MOTIVATION IN LEARNING A FOREIGN LANGUAGE BY 1st LT ERDİNÇ KURU AIR FORCE LANGUAGE SCHOOL 2010 Table of Contents page What is Motivation? …………………………………………….3 Motivation Factors in Language Learning…………………........3 General Strategies of Motivating Students……………………...4 Incorporating Instructional Behaviors that Motivate Students….4 Structuring the Course to Motivate Students……………………5 Motivating Students by Responding to
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faasapk@ku.ac.th Doi: 10.5901/mjss.2012.03.01.55 Abstract Currently‚ computer assisted language learning (CALL) is widely accepted to be a tool which can be used to facilitate the language learning process‚ particularly English language teaching (ELT). The use of CALL has provided a powerful medium for language learning from both teaching and learning perspectives. However‚ the integration of CALL programs in language instruction requires a certain level of sensitivity and understanding of how to
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CMC in ELT: Theories and Practices1 Dian Toar Y. G. Sumakul Abstract The internet has changed the way people communicate. Particularly after the introduction of Web 2.0 technology‚ which triggered the emergence of various Social Networking Sites (SNSs)‚ the rate of online interactions has increased. Now‚ people write more in the internet. This online writing is known as CMC‚ or Computer-Mediated Communication. Harnad (1991) labels CMC as th the 4 revolution in human communication‚ after language
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THE INTERFERENCE OF MOTHER TONGUE IN STUDENTS’ LANGUAGE LEARNING A PAPER Submitted as a Partial Fulfilment in Seminar on language Teaching Lecture: Dr. Hermayawati‚ M.Pd By: Titis Wisnu Wijaya 07004114 B CLASS ENGLISH EDUCATION STUDY PROGRAM THE FACULTY OF TEACHER TRAINING AND EDUCATION AHMAD DAHLAN UNIVERSITY YOGYAKARTA 2010 INTRODUCTION English which is an international language is used for communication in many countries around the world especially in the globalization
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Case study 2: Teacher A is teaching a class of about 45 students. They are between 16 and 18 years old‚ lively and active. Some can sing very well; and some are very good at drawing. However‚ their English language proficiency is not very good; so they are afraid of English lessons‚ especially “discuss and present” activity. Teacher A wants to make the language learning tasks more enjoyable and motivating. She also wants to lower affective barriers in class by including artistic areas such as music
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Intonation in ELT In order to attain total mastery of English language‚ ESL students should undoubtedly be taught the intonation of English. Without learning this suprasegmental feature‚ English learners‚ regardless of their level of English proficiency‚ would be at risk of causing serious communication breakdown with native speakers. Recent studies show that there has been a growing awareness of the importance of teaching intonation in ESL classes by integrating it into the main ELT curriculum.
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JORNADAS ELT La lectura en voz alta en la clase de lecto-comprensión: herramientas y pistas para el mejoramiento de la pronunciación. Resumen La experiencia revela que la enseñanza-aprendizaje del idioma extranjero‚ en nuestro caso el inglés‚ en el ciclo polimodal se focaliza en la lectura comprensiva de textos cuya especificidad varía según la orientación elegida por cada alumno. La lecto-comprensión podría ser entonces una instancia provechosa para incorporar herramientas y estrategias altamente
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Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5‚ No.4‚ 2013 www.iiste.org The Relationship between Culture and ELT: The Representation of Aesthetic Sense Culture in “Oxford Progressive English” Mumtaz Ahmed*1‚ Sayed Kazim Shah2 1. 2. Government Postgraduate College of Science‚ Samanabad‚ Faisalabad‚ Pakistan Department of English Linguistics‚ Government College University‚ Faisalabad‚ Pakistan * E-mail of the corresponding author: webmumtaz@gmail.com Abstract
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The direct method of teaching‚ sometimes called the natural method. Not limited to but often used in teaching foreign languages‚ the method refrains from using the learners’ native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are: • teaching concepts and vocabulary through pantomiming‚ real-life objects and other visual materials • teaching grammar by using an inductive approach (i.e. having learners
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Assertiveness in ELT: A Review of Literature Nur’ain Balqis Binti Haladin Faculty of Education Universiti Teknologi Malaysia nurainbalqis@utm.my Noor Aireen Binti Ibrahim Language Academy Universiti Teknologi Malaysia naireen@utm.my According to Sigler‚ Burnett and Child (2008)‚ in 1940s research on assertiveness started to gain the scholarly interest. In its early popularity‚ assertiveness was mainly focused on the differences in assertiveness based on gender and race of the communicator
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