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However, this experience of learning is made more significant and poignant when one is the teacher. This is claimed on the premise that in the context of being the teacher, one is no longer just responsible for the things that one learns for oneself but one becomes responsible for the things that one will share with the class, of how to share it with the class and of engaging the class in the process of learning. And all of these are geared towards the hope that in the end, the aims and goals of the discussion are attained. In acknowledging the multidimensionality of the responsibilities of the teacher plus the personal context and condition from where the teacher is coming from, creates the feeling of nervousness in the teacher. Now it is known. Teachers, too, feel nervous in class (Fives & Buehl, 2010). And addressing this feeling is of primordial importance since teacher anxiety or nervousness affects the learning process both for the teacher and the students (Kaufman, 2003; Fives & Buehl, 2010; Coates & Thoresen, 1976; Mintz, 2007). Being such, looking into this concern is vital if an authentic and holistic learning is to be attained.
In recognising the reality of teacher nervousness or anxiety and its effect in the learning process, this paper will be addressing the question: ‘how can teachers overcome nervousness or anxiety in the classroom?’
In order to address the question raised by this paper, the mixed method was utilised. A literature review regarding the subject matter and a qualitative interview were undertaken. For the literature review, the electronic databases Academic Source Complete, Jstor, ERIC, and Primary Research were searched using the combination of the following key terms: teacher anxiety, teacher nervousness, English as a second language, classroom environment, classroom management, learning and language. Articles written only in English and published in
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“Action Research Project (for Non-Experienced Teacher on English Essay”, n.d. https://studentshare.org/miscellaneous/1564479-action-research-project-for-non-experienced-teacher-on-english-language-teaching-elt-setting.
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.
For this particular discourse, the second language teaching issue identified focuses on the use of portfolio-based writing assessment, in contrast to the traditional assessment methods. The process and product of research on the topic “Portfolio Assessment Effect on ESL/EFL Writing” involves different stages, as identified below: 1.
Their prospects are uncertain and their future not too bright unless they learn English.
"This is the situation faced by millions of students in U.S. schools who do not speak English fluently. Their number has grown dramatically just in the past 15 years.
According to the paper language and literature have been defined differently and it is important to depict here the definitions in brief in order to understand the relationship of culture and language in the perspective of present need and importance of teaching culture in the second language. Culture is the totality of learned, socially transmitted behavior. It includes the ideas, values, and customs of groups of people.
An examination of my experience at Iwaki Koukou is contained (2.1), along with a prototypical daily English lesson within the school (2.2). The article then examines various research reports in the study of communicative competence theory (3.1) and applies their essential principals to modify the lesson plan previously discussed (3.2).
The learning needs of the large number of ESL students who are from language backgrounds other than English and who learn English as a second language has resulted in a number of studies, researches and surveys on teaching English as a second language.
English to realize the fundamental role of information and communication technology not only in the area of language teaching and learning but also in the global economy where the proficient use of English is fast assuming the indispensable engine of growth and development. It
Both reading and writing are directly related. It has become mandatory for learning institutions to engage their students to activities such as reading and writing. A good example of a read and write activity is summarization. This paper is going to
Thus, teachers use different ways to help the students and to influence their success in learning the English Language (Curtin, 2009). Thus, in this paper I will analyze the different strategies used by Mr. O’Malley and the action plan
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