scholarly journals Implications of Interrelationship among Four Language Skills for High School English Teaching

2018 ◽  
Vol 9 (2) ◽  
pp. 418 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
High School ◽  
System Theory ◽  
High School Students ◽  
Whole Language ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
School Students ◽  
High School English ◽  
Simple Combination

Theoretically, four language skills of listening, speaking, reading and writing are interrelated and interactive in real communication. According to the system theory, the improvement of whole language ability can not be achieved by a simple combination of the four skills, but results from the interaction and coordination among the four skills. On the basis of some theories of physiology and psychology as well as principles of system theory, this paper analyzes the interrelationship among four language skills and finds that they have close and strong an impact upon one another. Then the paper inquires into the necessities and feasibility of improving overall English language skills of high school students by comprising four language skills in a more economic and effective way.

scholarly journals A Breath of Fresh Air into Iranian English Textbooks Evaluation of English Textbook “Vision2” for Iranian High School Students from Teachers’ Perspectives

2019 ◽  
Vol 1 (2) ◽  
pp. p89
Author(s):  
Boshra Mallahi ◽  
Shahram Afraz
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
School Students ◽  
High School English ◽  
Points Of View ◽  
English Textbooks ◽  
Teachers Perspectives ◽  
Iranian High School Students ◽  
11Th Grade

The Purpose of this study was to investigate the appropriateness of newly developed Iranian high school English textbook “Vision2” from teachers’ points of view. 25 male and female high school English teachers were randomly selected from Hormozgan province, Iran to participate in the study. The evaluation of textbook was conducted quantitatively through a 3-points Likert scale checklist which was proposed by Dr. Montasser Mohamed AbdelWahab (2013). The data was subjected to analysis through descriptive statistics. Findings indicated that although the book has some strong sides, teachers pointed to major weaknesses in textbook in terms of lack of glossary list, shortage of time to cover the stated objectives and a need to recycling the newly learned vocabularies in subsequent lessons. In the light of these findings, the researcher reported some recommendations to address the slight drawbacks of the English language textbook for 11th grade. The findings of the study would be useful for teachers and material developers.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

2016 ◽  
Vol 5 (4) ◽  
pp. 310
Author(s):  
Tülin Acar
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Listening Skills ◽  
School Students ◽  
Students Attitudes

<p>The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills were found to be high. A significant relationship at a linear low level was observed between the academic success of the students and their attitudes towards English language skills. In this study, the attitudes of high school students measured according to their gender concerning their reading, writing, speaking and listening skills, showed difference in favor of female students. Again, high school students’ attitudes towards writing, speaking and listening skills except for the attitudes towards reading skills do differentiate according to the type of school in which they receive education.</p>

scholarly journals Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2

2019 ◽  
Vol 12 (4) ◽  
pp. 96
Author(s):  
Waleed B. Al Abiky
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Roles ◽  
Gender Bias ◽  
Mixed Method ◽  
English Language ◽  
School Students ◽  
High School English ◽  
Female High School ◽  
English Textbooks

In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females&rsquo; pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.

Student and Teacher Attitudes Towards Junior High School English Language Speech Contests in Japan

2015 ◽  
Vol 4 (1) ◽  
pp. 26-38
Author(s):  
Philip Head
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Attitudes ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
High School English

English speech contests are popular in Japan for junior high school students. However, despite the popularity of these contests, there is little published research regarding student and teacher attitudes towards them, particularly at the junior high school level. In order to bring these views to light, a survey of student participants in local and prefectural speech contests in Japan, and their teachers, was conducted. In particular, the perceived benefits of speech contest participation, as well as student motivation and anxiety in relation to these contests were investigated.

scholarly journals Mind Mapping and Teaching Strategies of English language in High School under the Guidance of Key Competence

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yujuan Zhao
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Ability ◽  
English Language ◽  
School Students ◽  
Mind Mapping ◽  
High School English ◽  
English Reading ◽  
Reading Teaching ◽  
Current Stage

Under the key competence, high school English teachers shall strengthen the use of mind mappings when developing reading and teaching activities, thus making English reading, and teaching more intuitive and logical. In this way, high school students can be more interested in English, and more active and autonomous in improving their English reading ability. This article explores and analyzes the problems existing in high school English reading teaching at current stage, and puts forward an effective strategy for using mind mappings to develop high school English reading and teaching under the key competence, with the hope of facilitating the development of English reading and teaching in high school.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

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