USE OF VIDEO Nowadays new technologies, including video, open many new opportunities for learning. Using video in the classroom is a very useful method in teaching. Video is a new kind of a book, but it offers reality and spoken language like a book never could. Video is an effective resource in the classroom for many reasons. It can reach students with a wide variety of learning styles. It brings fresh and timely information into the classroom. It can take students around the globe, showing
students. Instead of setting up a microphone and having students stand up in the front to sing in front of everyone, I decided to do it as a group. I went to Youtube, created a list of contemporary popular songs that were lyrically appropriate and found videos that showed only the lyrics along with the music. At first they were shy, but I sang along with them (loudly) until they felt comfortable enough and saw that this was meant to be silly and fun. Within a song or two, my students were having a blast
(e.g., only the user’s body is necessary for communication) in the form of American Sign Language and other gestures. AAC may also be aided, which is where AT comes into play, through graphic communication boards (e.g., low tech on paper or high tech on an iPad or other device), voice output devices, and other tools that aid a person in communicating (ASHA, 2014). AAC and AT are helpful tools for individuals who are not able to communicate via speech, but it is a very individualized process. When
INTERNATIONAL BLACK SEA UNIVERSITY FACULTY of EDUCATION and HUMANITIES The Role of Data-Driven Learning and Traditional Instruction of Vocabulary in an English as a Foreign Language (EFL) Context (in Secondary School) Bilal Tekin Ph.D. Dissertation in Education Sciences Tbilisi, 2015 Scientific Supervisor: Natela Doghonadze (Professor, Doctor at International Black Sea University) (full name & academic title) I confirm that the work corresponds to the field, is characterized by novelty, scientific
Possessing a language is a quintessentially human trait, yet the acquisition of language in children is not perfectly understood. Most explanations involve the observation that children mimic what they hear and the assumption that human beings have a natural ability to understand grammar. Behaviorist B.F. Skinner originally proposed that language must be learned and cannot be a module. The mind consisted of sensorimotor abilities as well as laws of learning that govern gradual changes
teachers ask themselves. Teachers are found drilling the students with continuous grammatical exercises especially at the primary school level. One of the reason is that teacher tend to use the behaviorist approach in language teaching and adopt the Audio-lingual Method (ALM) or Direct Method which spotlight on forms and accuracy of the students’ output or performance. Thus, students lack speaking and listening skills and are good in reading and writing skill which allow students to excel in tests and
ELL population has created a demand for ESL-certified and bilingual teachers that is far greater than the supply (Echevarria, 2006). Because federal guidelines do not require content-area teachers who teach ELLs to be educated in second-language acquisition, ESL methods, or sheltered instruction, less than 13% of teachers nationwide have received professional development training for teaching linguistically and culturally diverse students (Echevarria et al., 2006). However, with training content teachers
COURSE PAPER USING VISUAL AIDS IN TEACHING ENGLISH CONTENTS Introduction ..............................................................................................................3 Chapter I. Theoretical aspect of using visual material in teaching English ...........5 1.1. The importance of using visual aids in teaching English ..................................5 1.2. Learning styles in language teaching ............................
ANGLO-MEXICAN FOUNDATION/COLLEGE OF ST MARK AND ST JOHN Exploring the use of authentic materials with young adult learners focused to learn vocabulary. Dissertation submitted in part-fulfilment of the requirements for the University of Exeter B.Ed for Serving Teachers (Hons) English Language Teaching Beatriz Díaz de Contreras September 2003 BA/Bed Honours (Exon.) Abstract Although I have always liked to use authentic materials in class, I had never had the opportunity
students placed at risk. The work of the Center is guided by three central themes—ensuring the success of all students at key development points, building on students’ personal and cultural assets, and scaling up effective programs—and conducted through research and development programs in the areas of early and elementary studies; middle and high school studies; school, family, and community partnerships; and systemic supports for school reform, as well as a program of institutional activities.