Develop a range of instructional and assessment methods and test preparation methods.
However, ELT practitioners have put forward an array of opinions, arguments and concerns over the issue that which of the suggested methodologies works best in language teaching.
This is why a single methodology was not effective enough to quench the thirst of language learning of all the time and circumstances. Consequently, different theorists came up with different schools of thought which influenced the beliefs of language teaching of the given time and context.
Moreover, all the methods are best for their corresponding situations, as Prabhup. Starting from my own learning experience, learning English was merely a subject to pass in the examinations. Emphasizing the different skills and aspects of language, for example, reading meant the teacher rendering the English texts into our L1, and we used to enjoy the literary texts with near comprehension.
On the other hand, for writing skill, we were given a set of sentences in L1 and were asked to translate them in English and vice-versa.
Sometimes, a topic was given to write on but only a few of us would write, and answers were hardly checked. Furthermore, we were rarely given any chance for speaking or listening; the only opportunity was to listen to the teacher while reading the English texts for us.
A further aspect of our learning was being expected to memorize English lexicons, chosen from the reading texts, with their corresponding L1 meanings; in case of failure to learn those words, we were physically punished mostly with bamboo sticks.
As a result, this often drove us either to bunk the class or to avoid going to school. Another task was to learn grammatical rules, then recall them without a single word alteration. On the other hand, I was extrinsically motivated to learn English, meaning to pass English exams and avoid being punished.
Similarly, when I was in my school, I was also interested in reading English stories, and I always learnt a chunk of new language items from the texts, which helped me know some language items with their situational meanings.
This experience, as I recall, means that if the teacher had tried to teach language items from literary texts with contextual meanings, we would have better learned the meaning of those lexis or chunks.
I was not able to understand the lectures in English medium, nor was I able to express myself fluently in English. This, I assume was probably because of the absence of real exposure in English. As, the ultimate goal of learning English language, for the majority of students, is to communicate in English, I now believe that the language classroom should provide maximum opportunities for natural interaction in the target language, as well as authentic materials should be exposed to them.
If a teacher acts as a role model while reading some sort of texts, it provides exposure for listening; additionally, getting the students to discuss the text, or getting them to dramatize the story provides chance for speaking. Writing, on the other hand, can be developed through assigning them a topic around the text, doing correction, giving feedback and getting them to rewrite concurrently.
Reading skills could have been developed via the use of a range of comprehension questions, which would also have allowed the teacher to check our understanding of the text.
My learning experience indicates that learning the rules of grammar without applying them in real life situation results in no actual language learning. For instance, we knew the structure of the Simple Present Tense but were unable to express our daily present habits in English. Moreover, the way of vocabulary learning was another relevant issue for me in that we were given a set of English words with their translation in L1 that we were supposed to commit to memory even without knowing the use of those lexical items.
Surprisingly, when we tried to use the English word based on our L1 translation, we were pragmatically incorrect. When teaching new lexis, I now realize the importance of teaching not only the meaning but also the usage in context, amongst other factors such as connotations and pronunciation of those lexical words.
Students should, then, be provided with opportunities to practice the lexis in order to ensure they have understood. Rouse, quoted in Kelly,p.
Further with learning in my B.Educational psychology is the branch of psychology concerned with the scientific study of human torosgazete.com study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Gifted kids can be a joy to teach when you know how to identify what engages them. These 50 tips and tricks are great to have in your back pocket. Education - Teaching Methods Reflection. Implementing Effective Teaching Methods Essay - Constructivism Constructivism is defined by torosgazete.com () as a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us.
Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome.
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This article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are ‘effective’ in enhancing critical thinking is reviewed.