Student-Centered Activities for Teaching Vocabulary
Applied Foreign Languages
English Methodology
Student-Centered Activities for Teaching Vocabulary Student: Emilija Georgievska Academic Supervisor: Senior Lecturer Iskra Stamenkoska, MA
December, 2012 Skopje
Table of contents
Introduction………………………………………………………………………………….3
Useful Student-Centered Vocabulary Strategies and Activities………………......................4
Applying the Suggested Strategies and Activities at Upper-Intermediate English Class.......9
Conclusion…………………………………………………………………………………...13
References……………………………………………………………………………………14
Introduction
The student-centered approach in teaching has become very popular during 1970s-1980s. According to Sandra J. Savignon, the impact of learner-centeredness in language teaching was evident with the development of communicative approaches which shifted the attention of the teaching-learning processes from language form to language function, or to language use in accordance with the needs of learners. This approach was so revolutionary mainly because it changed the focus in the classroom, by making students more active participants in the learning process and by changing the role a typical teacher would usually have. As a trend in contemporary English language teaching pedagogies it focused on developing learners’ communicative competence and on promoting learning strategies and learner autonomy in language classrooms. The abundant research and analysis of this method has resulted in a variety of techniques and principles that are widely used in each stage of education, for different types of curricula. Some of the most beneficial contributions of the learner centered instruction are the creation of a classroom atmosphere where the teacher acts as a facilitator rather than an instructor and the students are encouraged to work in pairs, groups and as a whole class. As a matter of fact, we have all witnessed pair work and group work in
English Methodology
Student-Centered Activities for Teaching Vocabulary Student: Emilija Georgievska Academic Supervisor: Senior Lecturer Iskra Stamenkoska, MA
December, 2012 Skopje
Table of contents
Introduction………………………………………………………………………………….3
Useful Student-Centered Vocabulary Strategies and Activities………………......................4
Applying the Suggested Strategies and Activities at Upper-Intermediate English Class.......9
Conclusion…………………………………………………………………………………...13
References……………………………………………………………………………………14
Introduction
The student-centered approach in teaching has become very popular during 1970s-1980s. According to Sandra J. Savignon, the impact of learner-centeredness in language teaching was evident with the development of communicative approaches which shifted the attention of the teaching-learning processes from language form to language function, or to language use in accordance with the needs of learners. This approach was so revolutionary mainly because it changed the focus in the classroom, by making students more active participants in the learning process and by changing the role a typical teacher would usually have. As a trend in contemporary English language teaching pedagogies it focused on developing learners’ communicative competence and on promoting learning strategies and learner autonomy in language classrooms. The abundant research and analysis of this method has resulted in a variety of techniques and principles that are widely used in each stage of education, for different types of curricula. Some of the most beneficial contributions of the learner centered instruction are the creation of a classroom atmosphere where the teacher acts as a facilitator rather than an instructor and the students are encouraged to work in pairs, groups and as a whole class. As a matter of fact, we have all witnessed pair work and group work in
References: Cviková, Jana – Juráňová, Jana. Pink and Blue World. Gender Stereotypes and Their Consequences . Aspekt and Citizen and Democracy. 1stedition (2003) Graham, Rogers Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension Strategies into Your Content Area Teaching. New York: Scholastic, 204-206. (2003) Savignon, S [ 1 ]. Communicative Competence : Theory and Classroom Practice by Sandra J. Savignon (1997, Paperback, Revised) [ 2 ]