In non-English speaking countries, students have instrumental motivation, a desire to learn English to achieve a goal. They may want to improve their job prospects, for example, or talk to tourists. They 1. attend English classes with other non-native speakers 2. can find a reasonable job without English; less economic incentive to learn English. 3. do not need English in daily life 4. have primary and secondary support networks that function in their native language 5. have less chance to practice using their English They learn, and their instructors teach, English as a foreign language.
In English-speaking countries, they have an integrative motivation, a desire to learn the language to fit the English culture. They are more likely to want to integrate because they are 1. Generally have more friends and family with English language skills. 2. Have direct financial and economic incentives to learn English. 3. Have more opportunities to practice English. 4. Need it in everyday life; often need it to work. 5. Often attend English classes with students speaking in different languages. They learn, and their instructors teach, English as a second language.
- Technique
- How to present the language.
- Thematic syllabus
- Syllabus based on themes or topics of interest to students.
- Processing top-down information
- Students learn partially through top-down information processing, or process by how students understand language input - for example, through the use of prior knowledge or student schemes.
- Continuous nonstop relentless
- A technique in writing where the time is specified, a relatively short time set aside in class for students to practice writing them undisturbed. It helps build smooth writing.
- Vocabulary, importance
- The core vocabulary (the most common 2.000-3000 English words) needs to be strongly emphasized in language teaching. There is no point in presenting exotic vocabulary until students master basic high-frequency words. Learners should be tested on high frequency word lists for passive knowledge, active production and listening comprehension. Learners can not understand or speak at a high level without these words as the foundation.
Learners need to spend time practicing these words until they are automated; This is known as Automatic Build. Since there is often insufficient class time for many word exercises, teachers need to present their students with strategies to develop an out-of-class automatization.
- Vocabulary-based syllabus
- The syllabus is built around the vocabulary; often associated with grammar syllabus and grammar translation methods.
- Worksheet
- Activity developed by teachers, paper-based to help students understand, use, and learn languages; can be used in connection with all skill levels and in individual and group work.
Video Glossary of language education terms
See also
- Language education
- CALL
- The monolingual student dictionary
- English
- Grammar
- Language
- Learn by teaching
- Learn by teaching in German
- Linguistics
- Second language
- Second language acquisition
- European Common Terms of Reference for Languages ​​
- The American Council on Foreign Language Teaching
- English teaching and learning
- UNIcert
Maps Glossary of language education terms
References
- Peter McKenzie-Brown, Reflection on Communicative Language Teaching: Course Book for Teaching English as a Second Language ; copyright August 2012; ISBN 978-0-9881503-0-0.
Source of the article : Wikipedia
0 Comments