Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language
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Esl Strategies
ESL STRATEGIES A. A1 Total Physical Response (TPR) E. E1 Vary Complexity of Assignment Methodologies/ A2 Natural Approach Modified Class E2 One-on-One Instruction with Teacher or Aide Approaches A3 Cognitive Academic Language Learning Work (Based on E3 Modify Nature of Assignment (CALLA) Level of English E4 Substitute Diagram for Paragraph A4 Whole Language Approach Proficiency) E5 Use of Home Language for Instruction A5 Language Experience Approach (LEA) E6 Explain Key Concepts A6 Retelling a Story E7 Repeat / Paraphrase / Slow Down A7 Activating E8 Vocabulary with Context Clues B. B1 Flow Charts E9 Reading with a Specific Purpose Visuals B2 Maps E10 Use Simple, Direct Language (Limit Idioms) ▪ Graphic B3 Charts E11 Use all Modalities / Learning Styles Organizers B4 Graphs E12 Provide Meaningful Language Practice B5 Pictures E13 Drills (Substitution, Expansion, Paraphrase, B6 Semantic Webbing / Mapping Repetition) B7 T-Charts E14 Matching with Visuals B9 Venn Diagrams E15 Unscramble Sentences, Words, Visuals B10 Timelines E16 Categorize Vocabulary B11 Computer/Software E17 Context Clues E18 Outline Notes ▪ Other Audio/ B12 Realia E19 Directed Reading / Thinking Activity (DRTA) Visuals B13 Videos/Films / CD ROM E20 Semantic Feature Analysis B14 Demonstrations E21 SQ3R (Survey, Question, Read, Recite, Review) B15 Captioning E22 Summarizing B16 Labeling E23 Note-taking B17 Music / Songs E24 Word Banks B18 Jazz Chants / Raps E25 Repetition B19 Cassettes-Music / Books E26 Question-Answer Relationship (QAR) B20 Language Master C. C1 Peer Buddy F. F1 Guest Speakers Interactive C2 Small Group Activities Multicultural F2 Use of Community Resources Strategies C3 Pairs and Threes Resources F3 Cultural Sharing ▪ Cooperative C4 Jigsaw F4 Varied Holiday Activities Learning C5 “Corners” Activities C6 Think / Pair / Share G. -
Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit: “The Role of Pronunciation in Secondary-School TEFL: Current Views and an Evaluation of Teaching Materials” Verfasser: Thomas Hasenberger angestrebter akademischer Grad: Magister der Philosophie (Mag. phil.) Wien, 2012 Studienkennzahl lt. Studienblatt: A 190 344 333 Studienrichtung lt. Studienblatt: Lehramtsstudium UF Englisch UF Deutsch Betreuerin: Ao. Univ.-Prof. Mag. Dr. Ute Smit Acknowledgements First, I would like to thank my supervisor Prof Ute Smit for her support and all the constructive recommendations and suggestions she provided during the writing process. The research work and analyses presented in this thesis would certainly not have been possible without her guidance and enthusiastic encouragement. Moreover, I owe all my former teachers, some of whom are now my colleagues, my gratitude for everything I have learnt from them and for what they have done for me. In particular, I would like to mention Elke Amon, Ursula Bucher, Viktoria Fürhacker, Waltraud Haschke, Christian Pribitzer, Astrid Schernhammer, Alma Semmler and Eva Zillinger, whose dedication and professionalism I have always admired. I also wish to thank my English colleagues, especially Anisa Cogram, Sue Saunders and Simon Richter, and my former students in Kent for the linguistic and cultural insights I gained while working as a Foreign Language Assistant, which formed the basis for this thesis. Furthermore, I am indebted to my friends and colleagues at school as well as at the Austrian and British Red Cross, who have frequently challenged and enriched my ideas. Above all, I would like to express my heartfelt thanks to my parents for always supporting me in my plans and enabling me to study at university. -
Language Teaching and Task Based Approach
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 6, pp. 1273-1278, June 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.4.6.1273-1278 Language Teaching and Task Based Approach Sayed Mahdi Rozati Amin Higher Education Institution, Fouladshahr, Iran Abstract—During recent years, some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of task-based approach both in foreign and in second language teaching. The word 'task' refers to some special activities that are carried out in the classroom. These activities are performed by putting an emphasis on meaning. In this approach Grammatical Competence and communicative competence are extremely emphasised, that is being able to adjust with grammatical norms and being able to convey ideas. Consequently, grammatical competence in this approach is made by 'internal self-regulating processes' and it helps to convey the meaning in 'appropriate conditions'. The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum. Index Terms—task, grammatical competence, communicative competence, task-based language teaching I. INTRODUCTION Task- based language teaching is derived from Dewey‟s attitude about the crucial role of experience for an effective learning. It considers the functional role of language in real tasks as the major goal for students to communicate at the class for an ideal learning. Unlike traditional form-based approaches, task-based involves the specification of a sequence of interactive tasks to be performed in the target language rather than a sequence of language items. -
Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. -
The Critical Analysis on Silent Way Method in EFL Classroom, the Researcher Recommended Some Point to Be Studied by the Future Researchers
THE CRITICAL ANALYSIS ON SILENT WAY METHOD IN EFL CLASSROOM THESIS Submitted by: RAUDHATUL JANNAH Student of Faculty of Educational and Teacher Training Departmentof English Language Education Reg. no: 140203011 FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM – BANDA ACEH 2018 M / 1440 H ACKNOWLEDGMENT In the name of Allah, the Most Gracious and the Most Merciful. Alhamdulillah, all praises be to Allah the Lord of universe with His mercies and blessings, the researcher could finish this thesis as one of the requirements for Bachelor degree at English Language Education Department and Teacher Training Faculty of Ar-Raniry Islamic State University (UIN Ar-Raniry) Banda Aceh. Shalawat and salam are also presented to prophet Muhammad (peace be upon him) who delivered the truth to human being and guide His ummah to the right path. First of all, I would like to express my respect and my deepest gratitude and sincerest appreciation to Drs. Ayyub AR, M.Ag as the main supervisor and Alfiatunnur, S.Pd., M.Ed as co supervisor, for all their guidance, encouragement, energy, thoughts, suggestions and time during the process of completing this thesis. Next, the researcher’s deepest appreciation is addressed to Dr. Mustafa AR, M.A., Ph.D as my academic advisor, the head of English Language Education Department, Dr. T. Zulfikar, S.Ag., M.Ed, all staffs and lecturers in Department of English Language Education who have shared the knowledge and given the motivation and suggestions to me with care and patience. i Furthermore, I would like to express my greatest thanks to my beloved father Razali (the late) and mother Jamaliah who have always motivated and supported me with all their pray, love, guidance in finishing my thesis, without her love and pray, this thesis not have been possible, thanks a lot for all, may Allah bless them with happiness and strengths in this life and hereafter. -
The Journal of Social Sciences Research ISSN(E): 2411-9458, ISSN(P): 2413-6670 Special Issue
The Journal of Social Sciences Research ISSN(e): 2411-9458, ISSN(p): 2413-6670 Special Issue. 5, pp: 529-534, 2018 Academic Research Publishing URL: https://arpgweb.com/journal/journal/7/special_issue Group DOI: https://doi.org/10.32861/jssr.spi5.529.534 Original Research Open Access Grammar-Translation and Direct Methods in Teaching English in the Educational Institution with Specific Conditions of Study Olena B. Shenderuk* Foreign Languages Department, Academy of the State Penitentiary Service, Chernihiv, Ukraine Olha L. Tamarkina Foreign Language Department, Biotechnological Faculty, Sumy National Agrarian University, Sumy, Ukraine Tetiana P. Pernarivska Department of Modern European Languages, University of State Fiscal Service of Ukraine, Irpin, Ukraine Abstract Knowledge of foreign languages to a great extent depends on a teacher‟s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects‟ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly one year in Chernihiv Academy of the State Penitentiary Service (Ukraine). During this period of time we were observing the problem of teaching English with the help of grammar- translation and direct methods by the students and cadets who were taught with the help of these methods. Studying the problem of grammar-translation and direct methods in teaching English is acute because of increasing role of English, on the one side, and demands which are promoted to future law specialists, on the other hand. -
Comparing Between Total Physical Response and Silent Way to Develop Speaking Students’ Ability at Second Grade Sman 1 Liliriaja Kab
i COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 ENGLISH PROGRAM TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 i ii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 Submitted to the English Program of Tarbiyah and Adab Department of State Islamic College of Parepare in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 ii iii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG Skripsi As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) English Program Submitted By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 to ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 iii iv iv v v vi vi vii ACKNOWLEDGMENT Al-hamdulillāhi rabbil ‘ālamin, First of all, the researcher would like to express his best regard to God Allah swt. the lord of this world, the master of judgment day, and the creator of this universe who has been giving beautiful life, long life, so he can do his obligation as worshipper in this world. Secondly, his shalawat and salam to our prophet Muhammad saw. who have replace flag paganism with flags Islam in this earth and also who brought us from uneducational person to be educational person. -
Focus on Form in Task-Based Language Teaching Michaelh
FOCUS ON FORM IN TASK-BASED LANGUAGE TEACHING MICHAELH. LoNG University of Hawai,i at Manoa oiven adequate opportunities, older children, adorescents, and adults can and do ream much ofan L2 grammar incidenurry, whilc focusing on mcaning, or communicarion. Research shows, however, rhar a on meuu,g alonc (a) locus is insuflicienr to achieve full native-rike compctence, and (b) can be improved upon, in terms of both mte and urtimatc attainment, by periodic anention to language as object. ln crassroom senings, this is best achieved not by a retum to discrete-point grammar teaching, or what I call/bcus on fbrns, where cruses sgrnd most of their time working on isolared linguisric structures in a sequence predetermined extematty by a syllabus designer or texlbook writer. Rather. during an otherwise meaning-focused lesson, and using a variety ofpedagogic procedures, learnen, attention is briefly shifted to linguistic code features, in conlext, when studens experience problems as they work on communicative task, i.e., in a sequence detcrmincd by their own internal syllabuses, current processing capacity, and leamability constraints. This is what I calllocus onform.Focus on form is one ofseveral methodological principles in Task-Based Language Teaching. The absence of either a widely accepted theory of language leaming or a solid empirical base for classroom practice has rendered language teaching wlnerable to some drastic pendulum swings offashion over the years, the coming and going ofvarious unconventional and unlamented "wonder Methods" being -
The Role of Error Correction in Communicative Second Language Teaching H
PER LINGUAM VOL. 3 NO. 2 1987 http://perlinguam.journals.ac.za The role of error correction in communicative second language teaching H. Ludolph Botha According to recent rese~rch, correction of errors in both oral and written communication does little to a~d language proficiency in the second language. In the Natural Approach of Krashen and Terrell the emphasis is on the acquisition of informal communication. Because the message and the understanding of the message remain of utmost importance, error correction is avoided. In Suggestopedia where the focus is also on communication, error correction is avoided as it inhibits the pupil. Onlangse navorsing het getoon dat die verbetering van foute in beide mondelinge en skriftelike kommunikasie min bydra tot beter taalvaardigheid in die tweede taal. In die Natural Approach van Krashen en Terrell val die klem op die verwerwing van informele kommunikasie, want die boodskap en die verstaan daarvan bly verreweg die belangrikste; die verbetering van foute word vermy. In Suggestopedagogiek, waar die klem ook op kommunikasie val, word die verbetering van foute vermy omdat dit die leerling beperk. INTRODUCTION For decades teachers of second languages have been providing feedback in the form of error correction to learners, both in oral and written communication. They have done this without really questioning the validity of this kind of feedback as a means of improving the process of L2 acquisition and L2 proficiency in general. Most of the time, errors are corrected by teachers with the vague hope that the learner will register the error and rectify it when the same structure is again used. -
Three Approaches to Task-Based Syllabus Design
\ THREE APPROACHES TO TASK-BASED SYLLABUS DESIGN MICHAEL H. LONG & GRAHAM CROOKES University of Hawai'i Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic and situation, continue to be employed in synthetic, Type A syllabuses. While each is relevant for analyses of the target language and its use, native-like linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Task has more recently appeared as the unit of analysis in three analytic, (primarily) Type B alternatives: procedural, process and task syllabuses. Each of these has certain limitations, too, but when the task syllabus is combined with a focus on form in Task-Based Language Teaching, the task receives more support in SLA research as a viable unit around which to organize language teaching and learning opportunities. INTRODUCfiON THREE NEW, TASK-BASED SYLLABUS TYPES appeared in the 1980's: (1) the procedural syllabus, (2) the process syllabus, and (3) the task syllabus. They are distinguishable from most earlier syllabus types by the fact that part of their rationale derives from what is known about human learning in general and/or second language learning in particular, rather than, as is the case with lexical, structural, notional, functional and relational syllabuses, primarily from an analysis of language or language use. In addition, while differing from one another in important ways, all three reject linguistic elements (such as word, structure, notion or function) as the unit of analysis and opt instead for some conception of task. -
The Effectiveness of Total Physical Response Storytelling for Language Learning with Special Education Students
Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. -
A Pilot Study Comparing Total Physical Response Storytelling
Dominican Scholar Graduate Master's Theses, Capstones, and Culminating Projects Student Scholarship 5-2010 A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Ruben Castro Dominican University of California https://doi.org/10.33015/dominican.edu/2010.edu.08 Survey: Let us know how this paper benefits you. Recommended Citation Castro, Ruben, "A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in ocabularyV Acquisition Among English as a Second Language Adult Learners" (2010). Graduate Master's Theses, Capstones, and Culminating Projects. 111. https://doi.org/10.33015/dominican.edu/2010.edu.08 This Master's Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Graduate Master's Theses, Capstones, and Culminating Projects by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. TPRS for Adults in the ESL Classroom 1 Title Page A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Rubén Castro Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education and Counseling Psychology Dominican University of California San Rafael, CA May 2010 TPRS for Adults in the ESL Classroom 2 Acknowledgements I thank my professor Dr. Madalienne Peters for her words of encouragement and invaluable support; Dr.