scholarly journals The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

2016 ◽  
Vol 9 (3) ◽  
pp. 207
Author(s):  
Fahd Majed Alshareef
Keyword(s):  
Decision Making ◽  
English Language ◽  
Performance Test ◽  
Third Grade ◽  
Teaching English ◽  
Correlation Relationship ◽  
Linguistic Performance ◽  
Classroom Activities ◽  
Performance Estimate ◽  
Study Results

<p>The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study sample scores, in the post application for linguistic performance test, and measure of decision-making; and to achieve the objectives of the study, the researcher used two methods: descriptive approach and quasi-experimental design, per experimental group.</p><p>Ibn al-Qayam intermediate school was chosen randomly, and then the intermediate third  grade was chosen deliberately, in the three grades altogether there were 90 students, in each class 30 students; and 3/3 experimental groups, of  30 students each were drawn, and represented the study material in linguistic classroom activities in the English language. Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making.</p><p>The study yielded many results of which the most important were: the presence of statistically significant differences between the average score of the sample study in the two applications, pre and post for linguistic performance estimate card and the measure of decision-making; in each axis separately, and in the linguistic performance overall in the English language; and the skill of decision making; in favor of the post application, and the presence of statistically significant correlation relationship between the average scores of the sample study in the post-application linguistic performance estimate card; and the measure of decision-making. Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills.</p>

scholarly journals Teaching english through proverbs

2020 ◽  
Vol 45 (2) ◽  
pp. 53-59
Author(s):  
Viorica Ichim
Keyword(s):  
Foreign Language ◽  
Human Nature ◽  
Teaching And Learning ◽  
English Language ◽  
Physical World ◽  
Teaching English ◽  
Pragmatic Approach ◽  
Classroom Activities ◽  
Folk Wisdom

Maxims, proverbs and other forms of folk wisdom reveal the truth about the human nature and the physical world, and each culture expresses this truth in its own unique way. This article zeroes in on the relevance of proverbs as an effective pedagogic resource. The work tends to draw attention to the fact that the utilisation of proverbs in the process of teaching and learning a foreign language, in this instance the English language, is a pragmatic approach and a more stimulating, more thought-provoking and more effective way of instruction and comprehension of the material under study, and that diverse forms of popular wisdom can afford a basis for a multitude of classroom activities which would demonstrate their considerable didactic potential and impact.

Developing Students' English Language Skills and Cultural Awareness by Means of Food Topics

2016 ◽  
pp. 176-202
Author(s):  
Mihaela Badea ◽  
Diana Presada
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
Language Skills ◽  
Integrated Approach ◽  
Teaching English ◽  
Esl Teachers ◽  
Major Purpose ◽  
Classroom Activities ◽  
Instructional Perspectives ◽  
British Culture

The chapter tackles the topic of food in teaching English as a second language from different instructional perspectives, which include an integrated approach to skill-development, vocabulary acquisition as well as to American and British culture and civilization. The major purpose is to suggest various classroom activities based on topics related to food that can be used by ESL teachers in their classes. Consequently, the focus is on the strategies conducing to the development of receptive and productive language skills, practice of lexical items and enhancement of cultural awareness. Various theoretical elements regarding the teaching process lie at the basis of practical activities proposed by the chapter.

scholarly journals Developing Productive Skills Through Receptive Skills – A Cognitive Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 669
Author(s):  
S. Sreena ◽  
M. Ilankumaran
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Communication Skills ◽  
English Language ◽  
Writing Skills ◽  
Cognitive Learning ◽  
Thought Processes ◽  
Cognitive Approach ◽  
Reading And Writing ◽  
Classroom Activities

Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development.  This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.  

scholarly journals Harvard Business School (HBS) Case Method to Teaching English for Business Communication

2016 ◽  
Vol 2 (2) ◽  
pp. 95 ◽  
Author(s):  
Wenhua Hsu
Keyword(s):  
Business School ◽  
English Language ◽  
Oral Communication ◽  
Business Communication ◽  
Business Case ◽  
Target Language ◽  
Case Method ◽  
Harvard Business School ◽  
Teaching English ◽  
Study Results

The present research investigated the effectiveness of Harvard Business School (HBS) case method to teaching English for Business Communication in an EFL context. The HBS case method is a commonly-used approach in the field of business and management to prepare MBA students for the challenges of leadership. In contrast, in the field of English language teaching, task-based learning (TBL) focuses on doing meaningful tasks using the target language. The definitions of tasks and the rationale of TBL are first discussed and then the TBL approach and the HBS case method are compared. The pedagogical framework is underpinned by content-based instruction, business case study and task-based learning, in which each approach has its source and theories to support it. A series of independent-groups t-tests were conducted to compare the English-majoring students’ oral performance on business communication with and without the instruction of HBS case method. To find out English majors’ perception toward the business case method, questionnaires were distributed as a follow-up study. Results provide some evidence for the effect of the case method on participation. Questionnaires reflect the learners’ need for specialist knowledge as well as oral communication skills.

scholarly journals Integrating Online Services into English Language Teaching and Learning: The Case of Voki

2015 ◽  
Vol 10 (3) ◽  
pp. 66 ◽  
Author(s):  
Tatiana Yurievna Aikina ◽  
Olga Mikhailovna Zubkova
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Online Application ◽  
Internet Technologies ◽  
Classroom Activities

The article deals with teaching English as a foreign language with the use of modern Internet technologies. The emphasis is upon the online application Voki and beneficial ways to implement it in the classroom. The article also presents an overview of classroom activities using Voki aimed at developing students’ communication skills.

China EFL: Teaching with movies

English Today ◽  
2007 ◽  
Vol 23 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Niu Qiang ◽  
Teng Hai ◽  
Martin Wolff
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Motion Pictures ◽  
Role Playing ◽  
Business English ◽  
Teaching English ◽  
Story Retelling ◽  
Classroom Activities ◽  
Optimal Output ◽  
Effective Use

ABSTRACTSome observations on using motion pictures to teach Business English. THE USE of motion pictures or other captioned films as part of teaching English as a foreign language has markedly increased in recent years in China. Because of this, we undertook a four-year experiment to determine how effective the use of English-language movies has been in the teaching of business. From this experiment it became clear that a cavalier use of movies in effect misused them. The appropriate and effective use of motion pictures requires a range of elements: (1) movies that are at one and the same time educational, informative, and entertaining; (2) a workbook linked to such movies that enables students to get ready beforehand; (3) most importantly, a range of classroom activities to induce and elicit timely and optimal output from the students, so as to make talking and writing about communication easier and more effective. Activities such as dubbing, story retelling, acting, discussing, debating, and role playing are only a few of the effective techniques a teacher can employ to engage the students.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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