留学生英语教学毕业论文 [14]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2014-11-08编辑:zcm84984点击率:28384
论文字数:13245论文编号:org201411062241185962语种:英语 English地区:加拿大价格:免费论文
关键词:英语教学Education EssayEnglish Language Teaching英语教学
摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
ues for
difference skills because one technique likely matches with for one skill and
to encourage students more interested, fast understanding and attractive in
learning.
Another
suggests that use the same or difference techniques depend on students
understanding. If one technique and activity is good for students, they have no
any reasons to use more than one technique. However, use more than one is
likely better use more than only one technique in period of one teaching
session. In addition, using mixed techniques for teaching because it depends on
students ability on English language at their study level.
However,
teachers occasionally use the same activities and techniques in order to push
student improve and memorize very fast, clear usage and full understanding.
They also suggest that teaching hours unlikely match with course books and
students ability because some students are high ability but some other are very
low ability on English language. Teachers need to explore which techniques are
suitable for using for one location context, the same and flexible based on
students ability and time available rather than keep following instruction from
MoEYS manual.
Teaching
methods in the classroom
Teachers
of English language are likely agreed together that student center approach is
the favorite technique for them to instruct and obey within their classrooms
and for their students as teachers just give topic and let students discuss for
further detailed and deeper and allow students to have times to practice their
learning, allow students to talk more than teacher or students are active and
teacher is passive. Also, teachers give only instruction – just tell overall
activities; and let student do by themselves to practice their understanding as
whole class or small group work, and teachers just walk around for monitoring
further instructions if need, provide some assistance, correct pronunciation,
correct grammar, and finally wrap up at end of session. They also suggested
that role of teacher is just facilitator, and then students do activities by
themselves under overall supervision by teachers. In addition, teachers try to
encourage student to find answer and solution by themselves rather than tell
answers directly. At the end, spend a few minutes to share those answers with
the rest before finally correct by teachers.
However,
one respondent expressed that teacher-center approach is likely better for
Cambodian students, especially at the rural areas in order to improve their
language learning, speaking skill is the most in need to use the approach above.
Practice
teaching methods and techniques within the classes
All
respondents (teachers) generally adhered and followed the instruction and steps
from MoEYS manual and guideline in each teaching lecturing. They always have
applied their theory with their daily practice in the classrooms as well in
order to be able students to catch up main purposes of each lesson.
There
are generally three steps including pre-task, main-task and post-task for all
skills including reading, writing, speaking and listening or even grammar
guided by MoEYS curriculum and general practice in Cambodia secondary school
teachers of English language recently.
Pre-task:
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