scholarly journals WAYS OF MEMORY PROCESSES IMPROVEMENT DURING THE ENGLISH LANGUAGE CLASSES IN INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 12 (2) ◽  
pp. 38-44
Author(s):  
S. H. Каchmarchyk ◽  
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Memory Processes ◽  
New Words ◽  
English Classes ◽  
Language Classes ◽  
Entire Complex ◽  
The Individual ◽  
Language Teaching Methods ◽  
Modern Technologies

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

Ways of memory processes improvement during the english language classes in institutions of higher education

2020 ◽  
Vol 1 (100) ◽  
pp. 35-41
Author(s):  
S.H. Каchmarchyk ◽  
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Memory Processes ◽  
New Words ◽  
English Classes ◽  
Language Classes ◽  
Entire Complex ◽  
The Individual ◽  
Language Teaching Methods ◽  
Modern Technologies

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; nontraditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

A few words about the concepts of industrial and post-industrial societies

2020 ◽  
Vol 11 (2) ◽  
pp. 42-47
Author(s):  
T. V. Danylova ◽  
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Memory Processes ◽  
New Words ◽  
English Classes ◽  
Entire Complex ◽  
The Individual ◽  
Language Teaching Methods ◽  
Post Industrial ◽  
Industrial Societies

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals ANALYZING ENGLISH LANGUAGE TEACHING METHODS

2018 ◽  
pp. 102-109
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Abilities ◽  
English Classes ◽  
Teaching Learning ◽  
Language Teaching Methods

In the field of English Language Teaching there have been contentions and counter contentions about the role of various methods, approaches and techniques in learning the language. Throughout the hundreds of years, these strategies and methodologies have been fundamentally all through support in educational programs. Methodology is one of the significant components to actualize the objective of education in showing in teaching learning process especially in English classes. To give the data about wonderful strategies is the primary reason for this logical composition. Since English has been instructed till these days, in this manner, this paper is to improve the information of educational specialists particularly in technique for teaching English. The strategies are explained plainly as far as the standards are concerned. The standards are normal for showing learning process, nature of guidance, taking care of the students' sentiments and feelings, the job of local language of students, the language abilities that are accentuated, and the method for instructor's reaction to students' mistakes.

Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English

2020 ◽  
pp. 136216882091400
Author(s):  
Mirosław Pawlak ◽  
Mariusz Kruk ◽  
Joanna Zawodniak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Self Report ◽  
English Classes ◽  
English Class ◽  
Language Classes ◽  
Language Classrooms ◽  
Learner Differences ◽  
The Individual

Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. The study reported in this article sought to fill this gap by investigating the trajectories of boredom exhibited in a practical English class by 11 Polish university students majoring in English. The data were collected by means of a background questionnaire, the Boredom in Practical English Language Classes Questionnaire (BPELC), and an in-class boredom questionnaire, including a self-report boredom grid, an open-ended query and an evaluation of the class based on a semantic differential scale. It was found that general proneness to experience boredom in practical English classes translated into distinct patterns of boredom in the class in question. At the same time, it turned out that the individual trajectories in experiencing boredom often deviated from the general patterns, being shaped by unpredictable constellations of individual and contextual factors.

scholarly journals Storytelling as a Pedagogical Strategy to Teach English Language Vocabulary to Children

2021 ◽  
pp. 2-6
Author(s):  
Margarita del Socorro Centeno Centeno ◽  
Marling del Carmen Rivera Rugama ◽  
Lanier Roberto Sierra Herrera ◽  
Wilmer Geronimo Lagos Reyes
Keyword(s):  
Elementary School ◽  
English Language ◽  
Relevant Information ◽  
English Language Teaching ◽  
Teaching English ◽  
Important Data ◽  
Pedagogical Strategy ◽  
Digital Documents ◽  
English Classes ◽  
Language Classes

This article was written with the purpose of obtaining information from physical and digital documents, as well as, analyzing the important data used in the literature review of our project, “Storytelling as a Pedagogical Strategy to Teach English Language Vocabulary to Children”. The studies were categorized into four aspects which are ‘study’, ‘focus’, ‘context’ and ‘results. We focused our attention on gathering relevant information to achieve the objectives of this project. Since teaching English in elementary school has been recently implemented in Nicaragua, not enough research has been done in this area. We believe it is necessary to support elementary school with more research about the use of different resources to support English language teaching in this country. One of the weaknesses when learning a second language is that if children have lack of vocabulary, children will have difficulties understanding some explanations in the English language classes. Effectively teaching English will promote better communication and understanding in future English classes. Studies have proven the effectiveness storytelling has in teaching English language vocabulary to children, as well as, how storytelling can be combined with other educational instruments. Studies also found that learning vocabulary is essential to understand the assignments in the English classes and the activities in the English workbooks.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

scholarly journals Classroom Politics

2013 ◽  
Vol 10 (1) ◽  
pp. 95-109
Author(s):  
Mirjana Želježič
Keyword(s):  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Traditional Practices ◽  
Social Relevance ◽  
Neoliberal Capitalism ◽  
Language Classes ◽  
Pure Research

What we are faced with at present is a blatant neoliberal transformation of universities, whose social relevance depends increasingly on the ability to serve the needs of neoliberal capitalism. If we see this as a problem – as many of us do – then we also feel the need to defend (and develop) the traditional practices of universities, such as “pure” research and critical reflection on society. Yet such a response, inevitably, goes hand in hand with critique of and struggle against ideology behind capitalism itself, against the logic of competition and profit. Drawing on the legacy of Freire and Althusser, the article highlights some of the links between the English language teaching and the neoliberal politics, and gives suggestions about ways in which departments of English in general, and language classes in particular, can be a part of the socially critical forces rather than a part of the so-called liberal-progressive camp.

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