Methods of teaching english essay

ELC’s Teaching Methods
Contents:
  1. My English Essay and Composition: Four Teaching Methods
  2. Recommended pages
  3. Direct method (education)
  4. Language Teaching Methodology and Classroom Research
  5. Extract of sample "Modern methods of teaching English Language"

Proficient writing skills are necessary at this point as these discussions of literature typically manifest in the form of an essay or research paper. High school English is a comprehensive study, combining the five skills of language arts in order to understand literature and its value.

English is also a crucial component of college preparation, getting students ready for the extensive research and analytical skills they will be expected to utilize throughout their college careers. Whereas language arts classes in elementary school introduce students to grammar and composition, reading classes aid students in developing their comprehension and and analytical skills. Reading classes also instruct students in vocabulary and spelling, and help them build their skills through instruction, practice and testing.

Evaluating, structuring and editing Now the writing is adapted to a readership.

My English Essay and Composition: Four Teaching Methods

Students should focus more on form and on producing a finished piece of work. The teacher can help with error correction and give organisational advice. Classroom activities Here are some ideas for classroom activities related to the stages above: Pre-writing. The importance of feedback It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably.

Recommended pages

Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. Writing as communication Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences.

Direct method (education)

It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing. Potential problems Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient.

This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing.

How to teach grammar (PPP Model) TESOL / CELTA

Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves. Need a little more help with your professional development?

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The changing roles of teacher and students What stages are there in a process approach to writing? Classroom activities Here are some ideas for classroom activities related to the stages above: Pre-writing Brainstorming Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.

Language Teaching Methodology and Classroom Research

Planning Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. Generating ideas Discovery tasks such as cubing students write quickly about the subject in six different ways - they: 1. According to Richards and Rodgers, methods are teaching systems that are specific about teaching techniques and the roles of learners and teachers.

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They do not allow interpretation and are acquired by the teachers through training. Beginning with the Grammar Translation method and ending with Humanistic approaches, this essay will focus on a couple of the main foreign language teaching methods and approaches in the 19th and 20th century. First it will be described how language teaching approaches and method can be analysed. Then some techniques will be explained.

Here the focus will be on the main principles of the techniques and their effect on the learner. From some minor methods and approaches only central aspects will be considered. A language teaching method can be defined according to a couple of characteristics. First the basic ideas of a method should be found out. A behaviourist theory for instance, demands less engagement of the mind than a mentalist view does.

It is also important to find out, if the approach is deductive or inductive.

Extract of sample "Modern methods of teaching English Language"

A deductive method gives the learner a rule first which is then demonstrated in examples. When the method is inductive the learners deduce the rule from examples they are given. In most cases the rule is stated at the end of the sequence but sometimes it is never given clearly. Johnson then suggests to investigate how much the native language L1 is used in the classroom and if it is allowed at all.

The sixth question is about, which skills are being developed. There are the spoken skills listening, speaking and the written skills reading, writing.

It has to be investigated if realistic language is used or if the student learns a language that will never enable him to communicate competently in the foreign language L2. The investigation of the teaching methods in the following paragraphs will mainly rely on the points explained above. Sometimes other features will be added and some of the above ideas will not be considered. The Grammar-Translation Method was developed in the early to mid nineteenth century.

First a grammatical rule is explained and examples are given. Then the learners get a bilingual vocabulary list which they should learn by heart. The lists often contain complex constructions which also should be learned with their translations. These constructions can contain sentences like: I see myself, you see yourself, he sees himself etc.