Exposicion final meto (1)
•Download as PPTX, PDF•
1 like•387 views
This document discusses factors that affect pronunciation learning for English language learners. It identifies several linguistic, individual, and instructional factors. Linguistic factors include differences between a learner's native language and English, such as differences in phonemes, stress, and articulation of sounds. Individual factors include age of learning, amount of exposure/immersion in an English-speaking environment, phonetic ability, attitude, motivation, and classroom atmosphere. Instructional factors include prior instruction, teachers' experience and materials, focus of curriculum, class size, and methodology used. The document provides examples and research supporting the influence of these various factors on pronunciation acquisition.
Report
Share
Report
Share
Recommended
Factors that affect pronunciation
The document discusses several factors that affect pronunciation learning in a new language. These factors include linguistic variables like differences in phonemes, rhythm, and intonation between the first and new language. Age is also a factor, as younger learners typically have better perception of new sounds. Motivation, attitude, identity, prior instruction, classroom atmosphere, teaching methodology, phonetic ability, and exposure to the new language environment can also impact how well someone learns pronunciation in a new language. The teacher should consider these various learner and instructional factors that influence pronunciation acquisition.
SPECIFIC STRATEGIES TO LISTEN AND SPEAK
This document provides strategies for teaching listening and speaking skills in elementary grades. It discusses the importance of both skills for communicating, learning, and meeting educational standards. Specific strategies outlined include previewing vocabulary before lessons to develop active listening and spelling skills. Another strategy is predictive brainstorming, where students are given a topic and questions to rely on prior knowledge and discuss as a class, incorporating both listening and speaking. Overall, the document stresses that listening and speaking are foundations of literacy and content learning, and explicit instruction in communication skills is important.
Pronunciation teaching and theories (1)
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
Communication disorders
Communication disorders encompass a wide variety of language, speech, and hearing struggles that can affect students in the classroom. These disorders may be caused by genetic factors, events during pregnancy or birth, or conditions like autism. There are three main categories of communication disorders: speech, language, and hearing disorders. Teachers can create an inclusive classroom for students with communication disorders by showing patience, allowing extra time, encouraging speech practice, and using visual aids and assistive technology. Strategies like clear instruction, modeling correct pronunciation, and giving students opportunities to practice skills can help modify speech problems over time.
Teaching Pronunciation
This document provides an overview and summary of a project that developed three frameworks for teaching pronunciation to adult English language learners. The project involved teachers piloting pronunciation activities with three learner groups: beginners, more advanced learners, and learners in workplace contexts. Through workshops and meetings, the teachers enhanced their expertise in effectively teaching pronunciation. They contributed to refining the frameworks, which are presented in this handbook. The handbook is intended to help other teachers integrate pronunciation teaching into their lessons in a communicative way suitable for different learner levels and contexts.
THE TEACHER`S ROLE
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
Berger Ls 7e Ch 9
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
Listening
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Recommended
Factors that affect pronunciation
The document discusses several factors that affect pronunciation learning in a new language. These factors include linguistic variables like differences in phonemes, rhythm, and intonation between the first and new language. Age is also a factor, as younger learners typically have better perception of new sounds. Motivation, attitude, identity, prior instruction, classroom atmosphere, teaching methodology, phonetic ability, and exposure to the new language environment can also impact how well someone learns pronunciation in a new language. The teacher should consider these various learner and instructional factors that influence pronunciation acquisition.
SPECIFIC STRATEGIES TO LISTEN AND SPEAK
This document provides strategies for teaching listening and speaking skills in elementary grades. It discusses the importance of both skills for communicating, learning, and meeting educational standards. Specific strategies outlined include previewing vocabulary before lessons to develop active listening and spelling skills. Another strategy is predictive brainstorming, where students are given a topic and questions to rely on prior knowledge and discuss as a class, incorporating both listening and speaking. Overall, the document stresses that listening and speaking are foundations of literacy and content learning, and explicit instruction in communication skills is important.
Pronunciation teaching and theories (1)
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
Communication disorders
Communication disorders encompass a wide variety of language, speech, and hearing struggles that can affect students in the classroom. These disorders may be caused by genetic factors, events during pregnancy or birth, or conditions like autism. There are three main categories of communication disorders: speech, language, and hearing disorders. Teachers can create an inclusive classroom for students with communication disorders by showing patience, allowing extra time, encouraging speech practice, and using visual aids and assistive technology. Strategies like clear instruction, modeling correct pronunciation, and giving students opportunities to practice skills can help modify speech problems over time.
Teaching Pronunciation
This document provides an overview and summary of a project that developed three frameworks for teaching pronunciation to adult English language learners. The project involved teachers piloting pronunciation activities with three learner groups: beginners, more advanced learners, and learners in workplace contexts. Through workshops and meetings, the teachers enhanced their expertise in effectively teaching pronunciation. They contributed to refining the frameworks, which are presented in this handbook. The handbook is intended to help other teachers integrate pronunciation teaching into their lessons in a communicative way suitable for different learner levels and contexts.
THE TEACHER`S ROLE
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
Berger Ls 7e Ch 9
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
Listening
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Tkt Unit 13
This document discusses learner characteristics that influence how students learn a new language. It identifies differences between learners in terms of motivation, personality, language level, and learning style. Learning styles are described as visual, auditory, kinesthetic, group-oriented, individual, reflective, or impulsive. The document also discusses learning strategies, maturity levels of children, teenagers and adults, and the impact of past language learning experiences. Teachers should be aware of learner characteristics but cannot meet the needs of every student individually.
English as a second language
This document discusses some of the challenges facing English language learners (ELL) in U.S. schools. ELL students must learn academic content while also developing English language skills. They often have lower standardized test scores, which can result in being placed in lower-level classes that may not accurately reflect their abilities. As a result, ELL students also have higher dropout rates from high school than native English speakers. Earning the necessary English credits to be accepted into college can also be difficult for ELL students if they enroll in the U.S. school system later. ESL programs aim to help ELL students adjust to their new environment and form friendships with other non-native English speakers.
Tkt – unit 11
Errors are a natural part of language learning and occur when learners attempt to produce language structures beyond their current abilities. There are several types of errors, including those due to interference from the learner's first language, developmental errors from overgeneralizing rules, and slips from lack of concentration. Learners' developing language system is called an "interlanguage" which is not fixed but progresses as they incorporate corrections and new structures. While errors indicate areas for improvement, teachers must determine when and how to provide feedback, as immediate correction may not be helpful and allowing mistakes in fluency activities can build confidence.
Teaching pronunciation
The document discusses two general approaches to teaching pronunciation: the intuitive-imitative approach which uses listening and imitation, and the analytic-linguistic approach which uses phonetic descriptions and aids. It also discusses strategies for teaching pronunciation communicatively, focusing on rhythm, stress, and intonation. Factors like learners' backgrounds and attitudes also influence pronunciation learning. Effective strategies include listening and imitating, minimal pair drills, and recording learners to improve intelligible communication rather than native-like accuracy. New directions emphasize using authentic materials and a balance of accuracy and fluency activities.
Oral language
This document discusses oral language and its importance. It defines oral language as having 5 key components: phonology, syntax, morphology, pragmatics, and vocabulary. Developing strong oral language skills is the foundation for literacy and academic success as it allows children to become better readers, communicators, and improves their confidence and well-being. The document also notes that oral language impacts all areas of a child's life and that reduced oral language competence can lead to mental health issues. Finally, it mentions that there are principles for creating a high-quality language environment at home but does not list them.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Powerpoint tefl persentation
Children may have some advantages over adults in second language acquisition for several reasons. Children have fewer demands on their attention, less complex language tasks, and are more open to new experiences. They also learned the language during the critical period. However, adults need language for a broader range of settings and may experience higher emotions. Motivation, learning strategies, personality, and the social situation can also impact an individual's success in second language learning. Both children and adults are influenced by factors like their community context, motivation, and aptitude.
Differences between l1 & l2 learning
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
Presentation 2 special education language disorders
This document discusses characteristics of speech and language disorders. It defines speech as the ability to express thoughts through sounds and language as a set of shared rules for meaningful expression. Speech disorders can involve problems producing sounds or voice issues, while language disorders affect understanding and use of words. Causes may include hearing loss, neurological issues, brain injury, or unknown reasons. The document provides details on types of speech and language disorders and strategies teachers can use to support students with these impairments.
Teaching young learners
This document discusses key issues in teaching young learners including classroom management, special needs of students, dyslexia, attention deficit disorder, multiple intelligences, tutoring, use of technology, and importance of professional support. It provides strategies for managing behavior, meeting needs of students with dyslexia or ADHD, incorporating multiple intelligences, creating effective tutoring lessons, using technology safely, and joining professional organizations. Professional support organizations can help teachers stay informed on educational developments.
Expressive language disorder
An expressive language disorder is a type of language disorder where an individual understands language better than they are able to communicate or express themselves verbally. Children with this disorder may understand instructions or stories but have difficulty describing events, naming objects, or having conversations. Delays can range from mild issues with complex expression to more severe delays seen in early language milestones. Treatment involves speech therapy to improve expressive language skills.
English as Second Language (ESP)
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Teaching English as a second language... presentation
The document discusses the topic of teaching English as a second language to students in Panama. It provides background on the history of English as a second language education, beginning in the 15th century with the British Empire. It also outlines some traditional teaching methods and discusses the importance of English in Panama today. The document focuses on teachers of English as a second language in Panama and provides an overview of techniques for teaching various language skills like grammar, vocabulary, conversation, listening, writing and pronunciation. It concludes that there are effective techniques teachers can apply to improve students' English skills and emphasizes the importance of English for professional success in Panama.
Kkbi pronunciation
Primary school students in Malaysia have difficulties with English pronunciation due to differences between the English and Malay sound systems. Incorporating songs into English pronunciation teaching can help overcome students' problems by providing repetition of sounds and words, motivating students through fun activities, and building confidence. Songs allow students to learn pronunciation naturally while integrating language skills and engaging multiple learning styles. This helps students improve their English pronunciation in a low-anxiety environment.
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
Presentation based on tefl method
The document discusses the presentation phase of the TEFL (Teaching English as a Foreign Language) method known as PPP (Presentation, Practice, Production). It explains that the presentation phase introduces new language to students and provides examples of how to gain their attention, ensure they perceive and understand the language, and retain the information in their short-term memory. Key aspects of an effective presentation discussed include using visuals and gestures, speaking slowly, checking for comprehension, and limiting teacher talk time. The document also provides examples of how to check comprehension without directly asking students if they understand.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
ESL Methodology
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Using ELLS's native language
This document discusses strategies for incorporating English language learners' native languages into the classroom. It describes allowing students to discuss topics in their native language before whole-class discussions to build vocabulary and schema. Other strategies include native language study buddies, dialog journals between teachers and students in the student's language, coding texts with native language notes, using cognates between English and the student's language, creating word walls with both English and the native language, and concluding that using a student's native language benefits their English acquisition and cultural understanding.
Direct and indirect speech (1)
This document provides information about direct and indirect speech, including:
- The theory of direct and indirect speech, how statements, questions, and requests are transformed.
- Examples of direct speech being changed to indirect speech by changing pronouns, verb tenses, place/time expressions.
- Exercises for the reader to practice changing direct speech to indirect speech.
- Additional information on exceptions to the rules and sources to learn more about direct and indirect speech online.
More Related Content
What's hot
Tkt Unit 13
This document discusses learner characteristics that influence how students learn a new language. It identifies differences between learners in terms of motivation, personality, language level, and learning style. Learning styles are described as visual, auditory, kinesthetic, group-oriented, individual, reflective, or impulsive. The document also discusses learning strategies, maturity levels of children, teenagers and adults, and the impact of past language learning experiences. Teachers should be aware of learner characteristics but cannot meet the needs of every student individually.
English as a second language
This document discusses some of the challenges facing English language learners (ELL) in U.S. schools. ELL students must learn academic content while also developing English language skills. They often have lower standardized test scores, which can result in being placed in lower-level classes that may not accurately reflect their abilities. As a result, ELL students also have higher dropout rates from high school than native English speakers. Earning the necessary English credits to be accepted into college can also be difficult for ELL students if they enroll in the U.S. school system later. ESL programs aim to help ELL students adjust to their new environment and form friendships with other non-native English speakers.
Tkt – unit 11
Errors are a natural part of language learning and occur when learners attempt to produce language structures beyond their current abilities. There are several types of errors, including those due to interference from the learner's first language, developmental errors from overgeneralizing rules, and slips from lack of concentration. Learners' developing language system is called an "interlanguage" which is not fixed but progresses as they incorporate corrections and new structures. While errors indicate areas for improvement, teachers must determine when and how to provide feedback, as immediate correction may not be helpful and allowing mistakes in fluency activities can build confidence.
Teaching pronunciation
The document discusses two general approaches to teaching pronunciation: the intuitive-imitative approach which uses listening and imitation, and the analytic-linguistic approach which uses phonetic descriptions and aids. It also discusses strategies for teaching pronunciation communicatively, focusing on rhythm, stress, and intonation. Factors like learners' backgrounds and attitudes also influence pronunciation learning. Effective strategies include listening and imitating, minimal pair drills, and recording learners to improve intelligible communication rather than native-like accuracy. New directions emphasize using authentic materials and a balance of accuracy and fluency activities.
Oral language
This document discusses oral language and its importance. It defines oral language as having 5 key components: phonology, syntax, morphology, pragmatics, and vocabulary. Developing strong oral language skills is the foundation for literacy and academic success as it allows children to become better readers, communicators, and improves their confidence and well-being. The document also notes that oral language impacts all areas of a child's life and that reduced oral language competence can lead to mental health issues. Finally, it mentions that there are principles for creating a high-quality language environment at home but does not list them.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Powerpoint tefl persentation
Children may have some advantages over adults in second language acquisition for several reasons. Children have fewer demands on their attention, less complex language tasks, and are more open to new experiences. They also learned the language during the critical period. However, adults need language for a broader range of settings and may experience higher emotions. Motivation, learning strategies, personality, and the social situation can also impact an individual's success in second language learning. Both children and adults are influenced by factors like their community context, motivation, and aptitude.
Differences between l1 & l2 learning
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
Presentation 2 special education language disorders
This document discusses characteristics of speech and language disorders. It defines speech as the ability to express thoughts through sounds and language as a set of shared rules for meaningful expression. Speech disorders can involve problems producing sounds or voice issues, while language disorders affect understanding and use of words. Causes may include hearing loss, neurological issues, brain injury, or unknown reasons. The document provides details on types of speech and language disorders and strategies teachers can use to support students with these impairments.
Teaching young learners
This document discusses key issues in teaching young learners including classroom management, special needs of students, dyslexia, attention deficit disorder, multiple intelligences, tutoring, use of technology, and importance of professional support. It provides strategies for managing behavior, meeting needs of students with dyslexia or ADHD, incorporating multiple intelligences, creating effective tutoring lessons, using technology safely, and joining professional organizations. Professional support organizations can help teachers stay informed on educational developments.
Expressive language disorder
An expressive language disorder is a type of language disorder where an individual understands language better than they are able to communicate or express themselves verbally. Children with this disorder may understand instructions or stories but have difficulty describing events, naming objects, or having conversations. Delays can range from mild issues with complex expression to more severe delays seen in early language milestones. Treatment involves speech therapy to improve expressive language skills.
English as Second Language (ESP)
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Teaching English as a second language... presentation
The document discusses the topic of teaching English as a second language to students in Panama. It provides background on the history of English as a second language education, beginning in the 15th century with the British Empire. It also outlines some traditional teaching methods and discusses the importance of English in Panama today. The document focuses on teachers of English as a second language in Panama and provides an overview of techniques for teaching various language skills like grammar, vocabulary, conversation, listening, writing and pronunciation. It concludes that there are effective techniques teachers can apply to improve students' English skills and emphasizes the importance of English for professional success in Panama.
Kkbi pronunciation
Primary school students in Malaysia have difficulties with English pronunciation due to differences between the English and Malay sound systems. Incorporating songs into English pronunciation teaching can help overcome students' problems by providing repetition of sounds and words, motivating students through fun activities, and building confidence. Songs allow students to learn pronunciation naturally while integrating language skills and engaging multiple learning styles. This helps students improve their English pronunciation in a low-anxiety environment.
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
Presentation based on tefl method
The document discusses the presentation phase of the TEFL (Teaching English as a Foreign Language) method known as PPP (Presentation, Practice, Production). It explains that the presentation phase introduces new language to students and provides examples of how to gain their attention, ensure they perceive and understand the language, and retain the information in their short-term memory. Key aspects of an effective presentation discussed include using visuals and gestures, speaking slowly, checking for comprehension, and limiting teacher talk time. The document also provides examples of how to check comprehension without directly asking students if they understand.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
ESL Methodology
This document discusses key concepts and principles for teaching English as a foreign language. It lists reference books on language teaching methodology and summarizes research findings on second language acquisition. Some key points made are that adults can acquire a second language, but more often fossilize, and that meaningful context is paramount for language learning. It also discusses advantages children have in learning a foreign language and qualities of good language learners and teachers. Finally, it contrasts several important concepts in language teaching, such as deductive vs inductive learning, performance vs competence, acquisition vs learning, and others.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
What's hot (20)
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Presentation 2 special education language disorders
Presentation 2 special education language disorders
Teaching English as a second language... presentation
Teaching English as a second language... presentation
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOM
Viewers also liked
Using ELLS's native language
This document discusses strategies for incorporating English language learners' native languages into the classroom. It describes allowing students to discuss topics in their native language before whole-class discussions to build vocabulary and schema. Other strategies include native language study buddies, dialog journals between teachers and students in the student's language, coding texts with native language notes, using cognates between English and the student's language, creating word walls with both English and the native language, and concluding that using a student's native language benefits their English acquisition and cultural understanding.
Direct and indirect speech (1)
This document provides information about direct and indirect speech, including:
- The theory of direct and indirect speech, how statements, questions, and requests are transformed.
- Examples of direct speech being changed to indirect speech by changing pronouns, verb tenses, place/time expressions.
- Exercises for the reader to practice changing direct speech to indirect speech.
- Additional information on exceptions to the rules and sources to learn more about direct and indirect speech online.
Direct reported speech (tugas ibu defie) by widiya 4 sa02
The document discusses the differences between direct and indirect (reported) speech. It provides examples of how to report what someone said in both direct and indirect ways. Direct speech uses quotation marks to indicate someone's exact words, while indirect speech puts the ideas into sentences without quotation marks. When changing direct speech to indirect, verb tenses and pronouns often need to be altered depending on whether the speech is in the past or present.
Direct and Indirect speech
The document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken. Indirect speech does not use quotation marks and usually involves changing the tense and pronouns when reporting what someone said. Some key changes when going from direct to indirect speech include changing the tense, time, and place references. Questions, orders, requests, suggestions, and reported speech about intentions are also discussed.
Second Language Accent And Pronunciation Teaching A Research Based Approach
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Pronunciation problems of non native speakers of english
This document discusses pronunciation problems faced by non-native English speakers and ways to overcome them. It defines non-native speakers as those whose first language is not English. It identifies some common pronunciation issues speakers of Arabic, Cantonese, French, Hindi, and Spanish may encounter. These include confusing similar sounds like /p/ and /b/ in Arabic or /θ/ and /d/ in Malaysian English. Factors causing problems are a lack of confidence, vocabulary, and focus on pronunciation in teaching. Ways to improve include practicing pronunciation, listening to English extensively, and using audio materials and qualified phonology teachers.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Teaching english pronunciation
The document discusses teaching English pronunciation to second language learners. It addresses why pronunciation is important, including intelligibility, serving communicative needs, increasing confidence, and developing speech awareness. It also provides examples of common pronunciation mistakes made by Greek Cypriot learners and recommends addressing specific sounds, stress, rhythm, intonation, minimal pairs, and providing practice activities and resources. A variety of YouTube videos and websites with pronunciation lessons and exercises are listed.
Factors affecting speaking skills
This document discusses speaking skills and how to improve them. It identifies several challenges with speaking a second language, including lack of subject matter knowledge, poor listening skills, limited vocabulary, anxiety, and domination by strong speakers in class. It provides tips for teachers, such as assigning students to present current events, displaying learning materials on bulletin boards, building rapport with students, and boosting confidence of weaker students. Regular practice, using dictionaries, socializing, and qualified teachers are also recommended for improving speaking abilities. Overall, the document emphasizes the importance of speaking skills and provides strategies for learners and teachers to enhance oral communication skills.
Problems faced by Non-Native English Speakers
Non-native English speakers face several challenges with pronunciation, accent, grammar, and fluency. [1] They may incorrectly learn pronunciation by transferring rules from their native language. [2] They speak with a strong accent that influences English words. [3] The grammar of English is different from other languages and can be misunderstood. [4] Lack of confidence and fluency makes speaking difficult. To overcome these, non-native speakers should [1] learn pronunciation from native speakers, [2] speak slowly to be understood, [3] ask native speakers for grammar help, and [4] practice frequently with tapes or native speakers.
Factors affecting english speaking skills
The document discusses factors that affect English speaking skills. It identifies 6 key factors: 1) listening comprehension, emphasizing the importance of listening without subtitles and practicing paraphrasing; 2) grammatical accuracy, with examples of common mistakes; 3) pronunciation, noting English is not phonetic and providing tips; 4) accent neutralization through studying vowel/consonant sounds; 5) vocabulary, explaining commonly misused words; and 6) providing answers appropriate to the questions asked. The document stresses the importance of mastering these various factors to be considered a good English speaker.
Viewers also liked (14)
Direct reported speech (tugas ibu defie) by widiya 4 sa02
Direct reported speech (tugas ibu defie) by widiya 4 sa02
Second Language Accent And Pronunciation Teaching A Research Based Approach
Second Language Accent And Pronunciation Teaching A Research Based Approach
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Pronunciation problems of non native speakers of english
Pronunciation problems of non native speakers of english
Similar to Exposicion final meto (1)
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.Edited version for hyejeoung kim's part
Students who feel included, safe, and able to collaborate are more willing to speak out and listen to others. Representing different cultures and allowing each student's voice to be heard encourages participation. Pronunciation is an important part of language learning but often overlooked; teachers need training in phonetics and strategies for teaching pronunciation. Approaches like comparing sounds to students' native languages and communicative tasks help students practice problematic sounds. Slang, idioms, and colloquialisms are common in informal English but difficult for ESL students; keeping a vocabulary log can help students understand contexts of use.
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Students are more willing to speak out when they feel included and safe in their learning environment. Teachers should represent all cultures and encourage collaboration to create a positive environment where each student's voice can be heard. Pronunciation is an important part of language learning but often overlooked; teachers need training to effectively teach pronunciation through approaches that start with suprasegmentals then segmentals. Slang, idioms, and colloquialisms are commonly used in everyday English but difficult for ESL students; keeping a vocabulary log can help students understand contextual meanings.
Special considerations for teaching listening and speaking
EESL 542D Section 70
Group #3
Hyejeoung KIM
Jeanne Sinclair KRAUSE
Jonathan Andrew KUNZ
Carmela Crystal LEMON
Proyecto final andres de jesus
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
Language acquisition
This document discusses theories of language acquisition and factors that influence second language acquisition. It describes Skinner's behaviorist theory that language develops through environmental influence. It also describes Universal Grammar theory, which posits that children innately know how to combine words based on universal grammatical rules. Children first acquire irregular forms of words as chunks before segmenting them into morphemes. The document also lists internal factors like age, personality, motivation, prior experiences, cognitive abilities, and native language, as well as external factors like curriculum, instruction, culture/status, motivation, and access to native speakers that influence second language acquisition.
Teaching Dossier FINAL FINAL
This document is Leah Guzman's teaching dossier for university teaching positions in Mexico City. It outlines her teaching philosophy and experience. Her philosophy focuses on facilitating learning as a journey of discovery rather than instruction. She believes in using communicative and task-based teaching methods to create an environment where students can practice meaningful communication. Guzman discusses her responsibilities teaching introductory Spanish courses and business English in Korea, reflecting on improving student participation and comfort with making mistakes.
Tesol presentation
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
Language Learner Profile: Learning Strategies
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
11.how to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
THE TEACHER`S ROLE
1. The document discusses the teacher's role in helping students improve their pronunciation of English. It emphasizes providing feedback, building awareness of pronunciation, and establishing priorities to focus on the areas that most impact intelligibility.
2. It recommends techniques like using the International Phonetic Alphabet, minimal pairs, contrastive analysis between the first language and English, and regular practice of sounds through activities like tongue twisters and reading aloud.
3. The goal of pronunciation teaching is to move students from conscious to automatic performance of sounds and to focus on intelligibility rather than perfection. Teachers should use student models and varied techniques tailored to individual needs.
TEYL/EYL STKIP Siliwangi 2017
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
teaching methods
This document discusses different teaching methods for foreign languages. It defines a teaching method as having an orientation based on a learning theory, objectives, tasks, and roles. Several orientations are described, such as grammar-based and communicative. Four common teaching methods - Grammar Translation, Direct, Audio-Lingual, and Communicative - are then outlined in detail, comparing their characteristics, focuses, advantages, and disadvantages. The document provides an overview of the philosophies and practices of different approaches to teaching foreign languages.
Learner language ppt
This document discusses various aspects of language acquisition for second language learners. It covers developmental sequences in areas like negation and questions, with students progressing through multiple stages. It also addresses the influence of a learner's first language on their acquisition of a second language through concepts like avoidance and interference. Finally, it examines key components of communicative competence, including vocabulary, pragmatics, and phonology, providing examples of how learners develop skills in each of these areas.
How can EFL Pronunciation be Taught
Pronunciation is a crucial aspect of Language Teaching. Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.
This document details some important aspects of teaching Pronunciation to EFL learners
Language and Language Learning by AYLİN AYDIN, Uludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
Pronunciation
1) Teaching pronunciation is important for communication but many teachers avoid it or believe it cannot be taught effectively.
2) Pronunciation is best taught starting with individual phonemes and having students practice distinguishing pairs of similar sounds before moving to words and sentences.
3) Three major barriers to good pronunciation are anxiety, learned helplessness, and issues with cultural identity, but teachers can address these through structured practice, positive feedback, and activities that emphasize acceptable variation in accents.
The importance of pronunciation
This document discusses the importance of teaching pronunciation early in the language learning process. It argues that if pronunciation is not emphasized from the beginning, learners will develop fossilized pronunciation errors based on their native language sounds. The document presents an anecdote of a learner who struggled to be understood despite having good grammar and vocabulary because of their poor pronunciation. It also notes that English spelling can interfere with pronunciation and mislead learners. Overall, the document concludes that pronunciation is a fundamental part of oral ability and that learners need intensive exposure to good models early on to develop intelligible pronunciation.
Similar to Exposicion final meto (1) (20)
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Special considerations for teaching listening and speaking Module 2 Group 3 R...
Special considerations for teaching listening and speaking
Special considerations for teaching listening and speaking
Language and Language Learning by AYLİN AYDIN, Uludag University
Language and Language Learning by AYLİN AYDIN, Uludag University
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
Recently uploaded
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Recently uploaded (20)
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Exposicion final meto (1)
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO ESCUELA DE IDIOMAS TOPIC: FACTORS THAT AFFECT PRONUNCIATION LEARNING. SUBAJECT : METHODOLOGY I. NAMES: DAVID BUÑAY. MAYRA QUIROZ. JOJAIRA HERNANDEZ. GISELL LEMA. PATRICIA TOTOY. COURSE: FIFTH SEMESTER.
- 2. Pronunciation plays a very important role in communication for your students to communicate effectively, they must speak clearly and make themselves understood. Sometimes simply using the right vocabulary and structures is not enough. Now, why is it that some students do better at acquiring the proper pronunciation than others? Here are the factors that could possibly answer this question.
- 3. LINGUISTICS VARIABLES The difficulty depends on how different their native language is from English. For example, English is a stressed language; Spanish is a syllabic language; Chinese is a tonal language. Phonemes are different in each, as well as the way the mouth, teeth and tongue are used. Your students may have difficulty articulating some sounds because they simply do not exist in their native language, sounds like the “th”.
- 6. AMOUNT OF EXPOSURE • Living in the right enviroment can help to improve our pronunciation.
- 7. PHONETIC ABILITY That ESL students who live in English-speaking environment acquire better pronunciation faster because they are immersed in the language. But not all ESL students are immersed in an English-speaking environment. The degree to which they are exposed to English on a daily basis will determine how fast they’ll be able to improve their pronunciation http://www.youtube.com/watch?v=tnurLu_DbMM
- 8. ATTITUDE AND IDENTITY Research and studies consistently show that ESL students with a positive attitude towards learning English learn faster. By the same token, students who are genuinely open-minded and interested in improving their pronunciation often do improve it. It is truly amazing what the right attitude can do.
- 9. MOTIVATION AND CONCER FOR GOOD PRONUNCIATION • When were are motivated we learn better than those who show no interest.
- 10. CLASS ATMOSPHERE • Helping students relax and interact is one of the most important ascpects of clasroom management.
- 11. AMOUNT AND TYPE OF PRIOR INSTRUCTIONS • "In EFL settings, instruction may have taken the form of repetition drills led by a teacher whose own pronunciation differs from the target norm. Alternatively, in an ESL multi-skills class, pronunciation may not have been explicitly dealt with at all, and students may not have been fully aware of their pronunciation problems."
- 12. INSTITUTIONAL VARIABLES The pronunciation on the student will depend on the teacher and the materials used for training them. Institutional variables (teachers' instructional and educational experiences, focus of curriculum, availability of pronunciation materials, class size, availability of equipment).
- 13. METHODOLOGICAL VARIABLES • As a rule teachers should focus on suprasegmental and segmental features keeping in mind that the mind objective is to communicate clearly.