Student Use Of The Mother Tongue In The
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This document summarizes a study on student use of native language in task-based language classrooms in Hong Kong. Interviews with teachers and teacher educators revealed several key findings: 1) Classroom interaction in English was limited, both during whole-class instruction and group work, with students often relying on their native language. 2) While informants acknowledged the inevitable role of native language use, they expressed concern that overuse could hinder English practice and limit monitoring of language use. 3) Strategies used to encourage English use included language monitors, incentives, and recording group discussions, but with mixed success. 4) Task design and implementation are important factors in limiting native language use, such
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The purposes of this research were: 1) to study and compare the English speaking ability before and after learning through Jigsaw and Problem Solving Tasks of undergraduate students at Kalasin University, and 2) to study the students’ attitudes towards teaching English speaking using Jigsaw and Problem Solving Tasks. The sample consisted of 23first-year undergraduate students at Kalasin University, Kalasin Province, in the second semester of the academic year 2019. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English speaking ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, or 24 hours for all. The mean, percentage, standard deviation and t-test for Dependent Samples were used for data analysis. The findings of this research were as follows: 1) The students’ pretest and posttest English speaking ability scores were 25.04 % and 83.19% respectively. The students’ posttest score was found significantly higher than that of the pretest at the .01 level. 2) The students’ attitude towards teaching English speaking using Jigsaw Task was at a very good level.
English research proposal
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
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Phase 2 lesson plan template paths to success in english language teaching.
Phase 2 lesson plan template paths to success in english language teaching.
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Using Jigsaw Strategy for Teaching Reading to Teenager Learners in Vietnam
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in Vietnam
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Lesson 9 citing benefits and beneficiaries of research study
Lesson 9 citing benefits and beneficiaries of research study
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking Ability
Using Jigsaw and Problem-SolvingTasks to Enhance English Speaking Ability
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Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
THE COMMUNICATIVE APPROACHES
The main point of the document is to describe different language teaching methods including Communicative Language Teaching (CLT), Cooperative Language Learning (CLL), Competency-Based Language Teaching (CBLT), Genre-Based Approach (GBA), Task Based Language Teaching (TBLT), and Content-Based Instruction (CBI). It provides details on the key principles and implementation of each method. The document aims to inform readers on various approaches to teaching language with a focus on interaction, tasks, competencies, genres, and using content as the vehicle for language learning.
Enhancing College Students’ Speaking Under the Context of Multimodality
Enhancing College Students’ Speaking Under the Context of MultimodalityEnglish Literature and Language Review ELLR
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.Teachers & Course Design.pptx
This document discusses different approaches to designing language courses, specifically the conflict between prioritizing methodology versus syllabus. It describes several methodology-first approaches like Terrell's Natural Approach and Immersion Teaching that focus on communication over linguistic content. However, it also argues the importance of considering both methodology and defining goals/objectives. An optimal approach synthesizes the two by first specifying syllabus goals and then selecting methodologies to achieve them. The document also discusses constraints in syllabus design and proposes solutions like proportional and segmented models that blend different orientations over a course.
Teaching speaking skill through group work activity
This study examined the use of group work activities to teach speaking skills to 33 Form 2 students in SMK Damai Jaya, Malaysia. Data was collected through student questionnaires, teacher interviews, and classroom observations of group activities. The findings showed that students had positive attitudes towards group work and participated more actively in their groups. There was also an improvement in students' individual speaking performance on assessments. Therefore, carefully planned group work activities can be an effective technique for teaching speaking skills.
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This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----
This proposal outlines a classroom action research study to improve 9th grade students' ability to perform short monologues in procedure text form through the demonstration learning method. The study will take place over two cycles at SMP Negeri 1 Sumobito, involving observation of lessons, reflection on outcomes, and analysis of data on student comprehension, sequencing ability, and final products. The goal is to develop an effective, efficient, and enjoyable teaching strategy to actively engage students and improve their English communication skills.
The teachers perceptions
The document summarizes a study on teachers' perceptions and practices regarding Communicative Language Teaching (CLT) at a junior high school in Batam, Indonesia. The study found that while teachers understood CLT principles, their classroom practices did not fully align due to factors like large class sizes, an exam-focused system, and lack of time. Specifically, teachers saw value in CLT's focus on communication over accuracy and student-centered approach. However, their ability to implement these principles was limited by classroom realities. The mismatch between perceptions and practices showed CLT was not being properly implemented due to constraints in the educational system and classroom environment.
Abstract
This document summarizes a study that examined the problems students face speaking English in an English Conversation class and the strategies they use to overcome these problems. The study found that students had difficulties speaking English due to a lack of support, motivation, and peer pressure. Their problems included worrying about others' responses and using their native language instead of English. To cope, students employed strategies like avoiding communication, paraphrasing, and seeking help. The most common strategies were switching to their native language and seeking help from others. The researcher suggests students adopt these strategies and teachers help minimize speaking problems and introduce new strategies.
Soha Sadiq D/O Sadiq Khan
Enhancing The Conceptual Understanding In Teaching English Through Reciprocal Teaching Method At Primary Level by Soha Sadiq D/O Sadiq Khan
Bab 1 Elon English
1. The document discusses a study that aims to increase students' achievement in writing recount texts through the use of cooperative learning with the STAD technique at SMP Negeri 9 Kotabumi.
2. Issues identified include low student enthusiasm, conventional teaching methods, low student achievement in writing recount texts.
3. The study will focus on implementing cooperative learning STAD technique to increase the writing recount text scores of eighth grade students at the school.
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...
The document summarizes a classroom action research project that aimed to improve students' English speaking skills through using information gap activities. Over three cycles, the researcher implemented information gap techniques in their lessons, observed students, administered tests and questionnaires. They found that using these activities was effective, as seen by rising test scores after each cycle and positive student feedback. Students' speaking abilities and engagement improved as they had to discuss topics where their partner had different information.
Promoting students' English speaking skills through teamwork.docx
Promoting students' English speaking skills through teamwork.docxViết Thuê Đề Tài Trọn Gói Zalo: 0973287149
Promoting students' English speaking skills through teamwork
The research method carried out includes content related to the students' classroom actions to collect practical evidence on the effectiveness of the Group Work Method learning method using activities such as group presentations, individual student interviews, and teachers directly interacting with students through questionnaires. Madjid (2020) concluded that Group Work Method has an important role in improving students' academic achievement and communication ability. Group Work Method improves students' motivation to learn English better by motivating them to participate more in real communication activities; as well as developing confidence and bonding among students in a class.
However, one barrier that has not been fully appreciated is the role of lecturers in the development orientation process; In addition, the study sample was quite small and included only one class. This study proved the usefulness of the Group Work Method in promoting students' speaking skills to some extent. This method works well because it forces students to think critically and use the knowledge through their linguistic thinking abilities. This article will provide relevant data for my research on the research process.
Workshop_3
The document discusses ways to assess students' learning and prepare language teachers. Regarding assessment, it notes how English testing has changed over 30 years from a focus on skills to integrating content. It argues Chile has not sufficiently updated English assessment and that teachers need to consider productive skills and new technologies. Regarding teacher preparation, it supports the constructivist theory's emphasis on teachers as reflective practitioners. It endorses collaboration among teachers and self-reflection to improve methods and argues teacher training and development have most influenced changes in language teaching.
Learner- Centered Approaches
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...lamluanvan.net Viết thuê luận văn
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Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
advantages and disadvantages methode.docx
This document summarizes and compares several language teaching methods:
Direct Method (DM), Audiolingualism, Presentation-Practice-Production (PPP), Communicative Language Teaching (CLT), Communicative Language Learning (CLL), Task-Based Learning (TBL).
For each method, both advantages and disadvantages are outlined. Some key advantages included making learning interesting, developing speaking skills, participation, and meaningfulness. Some disadvantages were a focus on accuracy over fluency, teacher-centeredness, neglecting reading/writing, and lack of individualization. Overall, the document provides a balanced overview of the strengths and limitations of these major approaches to teaching language.
Teaching approaches (ttt) & (ppp)
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
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Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...
Enhancing College Students’ Speaking Under the Context of Multimodality
Enhancing College Students’ Speaking Under the Context of Multimodality
Teaching speaking skill through group work activity
Teaching speaking skill through group work activity
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...
Promoting students' English speaking skills through teamwork.docx
Promoting students' English speaking skills through teamwork.docx
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Final 5 betty
The document discusses a study that investigated Taiwanese college students' experiences learning English from native English-speaking teachers (NETs) in Taiwan. It provides background on cultural differences between Taiwanese and Western approaches to education. The study aimed to understand differences between students' expectations and experiences regarding teaching content/approach, and how students adjusted. It used questionnaires with 617 students and found significant differences between expectations/preferences and experiences, though not for one teaching approach item. Open-ended responses revealed how students adapted culturally and linguistically to their NETs' classes.
Final 5 betty
This document discusses a study that investigated the differences between Taiwanese EFL students' expectations and experiences with their native English-speaking teachers. Specifically, it examines differences in teaching content and approach, and how students adjusted to their classes. The study found significant differences between students' expectations and experiences in both content and teaching approach. However, no difference was found for how teachers carried out the syllabus. Students adjusted through cultural understanding, communication strategies, and language learning methods. The native English teachers were found to positively influence students' learning attitudes and strategies.
Final 5 betty
The document discusses a study that investigated the differences between Taiwanese EFL students' expectations and experiences regarding their native English-speaking teachers' teaching content and approach in English speaking courses. It provides background on cultural influences on learning and teaching styles. The study aimed to examine differences in expectations vs experiences of teaching content and preferences vs experiences of teaching approach, and how students adjusted. A questionnaire was administered to 617 students to collect data, which was analyzed using statistical tests. Significant differences were found between expectations/experiences and preferences/experiences, except for how teachers carried out the syllabus.
Betty presentation i version2
1) The document summarizes a study examining how cultural factors like self-construal, self-criticism, and identity consistency mediate reported social anxiety between Eastern and Western cultures.
2) The study surveyed 254 Korean individuals and 251 Euro-Canadian individuals on measures of social anxiety, self-construal, self-criticism, and identity consistency.
3) The results found that cultural views of independence/interdependence, levels of self-criticism, and identity consistency accounted for differences in reported social anxiety between the ethnic groups.
1230 Presentation Ppt Betty
The document summarizes a study on cross-cultural encounters between Taiwanese EFL students and their native English-speaking teachers. It outlines the purpose of studying differences in expectations, teaching methods, and students' worries. The methodology section describes administering questionnaires to 600 students across six colleges to analyze differences and adjustments from the students' perspectives. Suggestions for teachers are also discussed.
1 Bettys Ppt On1008
This study examined the relationships between grade level, perceptual learning styles, and language learning strategies among Taiwanese EFL students in grades 7 to 9. The results showed statistically significant relationships between grade level and kinesthetic, tactile, and individual learning style preferences. Grade level was also related to the use of memory, cognitive, metacognitive, affective and social learning strategies. Additionally, visual learning style preference had significant relationships with memory, cognitive, metacognitive, affective and social strategies.
Bettys Ppt On1008
This document summarizes a study that examined the relationships between grade level, perceptual learning styles, and language learning strategies among Taiwanese EFL students in grades 7 through 9. The study found statistically significant relationships between grade level and certain learning styles and strategies. It also found relationships between visual learning style preferences and the use of different language learning strategies.
Penn State7
This document summarizes a case study on the academic cultural differences between Taiwanese graduate students and American teachers at Penn State University. It discusses the expectations of learning and teaching between the two cultures, and the perceived differences. It also examines the problems Taiwanese students encountered, such as difficulties with writing papers, blending into American culture, and participating in class. The study used interviews of 8 Taiwanese graduate students to understand these issues and how the students adjusted to the cultural differences between the education systems in Taiwan and the United States.
Betty S P P T On 30 March
This study compared the learning styles and approaches of pre-service teachers from the US and China. It found that Chinese teachers were more intrinsically motivated, while American teachers were more likely to use surface learning strategies. It also found that both groups favored a kinesthetic learning style, but American students had a minor preference for visual learning while Chinese students were strongly visual learners. The study used questionnaires to assess perceptual learning styles and study processes.
Cultural Connection Project Presentation2 2
The Cultural Connection Project aimed to promote multiculturalism among elementary school students through drama education. It involved three phases: group discussions, a student performance portraying cultural conflicts, and drama workshops where students created scenarios examining cultural diversity. Questionnaires administered before, during, and after the project found that it effectively improved students' comfort talking with and accepting others from different cultures and their belief that they could make a difference promoting equality. The drama education approach provided an experiential way for students to explore multicultural topics.
Group Presentation Ii
This study examined Slovenian teachers' perceptions of cooperative learning and team culture. The researchers aimed to highlight the importance of collaboration for teachers' professional development. They found that elementary school teachers valued group learning more than grammar school teachers. Additionally, teachers with less experience, termed "novices", rated group learning most highly compared to groups with different durations of experience. The researchers concluded that fostering a collaborative culture through systematic support can help teachers establish balanced strategies.
Group Presentation I
This document summarizes a study on how the structural position of sounds affects their acquisition by English learners of Spanish. It tested if learners rely on distributional information when acquiring sounds. The study found that learners were most successful with sounds that have overlapping distributions in English and Spanish, and least successful with sounds only in Spanish. This suggests learners do use distribution to learn sounds and confirms the importance of comparing sound systems between languages.
Cultural Barriersof Language Teaching
The document summarizes a case study on cultural barriers in English language teaching in Jordan. It found that certain classroom cultural activities can negatively impact learning, such as issues around gender interaction, differences between students' Arab culture and professors' Western culture, and taboo topics. The study concluded that imported English teaching theories may not work in other cultures and that more research is needed on teaching English in culturally appropriate ways.
Writtng Demo
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Madame%20 Bovary Part[1]
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Betty Final Proposal3
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