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Using Accelerated Learning Approach in teaching English; teaching foreign elementary students how to write good grammatical sentences - Essay Example

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Language learning can be cumbersome to most; both to the adults who have been acquainted with their native language and to the youth who are in their early stage of learning language. As a result, “foreign language instructors cope with the problems of learner’s anxiety in…
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Using Accelerated Learning Approach in teaching English; teaching foreign elementary students how to write good grammatical sentences
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Download file to see previous pages The accelerated learning techniques include “relaxation and concentration techniques (such as those originally part of Suggestopedia)” that “can greatly alleviate stress and fatigue and improve student’s confidence, concentration and memorization capabilities” (Bancroft, 1995).
Bancroft identified the techniques that are found to be effective; relaxation and visualization exercises, TPR strategies, choral chanting and role-playing for regular language classes and listening to relaxation tapes, specially prepared vocabulary tape for home study. All these exercises involves preliminary trainings such as “physical and mental exercises, breathing exercises, outer and inner concentration (or visualization) exercises, the Sophrology memory training system and as adaptation of the original session in Suggestopedia” (Bancroft, 1995).
The author believes that it is the student’s concentration which is in dire need of attention. With this realization, the yogic memory training elements should be incorporated into the language class whenever possible. This will be most effective is done together with elements of communication-based or language-acquisition approaches.
Baenan, Yaman and Lindblad conducted study, “The Accelerated Learning Program (ALP) 2000-01: Student Participation and Effectiveness” to study the outcome of Accelerated Learning Approach in the teaching of reading and Math in Wake County Public School. The program was separately administered to grades 3-8 to K-12. For grades 3-8, the program was administered so that “95% of the WCPSS students will score at or above grade level” in reading and Mathematics (Nancy Baenan, 2002). On the other hand, “the high school program was designed to support students at risk of not meeting graduation requirements” (Nancy Baenan, 2002).
The study employed both quantitative and qualitative analyses although bulk of the study is descriptive in nature. The study used ...Download file to see next pagesRead More
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