The motivations of students who studied in a school using the english language

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The motivations of students who studied in a school using the english language

Co-operating with proficient users of the new language Empathising with others Developing cultural understanding Becoming aware of others' thoughts and feelings Oxford, a, p. In asking questions, for example, students might ask something specific like "Do you mean? While at first glance this appears to be a relatively straightforward LLS, in this writer's experience it is one that many EFL students in Japan, for example, are either unaware of or somewhat hesitant to employ.

The motivations of students who studied in a school using the english language

What is important to note here is the way LLS are interconnected, both direct and indirect, and the support they can provide one to the other see Oxford, a, pp. In this case, the way LLS may be inter-connected becomes very clear. One type of course that appears to be becoming more popular, especially in intensive English programmes, is one focusing on the language learning process itself.

Whatever type of class you may be focusing on at this point, the three step approach to implementing LLS training in the classroom outlined below should prove useful. Study Your Teaching Context At first, it is crucial for teachers to study their teaching context, paying special attention to their students, their materials, and their own teaching.

If you are going to train your students in using LLS, it is crucial to know something about these individuals, their interests, motivations, learning styles, etc. By observing their behaviour in class, for example, you will be able to see what LLS they already appear to be using.

The motivations of students who studied in a school using the english language

Do they often ask for clarification, verification, or correction, as discussed briefly above? Beyond observation, however, one can prepare a short questionnaire that students can fill in at the beginning of a course, describing themselves and their language learning.

Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about one's students, their goals, motivations, and LLS, and their understanding of the particular course being taught.

One example from a conversation text in the series states: An EFL writing text I use has brief sections on making one's referents clear, outlining, and choosing the right vocabulary, all of which may be modelled and used in LLS training in my composition course.

Audiotapes, videotapes, hand-outs, and other materials for the course at hand should also be examined for LLS or for specific ways that LLS training might be implemented in using them.

How One School Used the Process

Perhaps teachers will be surprised to find many LLS incorporated into their materials, with more possibilities than they had imagined. If not, they might look for new texts or other teaching materials that do provide such opportunities. Last, but certainly not least, teachers need to study their own teaching methods and overall classroom style.

One way to do so is to consider your lesson plans. Do they incorporate various ways that students can learn the language you are modelling, practising or presenting, in order to appeal to a variety of learning styles and strategies?

Does your teaching allow learners to approach the task at hand in a variety of ways? Is your LLS training implicit, explicit, or both?

The Writing Lab

By audiotaping or videotaping one's classroom teaching an instructor may objectively consider just what was actually taught and modelled, and how students responded and appeared to learn.The Purdue Online Writing Lab Welcome to the Purdue OWL.

We offer free resources including Writing and Teaching Writing, Research, Grammar and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and Professional Writing.

2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages..

acquisition, that is by using language for real communication (natural environment) learning.. "knowing about" language'.

Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS appendix a | 3 rarely held accountable for what they are able to read independently (Heller & Greenleaf, ).

What influences students’ motivation for learning English grammar? Andreas Johansson G3-paper 15 hp Spring term given to students of two classes at a Swedish upper secondary school, I wanted to see thinks that this way of learning can help students to compare their second language to their first and gain knowledge from this.

1 ANALYZING LITERATURE: A GUIDE FOR STUDENTS THINKING ABOUT THE GENRE Literary analysis is a genre that in many ways resembles an argument: you make a claim about the.

The present study aims to identify the primary sources of motivation underlying students’ decision for selecting an English-medium education, students’ assessment of their English language skills, and their perceptions of difficulties they may have studying through the medium of English. Journal of Language and Linguistic Studies. Motivation toward English language learning of students in secondary and high schools in education service area office 4, Saraburi Province, Thailand (AMTB) was administered to secondary and high school students in Education Service Area Office 4, Saraburi Province. The study results indicated that the students had high levels of. Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students' reading by explicitly and systematically nourishing students' motivations as readers.

Note: This checklist was designed by Nora Samosir & Low Ee Ling () as a means to assess teachers’ oral English proficiency. Notice Prosodic Features of Language. As has been noted, prosodic features of language—word stress, intonation, and rhythm—are extremely important to comprehensibility, in addition to correct pronunciation of discrete letter sounds.

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