The Impact Of Task Types On Performance Of Iranian Efl Learners Fluency

The use of literature in teaching English as a second language has begun to receive consideration specially in EFL for last many years. It has been considered as the highly beneficial by many EFL teachers. The need and aspirations of this research paper is to give the importance of literature and teacher in teaching English language skills. The main idea of my research is how literature can be a tool or technique for the teachers to use in the class room. Mainly this study focuses on how the different form of literature helps in teaching all four skills in language i.e. LSRW (Listening, Speaking, Reading, Writing). Teaching English through literature has evolved around the basic importance of its growth as

Learning English as a foreign language demands learning the four skills of the language which are reading, writing, listening and speaking. The four skills of language are divided into two groups: the productive skills (writing and speaking), and receptive skills (reading and listening). In this paper much attention will be paid mainly to one category of language skills and those are productive skills. In my experience as a teacher of English in Egypt, I have met many students who have some challenges with writing and speaking English. This essay will spot the most common challenges that my students faced and how they overcame these challenges.

The class I chose to observe was an eighth grade ELA class. There were twenty students in this class, eight of the students were English language learners. The ELL students’ overall WIDA scores ranged from 3.9 to 5.6. A review of the WIDA data indicated that speaking and writing scores for these six students were weaker skill areas in comparison to their overall score, ranging from 3.4 to 4.6.

As a Student and Future English graduate my purpose of this research is to uncover the top reasons and effects of the lack of Basic literacy skills in some of the English department Teachers and future graduates as well as some of the obstacles and hardships their students Might face as a result. Also, I will be offering solutions and ways to overcome and avoid them, My research will be demonstrated in AL-Asmari kindergarten and the 5th Al-khafji primary & intermediate school and the 2nd Al-Khafji High school and at last at the University of Hafer Al-Batin.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

2. How does task-based learning differ from grammar-based one in terms of improving students’ language proficiency (speaking, listening, writing, reading, use of language) ?

Teaching through task or in Willis’ words “an activity which involves the use of language but in which the focus is on the outcome of the activity rather than on the language used to achieve that outcome” can create favourable learning conditions for the English language learners. Research has shown how tasks can improve the learning process of language skills. Among the recent effective approaches in ELT, Task-based Language Teaching , also known as Task-based Instruction has become an important approach. This paper focuses the implications of Task-based learning approach in English language teaching.

To assess students in writing one way is” quick writing “ by giving the ELL student the opportunity to just write for five minutes everything they remember learning during the week. The student needs to keep writing even if they are worried about spelling the

English is such a crucial learning point in our children’s lives, as no matter what career choice students’ take being able to write efficiently and professionally will be important in improving their life. It opens more opportunities for students to further not only their future professional lives, but their personal lives as well. I am very passionate about English and all that entails. I want to instill the importance of not only correct grammar and sentence structure, but also introduce the

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

Writing scores vary for many different reasons. The score of a person can increase or decease due to their gender, race, socio economic status, type of school, type of program, and their scores on other academic studies. In this paper, I will analyze each criteria individually as well as its affect or significant in relation to writing.

This Task-based Learning (TBL) framework differs from the PPP approach because the focus on language form comes at the end [4]. The TBL approach is a subset of cognitivists and sociocultural approach [1, 5]. In cognitivists, the task is a means of carrying topics into classrooms, adding newly acquired knowledge by practicing it, and finally encouraging students to produce an output [1]. Finally, in sociocultural approach, the students try to learn and improve their speaking by social interaction with other students. In this approach, they interact with each other, the teacher, etc. This kind of interaction will help them construct new knowledge and then able to function on their own

ESL teachers will have ACCESS for ELLs® data that informs us how language learners communicate in the four domains of listening, speaking, reading, and writing. It is difficult to modify the cornerstone task prior to knowing the students in your classrooms, as students arrive with a wide variety of backgrounds which will impact their needs in the classroom. Some students may have an interrupted educational experience, some may be able to speak conversational English, and others may not have experience with English at all. Even students with the same language proficiency may have different instructional needs. Newcomers will certainly require more intensive scaffolding. Your ESL teacher has the experience and expertise to determine appropriate supports to meet diverse student language needs.

The third and fifth questions were based on teaching discrete English language skills explicitly and in a particular order. Studies found that instruction of discrete skills, to include comprehension, grammatical conventions and sentence structures, resulted in higher scores and instruction order is important. Interestingly, one study “found that the grammatical learning orders for Spanish and non-Spanish speakers were correlated” (AZ English Language Task Force, 2007, pg#). The sixth, seventh, eighth, ninth, and tenth questions were based on explicit teaching in phonology, oral language skills, verb tenses, syntax, and vocabulary. Studies on phonology instruction found students who had phonological awareness in their native language were able to transfer those skills to learning to read in English. Studies in oral language skills found there was a slight correlation between oral language skills and academic achievement. Studies in verb tenses found ELL students struggle with morphology but there was no other information provided. Studies in syntax found syntax is related to reading fluency and comprehension. Earlier studies report ELL students may struggle with syntax due to the lexical and syntactic processes not transferring to a second language. Studies in vocabulary found vocabulary knowledge is associated to comprehension. The last question was based on class size. Studies had

In senior high school, writing should be learnt by the students. Based on curriculum that is KTSP (kurikulum tingkat satuan pendidikan), one of the purpose of senior high school students in learning English is the students can develop communication competence in oral and written forms to achieve informational literacy level. In other words, in this level, the students are