scholarly journals FOREIGN LANGUAGE TEACHING METHODS FOR CHILDREN

2017 ◽  
Author(s):  
Susi Ekalestari
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Other ◽  
Modern Methods ◽  
Physical Response ◽  
Language Teaching Methods ◽  
Adequate Method

This article is concerned with an analysis of the methods of foreign language teaching covering traditional as well as modern methods. They are analyzed to find some appropriate methods of foreign language teaching for children. The findings are considerably judged in accordance with the characteristics of each method in their application. It is concluded that Total Physical Response by Asher is the most appropriate (adequate) method in teaching foreign language for children. The other methods will be best in use if they are combined in such a way as needed in any different situations of learning.

CONTEMPORARY FOREIGN LANGUAGE TEACHING METHODS AS A MEANS OF FORMATION OF COMMUNICATIVE COMPETENCES AT AN ENTREPRENEURIAL UNIVERSITY

2019 ◽  
pp. 48-55
Author(s):  
Alexandra Georgievna Kovaleva ◽  
Olga Vyacheslavovna Anchugova ◽  
Darya Pavlovna Zarifullina ◽  
Dilyara Ilshatovna Kurmanova ◽  
Marina Viktorovna Tkacheva
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Entrepreneurial University ◽  
Language Teaching Methods

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 Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 101-105
Author(s):  
Mariana Karapetyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Teaching Methods ◽  
Language Teaching And Learning

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

scholarly journals Improving Students’ Vocabulary Mastery through TPR Storytelling

2016 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Nuraeningsih Nuraeningsih ◽  
Rusiana Rusiana
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Second Graders ◽  
Foreign Language Teaching ◽  
Primary School Students ◽  
School Students ◽  
What Works ◽  
Meaningful Context ◽  
Physical Response ◽  
Language Teaching Methods

Teaching English for primary school students highly emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized. Actually, the aim of learning vocabulary is to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research was conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Second Graders of SD in Kudus, Centra Java, Indonesia, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The students’ responses on the use of TPRS are also positive. Therefore, teachers are expected to make use of other stories by considering vocabularies that meet with the syllabus and the students’ need with the support from the institution.

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