Extract of sample "Teaching Of English as a Second Language"
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To determine the stages of reading development, the researcher takes Joshua age 15 who is the 6th standard. Joshua is an immigrant to America. Joshua has difficulties in comprehending written words and his vocabulary is equivalent to a second grader. He is quite eager to learn when we first met him and this enthusiasm can be seen throughout the course. He does not understand most the words and he cannot express himself. He is an eager student and is quite determined to learn English. In his first session, the instructor accesses his English and she finds that his fluency in English is equal to the second-grade student. While assessing his language learning vocabulary progress, the instructor assesses Joshua’s power of vocabulary by observing him closely and monitors whether his use of technical vocabulary is good. This encourages Joshua to identify words that are connected in meaning. The influence of the primary language is always is very strong in Joshua. So when the instructor indicates a word in English, he tries to correlate its meaning in the primary language, the meaning is in one word. The teacher and the student refer dictionary often, to verify the similarities and differences among words in the various languages. The instructor also makes a list of words, to enrich his vocabulary. At first, Joshua struggle, but as it is quite difficult to nonnative English learners. In addition to assessing vocabulary, the instructor also uses traditional means such as multiple choice tests and matching items. While tracing the different strategies in learning vocabulary, the levels of difficulty also vary. Beginners can only observe things around them and name them, as they are known to them. Students in the second stage can describe verbally the meanings of the words in context, as they are more advanced in “target vocabulary.” The next stage is itch for advanced knowledge and finding related ideas to target vocabularies, using the choicest words.”
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In fact, this form of research is facilitated by effort aimed at exploring the process of classroom language acquisition (Archibald, 2000). Therefore, in elementary school the learning process of second language depends on the input offered by teachers and oral output of learners.
Each has his own preferences, his "hero", and his ideal model. No one wanted to accept the choice of his friend. For the language course it is an ideal situation. Everyone worked from the same pattern: the text with the presentation, description and justification of choice.
Secondly, the tutor must take pains to understand the students' background so that s/he is able to put together a course of study comprising oral, physical and participative activities. It is important to bear the time frame in mind while organizing the study course within which the course must be covered.
The main opposition is the argument how students can learn from one another Isn't it something like a blind leading the blind
Be that as it may, but is CL worth considering for an institution like the Riyadh Teachers' College Statistics are favorable for such an endeavor (G.M.
The term argumentation refers to the text under which newspaper editorials are classified. For the purpose of this study, argumentation is defined as a discourse that attempts to persuade and influence readers using connected series of conceptual relations, value, and significance with an objective of determining opposition or a claim.
I came to the United States as an international student. English is my second language. Writing an essay is always a difficult task for me. The way we write an essay here is totally different from the way did it in my country. For instance, in my home country, Vietnam, an essay never allows personal experience, examples, or testimony.
THE SKILLS COVERED WILL RANGE FROM LISTENING TO SPEAKING, AND FROM READING TO WRITING IN A NINETY-MINUTE SESSION.
The field of second language (L2) teaching is naturally full of challenges, not only for learners, who would have several language-acquisition difficulties not present in most L1 learners - eradicating accents, formulating English-sounding sentences, poverty of vocabulary - but also for the teacher, who must find ways and means to expose learners to a variety of real-life materials, contexts and challenges which will sufficiently enable learners to operate in those contexts, while transmitting and promoting correct usage and ease with the language (Allwright, 1990).
Metalinguistic awareness signifies the ability through which children develop their language during the infant stage. In this regard, Anderson, Rasmussen and Stromme (pp. 2-9) argued that children are developing their linguistic knowledge and languages from its surroundings. In this case, Gopnik and Meltzoff (p. 1523) claimed that most of the children develop their languages and knowledge from simple symbols of the surroundings.
The author states that it is commonly believed by economists and the common public that the London Stock Exchange is as near to a perfect market as there can be. The basis for this belief lies in the fact that the stock and share prices in the Exchange are extremely susceptible to the factors of supply and demand in the market.