Comparative Essay Reflection
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This essay helped the student realize that all language skills are interdependent and must be taught together. By comparing two authors' works, the student practiced academic writing skills and applying previously learned vocabulary and concepts. As a future teacher, the student understands the importance of teaching formal and informal communication, as well as providing constructive feedback to help students improve all of their language abilities.
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Writing skill
Vivian Cook and H. Douglas Brown have differing views on second language writing skills, but agree that written language represents spoken language. The essay argues that writing relies on speech, and learning to write helps develop reading skills. It also stresses the importance of teacher feedback and assistance in helping students understand the writing process to improve their skills.
Hola
The document discusses the importance of understanding multi-word items in English for future teachers and language learners. It explains that multi-word items can provide deeper comprehension of English vocabulary and how words are formed. It also notes that different variations of English, like British and American, can affect multi-word items. Finally, it stresses that knowing multi-word items can help future teachers anticipate difficulties their students may face and prepare to teach vocabulary in a way that helps learners understand and use items appropriately.
Comparative essay
1) Vivian Cook and H. Douglas Brown agree that writing skills should be taught together with other language skills like reading, speaking, and listening, rather than in isolation, as they are interdependent.
2) They differ in their perspectives on what students need to learn about second language writing. Brown emphasizes strategies for prewriting, drafting, and rewriting, while Cook provides a more organized list of linguistic elements.
3) Both see the teacher's role as a facilitator who guides students and provides feedback to encourage creative thinking during the writing process. Feedback should be respectful and request specific revisions.
Basic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign LanguageRuth Bunga Oktauli Pakpahan
This document provides a summary of the book "Practical Guide to the Teaching of English as a Foreign Language" by Robert J. Dixson. The book contains 7 chapters that discuss methods for teaching English grammar, conversation, reading, vocabulary, and pronunciation. It aims to provide practical classroom techniques and procedures for teaching English as a foreign language. The book takes an objective and reasonable tone in presenting various language teaching methods.Reflection vocabulary connections- multi-word items in english
Throughout the document, the focus is on second language learning and vocabulary acquisition. There are many resources for language students to find new words to expand their vocabulary, such as dictionaries. The text helps students comprehend an important part of acquiring proficiency in English by explaining the rules and connections of multi-word items, which can sometimes be difficult to understand. Second language learners should study the theories presented in the text, as it provides a good way to develop new methods for increasing vocabulary and understanding how to learn it.
Rpk
The document discusses several perspectives on language acquisition from authors Cook, Krashen, and Freeman. Cook compares first and second language learning, noting key differences that should be considered in classroom instruction. Krashen's theory is that a learner's first language impacts their second language acquisition, causing them to rely on first language skills when uncertain. Freeman examines first language acquisition from various viewpoints and debates about whether writing is learned or acquired. The reaction evaluates how these perspectives align with the author's own language learning and may influence their future teaching approach.
Reflection 3
The document provides a reflection on a text about multi-word items in English and how it helps achieve the objectives of a Lexical Analysis course. It summarizes that the text explained different types of multi-word items and the importance of links between words. It also helped the author understand how to teach multi-word items, as they have cultural connotations. The text contributed to the course objectives by explaining word formation processes and analyzing words by free and bound morphemes. The author found the text thought-provoking, useful, and clearly written to complement course content and make the study process more comprehensive.
Reseach proposal
The students at Colombo Americano in the third level need to improve their grammar skills, as this was identified as the main problem in the classroom. When students speak or write without examples, they mix up sentence structures. To address this, the goal is to make students more aware of their mistakes when speaking and writing through intensifying grammar activities like filling in gaps in song lyrics related to topics. Repeating these activities will help students assimilate proper grammatical order and make it easier for them to understand.
Recommended
Writing skill
Vivian Cook and H. Douglas Brown have differing views on second language writing skills, but agree that written language represents spoken language. The essay argues that writing relies on speech, and learning to write helps develop reading skills. It also stresses the importance of teacher feedback and assistance in helping students understand the writing process to improve their skills.
Hola
The document discusses the importance of understanding multi-word items in English for future teachers and language learners. It explains that multi-word items can provide deeper comprehension of English vocabulary and how words are formed. It also notes that different variations of English, like British and American, can affect multi-word items. Finally, it stresses that knowing multi-word items can help future teachers anticipate difficulties their students may face and prepare to teach vocabulary in a way that helps learners understand and use items appropriately.
Comparative essay
1) Vivian Cook and H. Douglas Brown agree that writing skills should be taught together with other language skills like reading, speaking, and listening, rather than in isolation, as they are interdependent.
2) They differ in their perspectives on what students need to learn about second language writing. Brown emphasizes strategies for prewriting, drafting, and rewriting, while Cook provides a more organized list of linguistic elements.
3) Both see the teacher's role as a facilitator who guides students and provides feedback to encourage creative thinking during the writing process. Feedback should be respectful and request specific revisions.
Basic Reading : Practical Guide to teaching of English as a Foreign Language
Basic Reading : Practical Guide to teaching of English as a Foreign LanguageRuth Bunga Oktauli Pakpahan
This document provides a summary of the book "Practical Guide to the Teaching of English as a Foreign Language" by Robert J. Dixson. The book contains 7 chapters that discuss methods for teaching English grammar, conversation, reading, vocabulary, and pronunciation. It aims to provide practical classroom techniques and procedures for teaching English as a foreign language. The book takes an objective and reasonable tone in presenting various language teaching methods.Reflection vocabulary connections- multi-word items in english
Throughout the document, the focus is on second language learning and vocabulary acquisition. There are many resources for language students to find new words to expand their vocabulary, such as dictionaries. The text helps students comprehend an important part of acquiring proficiency in English by explaining the rules and connections of multi-word items, which can sometimes be difficult to understand. Second language learners should study the theories presented in the text, as it provides a good way to develop new methods for increasing vocabulary and understanding how to learn it.
Rpk
The document discusses several perspectives on language acquisition from authors Cook, Krashen, and Freeman. Cook compares first and second language learning, noting key differences that should be considered in classroom instruction. Krashen's theory is that a learner's first language impacts their second language acquisition, causing them to rely on first language skills when uncertain. Freeman examines first language acquisition from various viewpoints and debates about whether writing is learned or acquired. The reaction evaluates how these perspectives align with the author's own language learning and may influence their future teaching approach.
Reflection 3
The document provides a reflection on a text about multi-word items in English and how it helps achieve the objectives of a Lexical Analysis course. It summarizes that the text explained different types of multi-word items and the importance of links between words. It also helped the author understand how to teach multi-word items, as they have cultural connotations. The text contributed to the course objectives by explaining word formation processes and analyzing words by free and bound morphemes. The author found the text thought-provoking, useful, and clearly written to complement course content and make the study process more comprehensive.
Reseach proposal
The students at Colombo Americano in the third level need to improve their grammar skills, as this was identified as the main problem in the classroom. When students speak or write without examples, they mix up sentence structures. To address this, the goal is to make students more aware of their mistakes when speaking and writing through intensifying grammar activities like filling in gaps in song lyrics related to topics. Repeating these activities will help students assimilate proper grammatical order and make it easier for them to understand.
Grammar intro.2017
This document provides information about an English education study program at the University of Mathla’ul Anwar, Banten, including a course on grammar. The document outlines the definition, types, and importance of grammar. It also includes the course schedule, evaluation criteria, and references related to grammar.
Sociolinguistic patterns reflection
This document discusses sociolinguistic patterns and how factors like age, gender, social class, and situation influence language use. It notes that males and females use different vocabulary and communication styles. It also explains that social class affects pronunciation and vocabulary, and that people adjust their formality depending on who they are speaking to. The document emphasizes that these differences do not make one way of speaking better than another, but are a natural part of how language evolves over time and contexts. It concludes that language use can strongly impact the impression you give others.
Reflection
This reflection discusses how reading the text "Vocabulary connections: Multi-word items in English" helped the author better understand lexical analysis concepts from their course. The text clearly defined different types of multi-word items and emphasized the links between words rather than treating them as isolated units. It helped the author not only identify various multi-word items but also learn better ways to teach them, which is important as a future English teacher. The text is also highly relevant to the course objectives by characterizing word formation processes and analyzing words, as well as categorizing multi-word items and identifying types such as phrasal verbs, compounds, and idioms.
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This document discusses effective strategies for teaching vocabulary to advanced students. It emphasizes relating new words to personal experiences to aid retention. Students can learn a meaningful number of words in a single lesson if the teacher understands how memory works. Regular practice is important for expanding vocabulary over time. Strategies like creating mental images or sounds to represent concepts, and using new words in context, can help internalize word meanings and improve fluency. The document provides valuable guidance for both current and future language teachers.
1st unit reflection
The document summarizes a unit in a language course that introduced the course, differentiated between language acquisition and learning, and studied the implications of L1 and L2. The theories of Cook, Krashen, and Freeman & Freeman were analyzed and compared through assigned works. The student found the unit useful for learning relevant language teaching theories and enjoyed writing the paper, seeing it as an opportunity to correct mistakes, which they try to reflect with their own students.
Reflection sociolinguistic patterns
This document discusses how the text "Sociolinguistic Patterns" is relevant to understanding language change. It explains that sociolinguistics examines how social factors like class, gender, and age influence language use. The text contributes to an analysis course by demonstrating how language varies based on these sociolinguistic patterns. It also aids future teachers by providing guidance on English variations related to context. In conclusion, the text helps students, especially future teachers, comprehend how and why a language changes depending on its social uses.
Unit 4 Reflection
Teaching vocabulary is important as it is present in the four language skills and impacts the process of learning a second language. Teachers must be aware of different vocabulary learning methods and choose what works best for their students. One effective approach is using words in authentic contexts so students can easily internalize meanings. Teachers also need to consider not just isolated words but also collocations, idioms, and phrases, and present vocabulary in context to help students retain meanings rather than forgetting easily. Vocabulary must be treated as essential, along with grammar and pronunciation, so students understand the meaning of what they produce.
grammar translation method
The grammar translation method is a language teaching approach that uses translation and grammar study as the primary activities. It originated in the late 19th century for teaching Latin and Greek, and was later used to help students read foreign literature by having them translate passages. Key techniques include having students translate literary passages between the target and native languages to demonstrate understanding. While easy for teachers and less stressful for students, it is disadvantageous because students do not learn to comprehend, create meaning, speak, or interact in the new language.
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This document compares three authors' perspectives on teaching writing: Brown (2001), Nunan (1999), and Ur (1996). Brown focused on issues like process vs product and contrastive rhetoric. Nunan discussed process and product approaches and compared written and spoken language. Ur emphasized differences between written and spoken language and gave advice on evaluation and feedback. While the authors agreed on some aspects of teaching writing, they each brought a unique focus, with Brown emphasizing writing form, Nunan comparing modalities, and Ur advising on assessment.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
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This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
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expansion into China: recommendations for philosophy and final reflections
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Reflection essay 1
Tracie Ambrose reflects on her first week of student teaching. She was initially disoriented by the schedule but came to understand it. She was pleased that the teacher, Mrs. Siesky, had high standards like herself. Tracie also observed that the Pledge of Allegiance is said daily, contrary to what some believe. She noted the school lunch lacked protein and wondered how students learn healthy choices with limited access outside school. By week's end, Tracie was assisting students and gaining their acceptance as an authority figure.
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Grammar intro.2017
This document provides information about an English education study program at the University of Mathla’ul Anwar, Banten, including a course on grammar. The document outlines the definition, types, and importance of grammar. It also includes the course schedule, evaluation criteria, and references related to grammar.
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This document discusses sociolinguistic patterns and how factors like age, gender, social class, and situation influence language use. It notes that males and females use different vocabulary and communication styles. It also explains that social class affects pronunciation and vocabulary, and that people adjust their formality depending on who they are speaking to. The document emphasizes that these differences do not make one way of speaking better than another, but are a natural part of how language evolves over time and contexts. It concludes that language use can strongly impact the impression you give others.
Reflection
This reflection discusses how reading the text "Vocabulary connections: Multi-word items in English" helped the author better understand lexical analysis concepts from their course. The text clearly defined different types of multi-word items and emphasized the links between words rather than treating them as isolated units. It helped the author not only identify various multi-word items but also learn better ways to teach them, which is important as a future English teacher. The text is also highly relevant to the course objectives by characterizing word formation processes and analyzing words, as well as categorizing multi-word items and identifying types such as phrasal verbs, compounds, and idioms.
Teaching vocabulary to advanced students
This document discusses effective strategies for teaching vocabulary to advanced students. It emphasizes relating new words to personal experiences to aid retention. Students can learn a meaningful number of words in a single lesson if the teacher understands how memory works. Regular practice is important for expanding vocabulary over time. Strategies like creating mental images or sounds to represent concepts, and using new words in context, can help internalize word meanings and improve fluency. The document provides valuable guidance for both current and future language teachers.
1st unit reflection
The document summarizes a unit in a language course that introduced the course, differentiated between language acquisition and learning, and studied the implications of L1 and L2. The theories of Cook, Krashen, and Freeman & Freeman were analyzed and compared through assigned works. The student found the unit useful for learning relevant language teaching theories and enjoyed writing the paper, seeing it as an opportunity to correct mistakes, which they try to reflect with their own students.
Reflection sociolinguistic patterns
This document discusses how the text "Sociolinguistic Patterns" is relevant to understanding language change. It explains that sociolinguistics examines how social factors like class, gender, and age influence language use. The text contributes to an analysis course by demonstrating how language varies based on these sociolinguistic patterns. It also aids future teachers by providing guidance on English variations related to context. In conclusion, the text helps students, especially future teachers, comprehend how and why a language changes depending on its social uses.
Unit 4 Reflection
Teaching vocabulary is important as it is present in the four language skills and impacts the process of learning a second language. Teachers must be aware of different vocabulary learning methods and choose what works best for their students. One effective approach is using words in authentic contexts so students can easily internalize meanings. Teachers also need to consider not just isolated words but also collocations, idioms, and phrases, and present vocabulary in context to help students retain meanings rather than forgetting easily. Vocabulary must be treated as essential, along with grammar and pronunciation, so students understand the meaning of what they produce.
grammar translation method
The grammar translation method is a language teaching approach that uses translation and grammar study as the primary activities. It originated in the late 19th century for teaching Latin and Greek, and was later used to help students read foreign literature by having them translate passages. Key techniques include having students translate literary passages between the target and native languages to demonstrate understanding. While easy for teachers and less stressful for students, it is disadvantageous because students do not learn to comprehend, create meaning, speak, or interact in the new language.
Comparative Essay: Teaching Writing
This document compares three authors' perspectives on teaching writing: Brown (2001), Nunan (1999), and Ur (1996). Brown focused on issues like process vs product and contrastive rhetoric. Nunan discussed process and product approaches and compared written and spoken language. Ur emphasized differences between written and spoken language and gave advice on evaluation and feedback. While the authors agreed on some aspects of teaching writing, they each brought a unique focus, with Brown emphasizing writing form, Nunan comparing modalities, and Ur advising on assessment.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
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Grammar translation method vs direct method along with the objectives aims, advantages,disadvantages ,origin and failure
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This document summarizes the Grammar Translation Method (GTM) of teaching foreign languages. GTM is the oldest method, introduced to India and Pakistan by the British. It involves translating English texts word-for-word into the students' native language. The teacher reads sentences aloud and translates individual words and phrases. Students practice translating and memorizing vocabulary. While GTM is easy and time-efficient, it focuses only on grammar rules and reading rather than speaking skills, and discourages creative expression in the target language. The document provides suggestions for supplementing GTM with more immersive language practice.
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This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with understanding.
Class 05 chihade- secondary - pass
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
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The document discusses the importance of learning English as a second language. It notes that there are many language centers that offer different programs for doing so, and that students have varying expectations when deciding to learn English, such as improving their academic development and career opportunities. It emphasizes that to truly learn English as a second language, it must be used regularly in all contexts, with proper pronunciation and intonation. Students must fully understand grammar lessons and take interest in reading and writing as well. The ideal age range for learning a second language is between 3 and 12 years old, as understanding at this stage is higher, and it is best to first learn the native language of one's environment before adding other languages. Overall, learning another language provides
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This lesson plan is for an English class at a secondary school in Argentina. The lesson will focus on the topic of changes and trends in the workplace. During the 60 minute class, students will improve their reading, writing, listening and speaking skills through various activities. They will finish reading a text from the previous lesson, define new vocabulary, complete sentences using words from the text, and write a summary of the text using topic vocabulary. Students will also discuss their future plans after secondary school and their ideal jobs. The teacher will use a communicative approach and integrate the four language skills to engage students and check their understanding.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
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Reflective essay
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Reflection essay 1
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The reaction paper was Gary Torres' first assignment and required summarizing three authors' theories on first and second language acquisition. Writing the paper helped Torres develop skills in reading critically, analyzing information, and synthesizing what was understood. As someone acquiring a new language to eventually teach, Torres believes this assignment improved his writing and speaking abilities. The paper also exposed Torres to important concepts as a future teacher, such as how a second language is acquired, that will help him teach and understand learners' difficulties.
My autobiography
This autobiographical narrative discusses the author's experience learning and teaching English in Morocco. As a student, the author was motivated by inspirational English teachers but found that classes focused too much on grammar accuracy over communication skills. As a teacher, the author initially followed the same grammar-focused approach but realized it did not improve students' English proficiency. The author also evaluates "The Teacher's Grammar of English" course book, finding the content rich but the exercises not adequately focused on developing communicative skills for Moroccan learners. The conclusion is that while grammar knowledge is useful, the primary goal of language learning should be communication and fluency rather than grammatical accuracy and terminology.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
Autobiography as foreign language writer
Tshen Tashi was born in 1982 in Bhutan and learned English as a foreign language throughout his education. He struggled with writing skills in school and felt he was only an average writer. As a teacher now, he wants to improve his own writing and help his students develop stronger skills. Some factors that hindered his development include a lack of support outside the classroom, inexperienced teachers, and not having time to practice writing. However, he believes with extra effort managing time and learning from successful writers, foreign language writers can improve. His goal is to help his students and find alternatives to develop their skills so they do not regret their writing education.
Comments on Teaching Approach TESOL
Michael Nusbaum is interested in teaching English due to his passion for learning foreign languages like Chinese. He learned Chinese through extensive self-study and testing into advanced classes. He wants to create a bilingual environment for his son to learn both English and Chinese. As a teacher, he plans to create individualized learning plans tailored to each student's needs. He believes language instruction should focus more on practical communication skills than just grammar and vocabulary.
Writing when english is not my first language viola gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
Teaching_Writing.pdf
This document discusses approaches to teaching writing and provides guidance on writing competence. It outlines the controlled approach, process approach, and genre approach to teaching writing. It emphasizes that writing is a complex recursive process involving skills like paraphrasing, word choice, structure, and developing arguments. The document also differentiates between novice and experienced writers' thinking processes. It provides strategies to enhance second language writing competence, such as focusing on purpose and audience rather than just accuracy.
TeachingPhilosophy
Qinglan Wang aims to create an accessible and interactive first-year composition course that accommodates different learning styles. As a multilingual writer herself, she understands the challenges of learning English as an additional language and wants to help students overcome feelings of insecurity. She believes all students, regardless of language background, can improve their skills with practice and sees failure as an important part of learning. Her curriculum incorporates visual, auditory, and kinesthetic activities to engage students and challenges them to consider different perspectives on course material. Her goal is to foster an environment where students are comfortable sharing ideas through intellectual discourse.
3. geniouz chapter i
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
Proposal
This document describes an action research project that aims to find effective ways to provide constructive feedback on ESL students' written assignments. The researcher plans to study various feedback methods and examine how to motivate students to write and revise their work based on feedback. The literature review discusses different feedback approaches and writing competencies expected of ESL students. The methodology section will outline how the researcher will collect and analyze data from students at three elementary schools to evaluate different feedback techniques.
Teaching purpose project-1
This document discusses the author's experience and approach to teaching English. It provides background on how the author became an English teacher after promising a high school teacher he would work on his English skills. It describes the author's current role teaching English for various careers and techniques used, which include a communicative approach, role playing, and addressing student shyness. Examples are given of two students who missed out on job opportunities due to a lack of English proficiency.
3rd unit reflection
The student found writing a comparative essay on reading with a classmate to be very challenging, as they had never done this type of writing before and found it difficult to agree on opinions and produce the text jointly. However, the student acknowledges it was a good opportunity to apply what was learned in other courses, such as communicative competence. The student also learned from the viewpoints of Brown and Harmer that an ESL teacher needs to consider students' experience and prior knowledge when developing lessons, and provide suitable, meaningful texts to motivate students and help them understand what they are reading. Overall, the student found this unit helpful because receptive skills like reading are an important first step in language acquisition, and teachers must put effort into developing these
LLP Reflection
The author reflects on how completing a language learner profile was useful for understanding second language acquisition. The profile helped the author recognize common mistakes made and factors influencing the language learning process, such as media exposure. It also highlighted the strong influence of a learner's first language when acquiring a second. Teachers should be aware of these influences and design lessons that engage learners and prevent errors stemming from over-reliance on the first language.
Alternative Assessment Directed Creative Writing For Intermediate Level Stud...
This document discusses an alternative assessment technique of directed creative writing for intermediate Spanish language students. The technique aims to address difficulties students have engaging in writing in a foreign language. It involves developing discussion skills to facilitate the transition from speaking to writing. The technique consists of exercises to review grammar, peer and group revision, and coding of discourse structure and errors. Students are told they will write a short story together. Basic story elements are explained and students brainstorm ideas. Their resulting compositions have fewer errors and students respond positively to the exercise.
Hurst, jeannine teaching writing in pre service teacher education focus ...
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS. Dr. William Allan Kritsonis, Professor of Educational Leadership, The University of Texas of the Permian Basin.
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Comparative Essay Reflection
- 1. Comparative Essay’s Reflection In this third essay a classmate and I were assigned to focus on the writing skill and we had to compare and contrast ideas from two authors, Cook and Brown. This essay helped me to notice how vital it is to teach all the language skills together because they work as one at the moment of acquiring a second language and each one of them is highly dependent on the others. For instance, writing depends highly on speaking rather than in another mode of language. Furthermore, during my major I have realized that acquiring writing skills is essential when you want to communicate in a formal way using the second language. Moreover, what seems interesting is that I have been applying knowledge from previous assignments in my current writings, such as academic vocabulary and technical language. This fact shows that my previous knowledge and skills of English that I have been developing work together when I need to produce language. As a future English teacher, I consider important not to focus in specific elements of language. Instead, this essay made me notice that students need to learn both formal and informal ways of communicating, when written communication is considerably more formal than spoken. In addition to this, I must mention that I have always believed that the way teachers provide feedback to their students is essential, either highlighting the positive things or making learners repeat so they realize their own mistakes and correct themselves. Teachers have to find the best strategies to facilitate the process of improving skills as a whole in our students. Gary Torres