English is a world language spoken by a great number of non-native speakers, the majority of whom learn to speak and communicate in the language in the classroom. Many factors contribute to learning in the language cl...English is a world language spoken by a great number of non-native speakers, the majority of whom learn to speak and communicate in the language in the classroom. Many factors contribute to learning in the language classroom but the key to success lies in the teacher and students’motivation and the use of motivational teaching strategies that maintain motivation and facilitate the process. This article focuses on the contributing factors and how they can be exploited to make learning a language a positive and successful experience: learner styles; methodology and the teacher’s role in meeting learners’needs to help them become confident and autonomous language users outside the classroom. Using language effectively and appropriately requires the development of three competences:展开更多
Writing can be a real problem for students. We tend to think of writing as free writing, but there is so much more to it. It should provide an effective extension to the spoken word. We will look at ways of recognisin...Writing can be a real problem for students. We tend to think of writing as free writing, but there is so much more to it. It should provide an effective extension to the spoken word. We will look at ways of recognising what’s involved and what the problems are in meeting learner needs. Writing is not just putting words on paper. It is linked to all four skills. Pronunciation in the spoken word is not the same in English as the written version. This contributes to reading difficulties, already a challenge with its different script and new set of rules and form. Reading is complex, involving a recognition of vocabulary, how words interact with one another, understanding the meaning, structure and pronunciation from the context. Reading first is to become familiar with the written word and how it works and provides the models for writing.This will be a guided discovery activity as we work through experiencing again some of the aspects of what is involved in order to guide teachers to anticipating problems when teaching reading and writing. The aim is to demonstrate different methodologies with large groups to provide variety, change of pace and a balance between teacher input and student-centred activities that encourage learner autonomy.展开更多
文摘English is a world language spoken by a great number of non-native speakers, the majority of whom learn to speak and communicate in the language in the classroom. Many factors contribute to learning in the language classroom but the key to success lies in the teacher and students’motivation and the use of motivational teaching strategies that maintain motivation and facilitate the process. This article focuses on the contributing factors and how they can be exploited to make learning a language a positive and successful experience: learner styles; methodology and the teacher’s role in meeting learners’needs to help them become confident and autonomous language users outside the classroom. Using language effectively and appropriately requires the development of three competences:
文摘Writing can be a real problem for students. We tend to think of writing as free writing, but there is so much more to it. It should provide an effective extension to the spoken word. We will look at ways of recognising what’s involved and what the problems are in meeting learner needs. Writing is not just putting words on paper. It is linked to all four skills. Pronunciation in the spoken word is not the same in English as the written version. This contributes to reading difficulties, already a challenge with its different script and new set of rules and form. Reading is complex, involving a recognition of vocabulary, how words interact with one another, understanding the meaning, structure and pronunciation from the context. Reading first is to become familiar with the written word and how it works and provides the models for writing.This will be a guided discovery activity as we work through experiencing again some of the aspects of what is involved in order to guide teachers to anticipating problems when teaching reading and writing. The aim is to demonstrate different methodologies with large groups to provide variety, change of pace and a balance between teacher input and student-centred activities that encourage learner autonomy.
