De Dinokrokusmethode

1996 ◽  
Vol 54 ◽  
pp. 117-125
Author(s):  
Noelle Uilenburg ◽  
Frans X. Plooij
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
First Language ◽  
Effect Study ◽  
Second Language Teaching ◽  
Set Up ◽  
Acquisition Processes ◽  
Language Teaching Methods

In this article the 'Dinocroc method', the rationale behind the method and the principles on which the method has been constructed are described in some detail and a clear picture is given of how the method is used in the classroom. With this method a real effort is made to integrate natural first language acquisition processes into a second language teaching method. An explanation is given of the research set-up concerning the effect study of the 'Dinocroc method' when compared to more regular second language teaching methods. At this stage of the research it is not yet possible to provide the reader with the conclusions of this study, only a very general and cautious remark can be made about the effects of the method.

scholarly journals Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

2020 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Level System ◽  
Teaching System ◽  
Chinese Characteristics ◽  
Multi Level ◽  
Language Teaching Methods

<p>Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.</p>

scholarly journals Research on the Role of Situational Teaching in Second Language Teaching

2019 ◽  
Vol 3 (2) ◽  
pp. 59
Author(s):  
Lijuan Gao
Keyword(s):  
Second Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Skills ◽  
Colleges And Universities ◽  
Language Ability ◽  
Second Language Teaching ◽  
The Times ◽  
Different Levels

<p>With the development of society and the progress of the times, it is very important for people to master a second language. Nowadays, the development of our country is becoming more and more international. Under such an environment, the application of second language is becoming more and more popular. At present, various colleges and universities have listed second language as a compulsory course, mainly to attract students' attention. In the process of second language teaching, in order to effectively enhance students' language skills and promote the teaching results of second language, the author believes that language teaching and situational teaching should be fully combined to effectively enhance students' second language ability. On this basis, the application of situational teaching method in second language teaching is discussed and analyzed in details from different levels.</p>

EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY

2020 ◽  
Vol 7 (2) ◽  
pp. 283-293
Author(s):  
Yuliar Masna ◽  
Syarifah Dahliana ◽  
Nurul Aulia Martaputri
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Course Material ◽  
Teaching Learning ◽  
Language Teaching Methods ◽  
English Subject

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

scholarly journals Grammar-Translation: What Is It—Really—For Students?

2020 ◽  
Vol 21 (42) ◽  
pp. 92-94
Author(s):  
Lance Piantaggini
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Historical Significance ◽  
Teachers And Students ◽  
Language Teaching Methods

This article began as a blog post with the title ‘Grammar-Translation: Not Really A Method…’ (Piantaggini, 2020). Of course, that choice of title was intended to hook the reader rather than actually make such a claim. Without a doubt, Grammar-translation (GT) is a language teaching method recognised for its historical significance (Musumeci, 1997), its role amongst other emerging language teaching methods (Shrum & Glisan, 2005), as well as its shortcomings (Richards & Rodgers, 2014). This article investigates the method, and its effect on teachers and students.

Tweede-Taalonderwijs Op Maat

1988 ◽  
Vol 31 ◽  
pp. 103-115
Author(s):  
Liza van den Bosch
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Educational Measurement ◽  
Language Test ◽  
Test Results ◽  
Teaching Materials ◽  
Second Language Teaching ◽  
Educational Activities ◽  
Set Up

The Institute for Educational Measurement (Cito) and Tilburg University have developed an instructional device for second language teaching to adults. It consists of: - a diagnostic language test - a set of teaching materials The diagnostic language test is based on a psycholinguistic model for language proficiency in which several linguistic levels are distinguished (Levelt & Kempen, 1976): phonological level, lexical level, morphological level, syntactic level and text level. The diagnostic language test consists of eleven subtests with which lexical, morphological, syntactic and textual skills can be examined. If test results show lack of proficiency, the additional set of teaching materials can be used in various ways to set up educational activities.

Effects of a format-based second language teaching method in kindergarten

2001 ◽  
Vol 22 (1) ◽  
pp. 1-33 ◽  
Author(s):  
NOËLLE UILENBURG ◽  
FRANS X. PLOOIJ ◽  
KEES DE GLOPPER ◽  
RESI DAMHUIS
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Repeated Measures ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Second Language Teaching ◽  
Quasi Experimental

This article concerns second language teaching with a format-based method. The following article in this issue concerns foreign language teaching using the same approach. In the present study, the differences between a format-based teaching approach and a standard approach used as treatments in a quasi-experimental, nonequivalent control group design are described in detail. The hypothesis tested is whether the effects of a format-based teaching method and a standard second language teaching method differ after two years for children at the age of 6. Results of MANOVA analysis for repeated measures show that the groups are quite comparable on the dependent variables, with some small differences in development between the two groups. Univariate results reveal that these differences favor children in the experimental group for sound articulation and favor children in the control group for sound discrimination. The results of the present article and those of the following article are discussed in light of broader issues concerning the differences between second language and foreign language teaching.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

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