Formal Instruction Of Efl On Iranian Educational System

The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers’ native language. According to Richards (2006) to learn how to communicate language people need competence which includes different real-life situations; grammar does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would eventually be

The Emotional Quotient Inventory (EQ-i) was developed to assess the Bar-On model of emotional-social intelligence. The EQ-i is a self-report measure that calculates numbers relating to composite scales of Emotional Intelligence (EI). EI is a combination of emotional and social aptitudes that decide how well express and understand ourselves, understand and relate to those around us, and how we cope

In terms of measuring EI , different methods have been developed, some of them are performance based and self - report measures. Having said that, the most commonly used was developed by Mayer, Caruso, and Salovey, the emotional intelligence test (MSCEIT) that tests four aspect of EI which are perceiving emotions, facilitating emotions, understanding emotions, and managing emotions. In general, it has proved the relation between IE and some behaviour at work like quality of social relations, inspirational motivation, individual consideration and so on (Herpertz, Nizielski, Hock & Schütz 2016, p. 11). The BarOn Emotional Quotient Inventory (BarOn EQ-I) is another evaluation of emotional intelligence based on self-report with 15 measurable factors that include general mood, intrapersonal and interpersonal factors, stress management, and adaptability (Wakeman 2006, p. 73).

Education is the basis and foundation of knowledge for almost every being living in the current world. Due to diversification and adversities, many suitable teaching and learning techniques are being advanced to cater for each and every person’s knowledge quest. Technological advancement has also spearheaded development of education among nations. Professional learning communities, and webinar are some of the trending learning techniques in many developed countries (Marshall, 2002). This manuscript seeks to give a deeper insight on aspects associated with English Language Learners (ELLs) in view of a classroom scenario.

Communication is an essential tool in our daily life, an aspect that has led to the continuous demand for learning and teaching of the English language that is widely spoken in the world. It has led to the development of interest in most people to have the desire to enhance their capacity to the use of the language, so as to have a good command of the semantic (Gupta, 2004). However, there are different approaches through which people learn the language that include the formal and informal tactics. The increased interest to learn English has led to the demand for an effective and efficient approach to teaching the subject as will be discussed in the above paper. There is need to produce students who can accurately and fluently communicate as required by the employers and the society in general.

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Secondly, English has complicated grammar, difficult pronunciation, lots of vocabulary (item 1) was actually another causes leading to students’ demotivation (77.5%). The results showed that a large number of students were demotivated by the complexity of English language. Data obtained from the interviews also revealed that although the interviewees liked learning English because it was a very useful language in this modern society, five of them (83.3%) admitted that it was a difficult language to master. The main reasons presented by the students were that

English is one of the languages which are used almost in all parts of the world. As an International language, English has become an important subject to be mastered by all of students in all countries, especially for Indonesian students, either for communicative purposes or for academic purposes. In Junior high school, English teaching expectedly helps students to develop their communicative competence both in spoken and written form. It is manifested in four language skills, such as listening, reading, speaking, and writing.

Teaching English as a foreign language (EFL) is a process full of obstacles that lead the teachers regret due to the factors that inhibit a healthy learning environment such as “Affective filters” and empowered by motivation. In seeking the best way to teach a second or foreign language (L2) with the rising demand for language learning in a short period of time, a wide variety of interpretations and applications have come up. Marckwardt (1972, p.5) called this duration of searching for the best method of language teaching as “changing winds and shifting sands” since every quarter of a century, a new approach appeared and each new approach or method escaped from the old but took with it some of the positive aspects of the previous practice.

In the terms of globalization, it is obligatory nowadays to learn foreign languages, especially when they are scheduled on school’s curriculum. Generally when we speak about globalization, English shows up as the first language used by almost half of the population in the world, English is programmed in nearly all educational institutions and it is taught at basic schools. Frequently most of the Algerian EFL students face difficulties among all levels, for beginners these difficulties are numerous due to the integration of the mother tongue i.e. the Arabic language and the second language that is the French language, difficulties such as pronunciation, spelling, vocabularies, grammar and translation of thoughts and sometimes mixing the two foreign languages for instance French and English encounter the learners’ schooling throughout their academic years. Hence, all the difficulties faced during learning English

Introduction:Many theories about learning and teaching of languages have been proposed from a historical perspective and many changes have been brought in the language teaching methodologies based on the needs of the learner. The search for creativity /innovations to find more efficient and effective Ways of teaching languages went on through out the 20th century. From the origin of English Language Teaching there are many trends that have taken place. The teaching methodology has been changing the teachers; academicians started

In the article by Muhaidib titled, “Different Learning Styles Used by Saudi Female English Language learners” the researchers are answering three questions relating to learning styles, do learners have a preferred learning style, what is the variation between these styles, and how is this

There are two limitations of this study. First, there was not enough time and money for the researchers to examine all the teaching materials besides the textbooks, such as the teachers ' manuals, students ' exercise books, or multimedia supplements. The scope of the study is thus limited to the textbooks only, and does not include the accompanying materials. Therefore, future study can take into account the supplementary materials as well, especially workbooks on the different skills like listening comprehension and writing. The second limitation concerns the participants of the study. The raters, teachers, and students who participated in this study all live in Taipei City or County. The samples of the study are therefore restricted to the northern part of Taiwan. In addition, there might be differences in students ' experience of learning English and students ' proficiency levels between urban and rural areas. Future studies can consult teachers and

Foreign language learners take on different approaches into learning a new language, whether it be self-taught or simply a foreign friend willing to teach an individual. However, in a university environment, teachers struggle in deciding a proper approach that would be most effective in the process of teaching a foreign language to students. Although there are numerous tactics in doing so, the teaching of reading and writing should be encouraged to foreign language learners because it would help expand the individual's vocabulary in that particular language, familiarize linguistic grammar and sentence structure, and would be given the skills necessary and applicable to the individual's pursuing career or hobby.

English is compulsory second language taught in school beginning at Primary 1 and age seven. Malaysian students from different background in life have different levels of knowledge and proficiency in English. Every student has a different way of learning, and learns and progresses at different speeds. There are some students who find it difficult to do the task while others find it easy whenever teacher instructs on a task to be carried out by them. These mix abilities students are hard for teacher to approach one by one. Such situations become obstacles in the process of learning English as a second language. Teachers are unable to reach all of the students at one time. Teachers are also having problems in deciding the right activities and tasks to be carried out throughout the lesson to facilitate teaching and learning process.