, structure and challenges of classroom interaction to set up discussion of how understanding classroom discourse can enhance teaching and learning.
The document discusses the eclectic language teaching method. It defines basic concepts like approach, method, and technique. It provides an overview of the eclectic method, noting that it allows teachers to incorporate best practices from different methods. The eclectic method has advantages like varied tasks, interaction, engagement and fast results. It also provides flexibility and breaks up monotony. Effective teaching methods should be simple, balance spoken and written skills, overcome accuracy vs fluency conflicts, reflect students' mother tongue, integrate technology, adapt to class conditions, and maximize meaningful contact with the foreign language.
The document discusses 13 types of syllabuses used in English language teaching. It notes that while there are many types, actual language teaching syllabuses usually integrate elements of multiple approaches. It provides brief descriptions of procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. It concludes that combining aspects of different syllabus types is most effective in practice.
The framework of materials and methods and current approaches to materials an...UNY Pasca PBI-B
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
The document discusses various types of syllabus approaches that have been used in language teaching, including structural/grammar, notional/functional, situational, skill-based, task-based, content-based, and lexical based syllabi. It also defines curriculum and syllabus design, explaining that syllabus design focuses more narrowly on selecting and grading content within the broader curriculum.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
Linguistic transition at tertiary level a case studyAlexander Decker
1) The document discusses a study on the linguistic transition from Bengali to English that Bangladeshi students face when entering private universities in Bangladesh.
2) The study found that this transition has mostly negative effects on students, as the majority come from a Bengali education background and struggle with speaking, writing, vocabulary, and comprehension in English.
3) Some of the issues identified include poor English skills, lack of practice, low confidence and motivation, avoidance of teachers due to language barriers, and frustration with the transition.
4) The implications are that more support is needed to help students overcome language anxieties and difficulties, including increased interaction, vocabulary building, skills practice, and emphasis on developing English
A statistical analysis of corpus based approach on learning sentence patterns IJECEIAES
This research paper examines the adverse effect of theoretical explanation of the grammatical rules among the learners. Exploration of the methods and materials taught inductively or deductively is the panacea to achieve the required goal. The study throws light on the pedagogical implication of adopting appropriate methods and materials for building the learners’ grammar and language. It primarily intends to explore a new teaching method using language corpora that can be employed in the English grammar classes in colleges at the undergraduate level. It strives to evaluate the effectiveness of teaching sentence patterns through corpus-based activities comparing with the traditional based teaching. Thus, the methodology aims to encourage students to become independent corpus users.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
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11.[1 6]effects of process-genre based approach on the written english performance of computer science students in a nigerian polytechnic
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
Effects of Process-Genre Based Approach on the Written
English Performance of Computer Science Students in a
Nigerian Polytechnic
Babalola, Halira Abeni Litinin
Department of General Studies, The Federal Polytechnic, Ede, P.M.B. 231, Ede
Osun State, Nigeria
E-mail: abenihal2006@yahoo.com
Abstract
Writing is one of the four language skills which learners must acquire in order to be able to
demonstrate competence in the use of English language. It is also considered as the most difficult
because it requires the application of the knowledge of the other three skills. Research has shown that
polytechnic students in Nigeria have difficulties in acquiring writing skills due mainly to the limited
attention being paid to the teaching of writing and the use of out-dated and teacher-centred
methodology. This study therefore aims at investigating the effect of the Process-Genre based approach
(PGBA) on the written English performance of computer science students in the Federal Polytechnic,
Ede. Nigeria. The quasi-experimental pre-test, post-test and control group design was adopted for the
study. Four research questions and three null hypotheses were tested using the Analysis of Covariance
(ANCOVA) at 0.05 level of significance. Results indicate that there is a significant effect of PGBA on
the performance in written English of computer science students involved in the treatment.
Key words: Competence, Process-Genre, performance, Written English
1. Introduction
Students in Nigerian Polytechnics need to be competent in writing for a number of reasons. First is the
fact that they need to acquire the certificates for which they have enrolled in the institution through
written examinations, continuous assessment tests, assignments, and the writing of notes in class. In
addition, the acquisition of written skills is important because even after graduation, students would
require the skill in their work places. Good expression in writing often times determine whether an
applicant gets or does not get employed in a country with a very high employment rate. Applicants
needs all the advantages to move them forward, therefore, acquisition of good writing skills is a must
for polytechnics students.
Research has however shown that students are generally poor in English language in general and
writing in particular (Adesonoye 1976, Adegbile 1985, Aboderin 1992, Iyaba 1993, Awodele 1998,
2003 and Kolawole 1998). Several reasons have been put forward as being responsible for this state of
affairs. These reasons can be grouped into two; teachers and teaching methodology and students’
attitude and motivation.
Teachers of writing are usually overwhelmed by the unusually large class size; they therefore adopted
the easy way out, that is, the lecture method which does not require much from the teacher other than
the presentation of the lecture over one or two hours in class. However, research has shown that for
learners to benefit optimally there has to be practical applications of what is taught. If learners are
taught how to write, they should be made to write. Frequent writing practice however, requires that
teachers would need to grade students scripts and where the classes are large then teachers have
problems. Also, teachers have limited access to new approaches and research findings that have been
proven to be effective in ensuring that learners acquire writing skills. Teachers also have problems
with not only the application of these approaches but also, the performance of classroom research in
their classes (Babalola 2011). All these factors affect the teaching of writing which in turn affects how
students learn. In addition, students of polytechnics in Nigeria see themselves as potential
professionals in various fields and not as language students. They perceive language courses as ‘none
core’ courses that have been included to distract rather than educate them. Students are therefore not
motivated to learn through appropriate class participation.
2. Literature Review
The process-Genre approach to the teaching of writing is a combination of the process models and the
genre theories which came about with the realisation of the limitations of both the process and the
genre approaches in developing learners’ writing skills. In the views of Matsuda (2003) the process
approach was considered to be the most successful approach in the history of pedagogical reforms in
1
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
the teaching of writing and it was therefore widely applied by many scholars in their writing classes
(Bazerman 1980, Horowitz 1986, Badger & white 2000, Zeng 2005). Limitations of the process
approach however, led to the development of the genre approach, the essence of which is to teach
learners the conventions of different text types which include the layout and the presentation as well as
the language (Babalola 2011).
The positive effects of the genre approach on the teaching of writing were also acknowledged by many
scholars (Badger & White 2000, Hyland 2003, Paltridge 2004, Kim & Kim 2005, Yan 2005, Zeng
2005, Goa 2007). However, limitations of the approach led to the conclusion that using the genre
approach exclusively might not be capable of making learners competent writers. Badger & White
(2000) therefore, proposed a marriage of the two approaches under discussion, hence the development
of the process-genre based approach to the teaching of writing. The process-genre approach is therefore
according to Frith (2006) and Goa (2007) a hybrid, the combination of two approaches which takes into
consideration the development of the writing skills as well as the conventions, concept of which not
only draws from the genre approaches such as knowledge of context, the purpose of writing and certain
text features but also retains the process philosophy such as writing skills development and learners’
response. The process-genre approach in the views ofr Goa (2007), characterizes not only the learners’
creative thinking and the act of how writers form text, but also the knowledge of linguistic features as
well as specific discourse community where a particular genre performs.
2. Methodology
The design used for this study is the quasi-experimental with pre-test, post-test and control groups.
Three research questions were formulated while three research hypotheses were tested in the study. The
participants for this study were 40 HND1 students of computer science both male and female. The
students are majoring in computer science but by the curriculum have to undergo compulsory language
courses in each of the four semesters. The students were randomly selected from two intact classes and
were divided into two groups of 20 students each (Groups 1&2). Two researcher designed instruments
were used for the study; the process-genre based approach instructional manual (PGBAIM) and the
written English performance test (WEPT).The content of the manual was based on an adaptation of
Lin’s (2006) Curriculum cycle and Kim & Kim’s (2005) four suggested principles of balanced
instruction. All the students were made to write the pre -test which was an essay test. Students in Group
1 were subjected to treatment with the process-genre based approach in essay writing four hours per
week for six weeks. Students in group 2 were taught using the traditional lecture method. The students
were also made to write a post-test after the treatment. The data collected was analysed using Analysis
of Covariance (ANCOVA) at 0.05 level of significance.
3.1 Research questions
1. Will there be any difference in the effect of Process-Genre Based Approach (PGBA) on computer
science students’ performance in written English?
2. Will there be any difference in the effect of PGBA on the students’ performance in the four writing
attributes: organization, Content, Expression and Linguistic Accuracy?
3. Will there be any difference in the effect of PGBA on students’ performance in written English on
the basis of gender?
3.2 Research Hypotheses
Ho1: There will be no significant difference in the effect of PGBA on computer science students’
performance in written English.
Ho2: There will be no significant difference in the effect of PGBA on students’ performance in
written English in each of the four writing attributes: organization, Content, Expression and
Linguistic Accuracy?
Ho3: There will be no significant difference in the effect of PGBA on computer science students’
performance in written English on the basis of gender.
2
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
4. Results
The data collected from the study was analysed using analysis of covariance and the results are
presented below.
Ho1: There will be no significant difference in the effect of PGBA on Computer Science
Students performance in written English.
To test this hypothesis, an Analysis of Covariance was performed and the result is presented in table 1
below.
Source Type 111 sum Df Mean Square F Sig
of Squares
Corrected 1304.745a 2 652.373 133.928 .000
model 89.446 1 89.446 18.363 .000
Intercept 149.120 1 149.120 30.613 .000
Pre-total 224.457 1 224.457 46.080 .000*
Treatment 180.230 37 4.871
Error 8481.000 40
Total 1484.975 39
Corrected
Total
*=significantly Different, P<0.05
Table 1: Analysis of Covariance (ANCOVA) Showing the Effect of PGBA on Students’
Performance in Written English.
The result in table 1 shows that there is a significant effect of PGBA on the performance in written
English of students involved in the experiment with P value of .000. That is, P < 0.05. Therefore,
students in the treatment group benefited significantly and this implies that PGBA if used can help to
improve students’ writing skills.
Ho2. There will be no significant difference in the effect of PGBA on students’ performance in
written English in each of the four writing attributes: organisation, Content, Expression
and Linguistic Accuracy?
To test this hypothesis, an Analysis of Covariance was performed and the result is presented in table 2
below.
Writing Source Type 111 Df Mean F Sig
Attributes sum of Square
Squares
ORG Corrected 11.678 2 5.839 12.400 .000
model 23.727 1 23.727 50.388 .000
Intercept 3.578 1 3.578 7.598 .009
Pre-total 5.337 1 5.337 11.335 .002*
Treatment 17.422 37 .471
CONT Error 354.000 40
Total 29.100 39
Corrected Total
Corrected
EXP model 205.364 2 102.682 110.006 .000
Intercept 37.658 1 37.658 40.344 .000
Pre-total 11.764 1 11.764 12.603 .001
Treatment 61.050 1 61.050 65.405 .000*
Error 34.536 37 .933
MECH Total 1220.000 40
ACC Corrected Total 239.900 39
Corrected 210.866 2 105.433 184.803 .000
model 24.094 1 24.094 42.233 .000
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
Intercept 12.841 1 12.841 22.508 .000
Pre-total 41.612 1 41.612 72.938 .000*
Treatment 21.109 37 .571
Error 1345.000 40
Total 231.975 39
Corrected Total
Corrected
model 17.218 2 8.609 7.987 .001
Intercept 16.820 1 16.820 15.605 .000
Pre-total .318 1 .318 .295 .590
Treatment 16.820 1 16.820 15.605 .000*
Error 39.882 37 1.078
Total 74.000 40
Corrected Total 57.100 39
*=significantly Different, P<0.05
Table 2: Analysis of Covariance (ANCOVA) Showing the Effect of PGBA on Students’
Performance in Written English in the Four Attributes of writing: Organization, Content,
Expression and mechanical Accuracy.
The results in table 2 show that there is a significant effect of PGBA on students’ performance in all the
four writing attributes: Organization, Content, Expression and mechanical Accuracy with P values of
.000. That is, in each case, the values of P < 0.05 were obtained.
Ho3: There will be no significant difference in the effect of PGBA on computer science
students’ performance in written English on the basis of gender.
To test this hypothesis, an Analysis of Covariance was performed and the result is presented in table 3
below.
Source Type 111 sum Df Mean Square F Sig
of Squares
Corrected 1085.818 2 542.909 .000
model 2.793 1 50.325 .614
Intercept 1065.389 1 2.793.259 .000
Pre-total 5.530 1 1065.389 .479 NS*
Treatment 399.157 37 98.757
Error 8481.000 40 5.530 .513
Total 1484.975 39 10.788
Corrected
Total
*NS = Not significantly Different, P>0.05
Table 3: Analysis of Covariance (ANCOVA) Showing the Effect of PGBA on Students’
Performance in Written English on the basis of Gender.
The result in table 3 shows that there is no significant difference in the effect of PGBA on students’
performance on the basis gender. Both male and female participants in the treatment group benefited
equally from the treatment with P value of .479 which is not significant at P>0.05.
5. Discussion
The findings of this study revealed that Process-Genre Based Approach to the teaching of writing had
significant effect on the students’ written English performance. The post-test scores of the students in
the treatment group were significantly higher than that of the students in the control group which
implied that students in the experimental group benefited significantly from the treatment. The students
improved performance could be attributed to the student-centred, practical and flexible nature of the
process-Genre Approach. The finding is consistent with the results of previous studies (Babalola 2011,
Cheng 2008, Goa 2007, Voon Foo 2007, Frith 2006 and Ming 2006). The approach as stated earlier is a
combination of two approaches (Process and Genre). The teachers were able to provide situations for
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5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
learners to identify the purpose, mode, field and tenure of the writing and with adequate support and
motivation, learners were able to develop and use appropriate writing skills. Also corroborating, Kim &
Kim (2005) assert that the Process-Genre approach provides opportunities for learners to develop their
individual creativity and that it helps them to fully understand the features of target genres.
6. Conclusion
Research has shown that polytechnic students lack effective writing skills. Also, these group of learners
need to acquire these skills in order to succeed both academically and professionally. Therefore, the
need for the application of effective approaches to writing instructions in the classroom cannot be over
emphasized. Findings from this study has established that learners’ written English performance
improved significantly as a result of the treatment with the process-genre based approach (PGBA). The
effect was significant in the overall performance as well as for each of the four attributes of writing. If
effectively applied therefore, PGBA is capable of ensuring that learners acquire requisite writing skills.
However, additional effort is required of teachers in the aspects of materials, class control and effective
feedback so that learners would have adequate information on their progress. There should be effective
use of student/student feedback, teacher/student conferencing, and use of portfolio as well as genuine
interest in the students’ development.
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