PDF superior Neuroscience in the teaching of English

Neuroscience in the teaching of English

Neuroscience in the teaching of English

In the question that if you know about the use of neuroscience in education, the tendency of the previous answers is confirmed, since some of the teachers surveyed, in 31% demonstrate to know enough, on the contrary 69% of the teachers they say that there is little knowledge they have of how knowledge about neuroscience can help the teacher in the attempt to merge it with pedagogy, through knowledge of how the brain can offer a more meaningful teaching, accompanied by methods, techniques, and procedures that allow us to take advantage of the student’s emotions and thus obtain their predisposition to learn; what corroborates what (Tokuhama-Espinosa, 2013), mentioning the studies of John Hattie (2009, 2012, 2013), who affirms that knowledge of how the brain works can lead us to find better ways to direct learning and achieve the best educational practices in terms of language teaching.
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he influence of large classes in the English language teaching-learning process in Italian high-schools

he influence of large classes in the English language teaching-learning process in Italian high-schools

To teach a second language the teacher should take into consideration the process of learning and the way how the brain processes the new knowledge; therefore, applying the best methods and approaches let the students to learn the language in the most effective way. Curran (as cited in Richards & Rodgers, 2001) claims that Community Language Learning is a method that establishes in a clear |way the role that two basic elements play in a class: the teacher who makes the role of counselor and the students who make the role of clients. Therefore, the humanistic techniques that these two important elements of communication include have become part of an integral formation because during the process of communication teachers and learners manifest their feelings and emotions; thus, teachers should use this particular feature within the teaching-learning process, bearing in mind that the linguistic knowledge reflects people’s emotional and behavioral abilities.
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La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

This research “The influence of large classes in the English language teaching- learning process in Ecuadorian high schools” is aimed to determine whether or not large classes affect the English language teaching-learning process in Ecuadorian high schools. Three research questions were proposed to carry out the investigation; and, a questionnaire was structured and applied to two hundred nine students from three public educational institutions and one private high school in the city of Quito who were selected at random. They were attending to eight year of basic to third year of secondary and their ages oscillated between 12 and 18 years old.
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The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The space is also a big concern when working with large classes; the more students are in the class, the less space they will have to work in. Most of the participants of the study have shown agreement with how they are grouped to do something and how tasks are performed in the available space in terms of easiness. 84.94% in the first case just mentioned, and more than 80% in the second case confirm that fact, which also means that the teachers are exerting a good management over the class. It is clearly visible that the group, partner and individual activities are the ones that fit situation of the classes surveyed here. Roger (1983) mentions some ways to optimize the classroom space by arranging the students’ desk in different forms, all meant to ease the class communication.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

After that , the field research started . Two public high schools of the city of Cariamanga were selected. The survey aimed to determine whether or not large classes affect the English teaching-learning process. The students were asked an open – ended question about the effect of large classes on them which were classified into three major areas: instructional, psychological and social. The gathered data was registered in tables, to do this, the quantitative method was taken into account. The research techniques used in this study were: Questionnaire , Note-taking. Instruments like questionnaire and tables were also applied. To analyze the results of this
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

and those without it. The research was carried out adopting the pre-posttest quasi experimental/control groups design. Two instruments were designed by the researcher and two research assistants. These instruments are namely Onuka Mathematics Achievement Test and Onuka English Language Achievement Test. The research was conducted on experimental and control groups. 280 students were involved in the investigation. At the beginning of each lesson a short test of the knowledge gained in the previous lesson was given. The scripts were collected and redistributed to the students after they had worked the solutions on the board, however, ensuring that no student got and marked his/her own paper. The teacher worked out the solutions on the board and then asked the student to randomly exchange their notebooks and mark strictly under his supervision with support of the research assistant. The results were organized and recorded at the end of the lesson. The teacher then proceeded to teach. The exercise lasted for eight weeks. A pre-test was given to each subject group (experimental and control) at the beginning of the investigation. At the end of the eight weeks, a post – test was administered to find out whether or not the treatment had had any effect on the students’
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The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades

The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades

In those days, there were cases of English teachers who had very low levels of English proficiency, also students were not given government textbooks, which made their English learning even more difficult, as they had to manage to get those books on their own, as many students don’t have any support on the part of their parents due to the poor economic situation our country was in then.

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Teaching the Vowels of English to Spanish Students : some suggestions

Teaching the Vowels of English to Spanish Students : some suggestions

The Critical Period Hypothesis states that “adults lose or diminish the ability for acquiring second languages to a certain extent” (Fernández González, 1998:137). Selingson suggests that the limit to acquire patterns and sounds is placed in eleven years of age (2011). Consequently, it could be argued that age plays an important role in learning the pronunciation of a foreign language. Fernández González, however, states that “children learning a foreign language in an academic setting but not in the country where the language is spoken present the same traces of foreign accent as adults, no matter if they are exposed to native input as tapes, videos or even a native teacher” (Fernández González, 1998:137). As a result, Kenworthy argues that “we do not yet have evidence for a simple and straightforward link between age and the ability to pronounce a new language.” (Kenworthy, 1990:6). Despite their age, “some adult speakers attain perfect mastery and are taken for native speakers of the language” (Fernández González, 1998:138).
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Some reflections on the impact of globalisation in the teaching and learning of english in socalled "expanding circle" countries

Some reflections on the impact of globalisation in the teaching and learning of english in socalled "expanding circle" countries

As regards teachers’ role, apparently the dilemma native English teacher / non-native English teacher is overcome by the ELF change of focus, since any divergencies from the standard in the teacher’s variety would be perfectly acceptable, and even desirable in certain contexts. In fact, Kirkpatrick (2007: 187) points out that universities, even in English-speaking countries, employ «significant number of academics recruited from other inner-circle countries and from many outer-circle ones». One might agree with the principle that a non-native teacher (e.g. a Spaniard teaching English in Italy) conveys the message that English is a lingua franca and encourage students to learn it; indeed, such model is in principle more stimulating than that of a native English teacher, a model technically unattainable for learners (if I, a Spaniard, did learn so much English, you can also do it). However, the real point, in our opinion, is whether the teacher (native or not) is familiar with the learners’ native language particularities; back to our example, if the Spaniard is familiar with Italian language and culture in order to anticipate possible problematic areas and be prepared to deal with specific problems, which may contribute to effective and intelligible cross-cultural interactions. In addition to this, defenders of the ELF approach also consider it appropriate, especially due to the proposal of a Lingua Franca Core for pronunciation (see Jenkins 2000), for those teachers who do not feel confident in teaching pronunciation. Apparently, this Core will allow them to gain confidence. However, we believe that this would impose an, at less for the moment, less «acceptable» model and the native norm would still remain as an implicit reference.
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Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

Given the crucial role of this examination, the manipulation and reform of the ET is believed to achieve beneficial washback and improve education (see Weir, 1990; Spolsky, 1996). The design of the new ET put forward by the Spanish education authorities includes the obligatory evaluation of a speaking and a listening component responding in this way to the universities’ concerns about the level of spoken English among undergraduates (Herrera & Laborda, 2005; Amengual, 2006). This initiative has also been welcomed by many secondary teachers and researchers who criticised past ET examinations for depriving students of crucial opportunities to acquire more productive communicative skills not evaluated by the ET. Moreover, it is generally believed (Amengual, 2009) that preparing students for the ET has a negative impact on the teaching of oral communication since most of the class time is devoted to the teaching of skills featured in the ET. Therefore, it was high time that tests that required students to perform communicative tasks in L2 were developed. The aim of this study was twofold. Firstly, it intended to examine the influence of the English Test, included in the SUEE, on five main teaching aspects: curriculum, materials, teaching methods and teacher’s feelings and attitudes. Secondly, it investigated the washback effects associated with the new ET proposal developed by the Spanish education authorities into the Spanish educational system in order to meet the ever-increasing demand for more communicative English tests. Although the initiative has been launched, the design of the new ET is not due to be implemented until 2012 (see REAL DECRETO 1892/2008, de 14 de noviembre, BOE de 24 de noviembre).
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The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

opportunities for students to learn from each other and through more meaningful feedback from their teachers. Group work offers enormous potential. It can be used for oral work, decision-making tasks, joint reading tasks, listening tasks, cooperative writing and many other things. It also has the great advantage of allowing different groups of student be doing different things in the same classroom. Teachers should change their methods in dealing with large classes and they should adopt new strategies, for example, arranging the class in groups (five students per group) could help solving this problem.
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58 Lee mas

Going against the tide : teaching english in english

Going against the tide : teaching english in english

When I started to work with this 9 th grade, I heard from my host teacher that these teenagers were a lost case in terms of proficiency and behavior. Now that I have finished my practicum, I see what they really are: they are very intelligent, capable and energetic students. It was not that they were not interested about the subject; it was that the topics were not engaging enough to connect them to the class; it was not that they did not understand the lesson because they were not able to; it was that they did not possess the appropriate English vocabulary to produce something. If these students were not able to understand a word in English was because they never were taught as it is supposed they should be taught.
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The use of jclic in the english teaching-learning process

The use of jclic in the english teaching-learning process

In question 12 we would like to comment on one minor characteristic which is nevertheless very important in class. It was also previously presented in the theoretical framework in point 2.5 of this paper. The teacher should know how to carefully choose the activity according to the knowledge of the students so that they will not get frustrated or bored. Here, in the table for question 12 where it says: “What did you like most and least from the JClic programme?” we can realize that children put at first position difficult games and riddles because they do not like them. On the other hand, games and puzzles are on first place because they really appreciate these kind of activities. Thus, teachers should be careful on the activity that they choose.
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57 Lee mas

Literature in the teaching of English as a foreing language

Literature in the teaching of English as a foreing language

It would appear that over the last few years there is a positive swing back to using literature in a language context, or at least literary texts are being used hand in hand with other[r]

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Narrativas de docentes de inglés no certificados: una reflexión pedagógica

Narrativas de docentes de inglés no certificados: una reflexión pedagógica

81 pero, pero entender eso para cuarto, que es uno de los temas que uno tiene que ver ahí según el currículo que le dan a uno, eh, como que yo decía, no. Yo miraba videos, yo preguntaba a los compañeros licenciados en inglés y unos decían una cosa, otros decían otra, o sea las versiones se cambiaban, ¿yo a quién le creo?, o sea ¿cuál es la realidad? ¿Sí? Hasta que hace poco le pregunté al profesor del ILUD y ya más o menos comprendí, o sea no era como me lo decían. (Yes, “how much” and “how many”, that I don’t know if I’m even pronouncing it the right way, but, to understand that is part of some of the topics that they have to learn in fourth grade according to the curriculum that we are given, and I said like “no”. I would watch videos, I would ask some of my co-workers who are English teachers and some said one thing, others said another thing, I mean, the versions changed. Who do I believe? I mean, what’s the reality? Yeah? Until I recently asked my English teacher at ILUD and I kind of understood, I mean, it was not what I had been told.)
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114 Lee mas

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

As the large-class subject matter is very wide, some further studies have been examined with the idea of establishing some sort of comparison. The first study is related to one investigation done at the An-Najah National University in Nablus, Palestine. The purpose of the research was to discover the effects of large class on EFL students and the instructional, social, and psychological implications large classes have on their attitudes. There were also questions aimed to consider other variables such as gender, level of study, college and placement exam marks. The population of this study consisted of 1.200 students and the random sample was composed of 230 male and female students. The results of the different domains show that the students’ responses
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The effect of dictionary training in the teaching of English as a foreign language

The effect of dictionary training in the teaching of English as a foreign language

Other authors have summarized a number of reports on dictionary use investigations and commented on them. Wiegand (1998) listed eighty six user studies. Hulstijn and Atkins (1998) reported over seventy studies from a pedagogical perspective. Tono (1998) categorised nearly one hundred and seventy papers and in a later work (2001) summarized more than forty studies. Dolezal and McCreary (1999) extended their annotated bibliography to more than five hundred publications on the topic. Cowie (1999: 178) used the organization proposed by Hartmann (1987), adding two more points of focus, to provide “an even-handed critical perspective on the field”, evaluating the findings of the studies. Nesi (2000) commented on more than twenty studies criticising several aspects of some investigations. Hartman (2001) briefly reports on publications organized around six perspectives on dictionary use: pedagogical lexicography, dictionary awareness, user sociology, reference needs, reference skills, and user training. Bogaards (2003) summarized surveys and experimental research on uses and users of dictionaries. Welker (2010) provided a useful summary of empirical studies on dictionary use, including those related to the teaching of dictionary use. Finally, Lew (2011) explains recent development in the dictionary use studies. We can conclude that the majority of the empirical user studies available today have been done in the last three decades or so.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

Before keep on indicating the results obtained in the survey, it is necessary to state that there are students that never raise their hand when a teacher asks them a question despite the fact that they know the right answer. This sometimes happens because some students are shy and are also afraid of being embarrassed if they make a mistake. This limits their participation in EFL classes and does not enable the teacher to give feedback when needed. As a result, the teacher cannot use questions as a means of identifying the strengths and weaknesses of the students who are shy and who do not like to participate in class very often.
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The use of English literature in the teaching of English as a second language

The use of English literature in the teaching of English as a second language

a. One sunny autumn afternoon a child strayed away from its rude home in a small field and entered a forest unobserved. It was happy in a new sense of freedom from control, happy in the opportunity of exploration and adventure; for this child's spirit, in bodies of its ancestors, had for thousands of years been trained to memorable feats of discovery and conquest--victories in battles whose critical moments were centuries, whose victors' camps were cities of hewn stone. From the cradle of its race it had conquered its way through two continents and passing a great sea had penetrated a third, there to be born to war and dominion as a heritage.
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TítuloTeaching business english in a spanish university

TítuloTeaching business english in a spanish university

Teaching business english in a spanish university TEACHING BUSINESS ENGLISH IN A SPANISH UNIVERSITY ESP began as a response to a series of events occurring by the middle of this century lt developed f[.]

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