scholarly journals On the Application of Situational Language Teaching Method to Mongolian English Majors

2017 ◽  
Vol 7 (4) ◽  
pp. 98
Author(s):  
Juan Du
Keyword(s):  
Teaching Methods ◽  
Inner Mongolia ◽  
Teaching Method ◽  
Language Teaching ◽  
Practical Application ◽  
English Class ◽  
Language Knowledge ◽  
English Majors ◽  
Role Of Teachers

The traditional English teaching method has gradually been replaced by new teaching methods in English class. Situational Language Teaching Method is a way to activate the teaching of language knowledge through the design of authentic and concrete situation. A survey is carried out in Inner Mongolia University for Nationalites. It investigates the practical application of Situational Language Teaching Method among Mongolian English majors in this university. Through the analysis of the questionnaire results, the paper reveals the obstacles existing in the application of the method, namely: passive participation due to improper text parsing; weakening role of teachers; and ineffective transfer among language, image and meaning. At the same time, it puts forward appropriate strategies to solve the problems during the application of SLT to Mongolian English majors. 

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional 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 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>

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

scholarly journals A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

2016 ◽  
Vol 9 (9) ◽  
pp. 139 ◽  
Author(s):  
Katsunori Kotani ◽  
Takehiko Yoshimi ◽  
Hiroaki Nanjo ◽  
Hitoshi Isahara
Keyword(s):  
Foreign Language ◽  
Case Studies ◽  
Teaching Methods ◽  
Language Teaching ◽  
Reliability And Validity ◽  
Computer Assisted ◽  
Practical Application ◽  
Linguistic Data ◽  
Learner Corpus ◽  
Learner Corpora

<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>

scholarly journals Construction of EFL Student Teachers’ Beliefs about Method: Insights from Postmethod

2017 ◽  
Vol 11 (1) ◽  
pp. 93
Author(s):  
Zhengping Zeng
Keyword(s):  
Student Teachers ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Teaching Beliefs ◽  
Theoretical Base ◽  
Teaching Behaviors ◽  
Teaching Practicum ◽  
Teachers Beliefs

Student Teachers’ beliefs and their teaching behaviors are interactive and closely related. Student teachers’ any adoption of teaching methods in micro-teaching or teaching practicum is largely hidden behind their beliefs. In this paper, starting with the origin and changes of methods in language teaching method era, the author explains certain terms such as method and postmethod, sorts out the theoretical base of this study which contains postmethod condition and postmethod pedagogy and proposes the idea that postmethod is the heritance, transcendence and development of method. Finally, the author discusses the ways to help student teachers construct their own proper teaching beliefs about method.

Process, outcome and language education

1987 ◽  
Vol 10 (2) ◽  
pp. 128-162 ◽  
Author(s):  
Helen Moore
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Common Ground ◽  
Language Teaching ◽  
Language Education ◽  
Research Data ◽  
Process Writing ◽  
Common View ◽  
Group Relations

Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

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.

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.

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