What Did I Learn In Conestoga College

The syllabus consists of five specific topic areas: • • • • • Topic 1 Learners and teachers, and the teaching and learning context Topic 2 Language analysis and awareness Topic 3 Language skills: reading, listening, speaking and writing Topic 4 Planning and resources for different teaching contexts Topic 5 Developing teaching skills and professionalism.

Speaking English as a second language in front of others can prove to be anxiety-provoking and when an international student develops this kind of fear they limit their ability to participate in discussions of class and develop a social relationship. For entry of international student in universities would normally consist of a TOEFL or IELTS score. However, even when the entry level requirement is fulfilled by students, they are not acquainted with the terminology that is technical for a subject area specialist. Difficult time is faced by international students while reading because of lack of familiarity with English vocabulary, a weak understanding of complex syntax, lack of background knowledge in a subject and lack of equivalent words between English and their native language (Mertin, 2013). Criteria of language which is the only thing achieved by the students, studying in English, especially at the level of master’s, can result stressful and onerous. The language entry requirement which is pass by the international students and the independent study was problematic for the international students required at a very early stage of the

When I came to The United States of America in August 2010, I came as an international student and in September I started school at Mount Wachusett Community College in Business Administration Major. The first semester has been really challenging. The new language which was English and new academic system were challenging me. That first semester I completely failed. The second semester I tried my best to improve myself and I retook some of the classes I failed in the first semester. But it was not really enough. It is on my third semester that I really did well in all my classes. I could be more comfortable with the school system and with the professors. I was able to communicate effectively in English. After those three semesters, at the end of

The first is English is a communication tool that allowed people in general to communicate with other cultures is also linked to the job prospects. Second is the construction of the knowledge, this consist in creating significant meaning to the language this process can be real through the exposition to language and generate a significant context for the students. Finally, formation of habits, this subcategory is related with the memorization of the several information mainly focused to grammar and vocabulary this memorization can be achieved practicing of the language by the realization of mechanic task.

When teaching writing, I employed graphic organizers, drawings, and guiding questions to introduce components of essays and assist students in developing their writing. In addition, I designed courses to allow students to choose topics that they were interested in or relevant to their daily lives for writing assignments. Moreover, I gave mini-lessons on grammar especially when most students made similar grammatical mistakes. Furthermore, I employed Communicative Approach and selected daily topics (e.g., news, hobbies, travel, and favorite local and exotic food) to instruct students in English speaking. For listening, I utilized popular English songs, news videos, and excerpts from TV shows and audiobooks to enhance their listening competence. Since I incorporated various instructional materials and adopted different teaching approaches into my teaching, my students expressed that they enjoyed learning, and their academic performance showed great achievement. Those students who were afraid to speak English in the first class were willing to express their opinions and involved in class discussions in English after my instruction.

Coming from an Arabic-based high school, I was never asked to write essays in English. All what I was required to do is show up to some English classes and learn very basic writing skills and then apply them at the end of the semester in a short one-page essay. Thus, when I encountered my first essay assignment in an English-speaking country, I panicked. I thought that I wouldn't be able to write a complete sentence, but to my surprise, I was able to do more than that. My first encounter with an academic English essay was the one in WR100.

I came to Highline Collage with special reasons, because I want to improve my English writing and speaking skill. I started to Highline Collage from ESL level 4/5 transition. When I was taking ESL level 4/5, I applied for the Finical Aid. This Finical Aid helps students like me to complete their goals. English is my second language, and writing is difficult challenge for me. I know how to write essay in my first language because I completed Ph.d in my first language, and I wrote 1000 pages on “Daskumarcharit.” I do not know how to write essay in second language, because I do not have enough vocabulary. During this course I have learned many skills in my class writing English 091 such as

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

According to the Lecturers at the University of St. John, says that the majorities of international students were admitted into the universities without sufficient English Language skills. Therefore, language is the major encumbrance in succeeding for the overseas students. (Danzig, 2009, extract p.3) English academic and study skills are strategies applied to manage effective individual learning (Hemlock, 1989, p. 182), which includes linear writing style and structure, listening abilities, research skills, reading strategies, independent learning, note-taking, and linguistic skill; vocabulary and grammar, This essay will argue on the criteria that international students will need, further than the uses of vocabulary and grammar, in order to be successful in British Universities. There are two majors' reasons that would annotate the criteria.

Classroom instructions are the most valuable experience for the learners of second/foreign language because they enjoy limited exposure of comprehensible input from the natural environment they might get. In this situation teacher’s role is very crucial. He is the main key of the interaction in language class. They adopt variety of techniques, methods and approaches to teach to students in EFL class around the world. Some are of the opinion that target language should be used and some other say use ofL1 is useful while teaching English as foreign language. Teachers of English as a foreign language frequently claim that they do not like or favors to code switch in the language classroom.. Many researchers described it in terms of getting jobs for earning. In their views if mother tongue is used in classroom, then possibly students might not become proficient in target language that result in unemployment. Actually issue of language is not only concerned with leaner, it is also a serious issue for teachers as well deep study make it clear that teachers own attitude is the main barrier about the use of code switching.(46). Nelson Mandela who was the freedom fighter in Africa once stated that if we talk to a person into the language he understand that goes to his

After I started to learn ESL 115 course this year, I have learned a system of essential skills to improve my English writing. By practicing the knowledge I learned from the class, I received the ability to organize my essay better. However, there are still some aspects that I could improve by applying. For example, the part that I still can improve is the tone, the thesis statements and the PIE part.

Methodology in EFL language teaching can be characterized in a number of ways. It is believed that methodology is what links theory into practice within the classroom. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best for the classroom can be difficult as each method has its own strengths and weaknesses both on teacher and the learner, one of the teacher’s most crucial tasks is to compare and evaluate different methods they use in the classroom in order to motivate students and to make their learning as effective as possible.

Learning a new language might be frustrating for students who have low proficiency level. Difficulties in producing sentences with correct use of grammar and appropriate choice of words is somewhat common amongst students whose ability to acquire an L2 is low. Thus, switching to L1 is the easiest way to overcome those problems. Bouangeune (2009) stated that L1 makes an important contribution to English teaching mostly in the area of vocabulary for students with a lower proficiency level. However, using L1 is harmless in any L2 classroom as it could be

English language has become a hugely important international language which plays an important part over the world. It is increasingly seen as the most desirable by millions of speakers all over the world. It?s learning, understanding and practicing is inevitable at the present time. This global language invades the world either with the American or the British culture, simply because language is closely entwined with culture. This mainly reflects the American and British cultural dominance. In here, Some people think that accompanying English language with American or British culture widen the students knowledge of the language, whereas others believe that teaching English language with either American or British culture is a kind of imposing dominance over other cultures

Due to the distinctions lie in cultural and linguistics aspects, writing in English is always quite challenging for most learners of English as a second/foreign language (ESL/EFL). These leaners tend to apply the knowledge from their native culture and language structures to produce certain intended responses in second language (L2), so as to produce semantically appropriate essay writing, which is more formally seen as language transfer (Bhela, 1999). This essay attempts to examine the issue of language transfer in ESL/EFL writing by relating and providing a general overview of the literature concerning the issue,