• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

methodologies for teaching English

Extracts from this document...

Introduction

Methodologies used for teaching English to students of other careers and for teaching English as a foreign at the Western Multidisciplinary Campus of the National University of El Salvador Teaching has always been an evolutionary challenge for the educative community. Both teachers and students have to look for the most adequate strategy to transmit and to achieve knowledge. For example: English classes taught to students of other careers use the traditional translation method. And it makes students loose interest about the language. Classes taught to foreign students maintain them dynamically involved in the learning process. That's why; technical English teachers think that it is difficult to apply different methodologies when teaching this kind of English but there is a variety of methods from foreign that can be used in their fields. Technical English teaching styles are limited in methodologies. Students who have learned this kind of English for their careers can not make use of it in a free way as foreign students do because they have not learned it with a variety of wide objectives. When technical English students face the necessity of using the language in any situation, they feel frustrated since they are not able to connect their ideas for creating a complete thought. The uses that persons give to this kind of English are restricted to nouns, auxiliaries, commands, names, etc. that can be used at working time just to identify important things related with their major. ...read more.

Middle

Audio materials are a great complement for the text book used in the course because they include conversation, listening exercises, exercises and a brief explanation in the listening way of grammar and pronunciation. The different listening activities help the students to foster their hidden skills that will facilitate not only their classes but also their work in their specific areas. That's why, students can feel passionate about the variety of things they can do for having a good listening skill. As well as methodologies for listening are important in teaching foreign English, speaking methodologies help students to communicate their thoughts in an easier way. Teachers use speaking by applying different kinds of strategies and methods in their lessons to have their students talking about their opinions or reproducing the words given. Oral interaction in the classroom is essential because not only served to learn new words and vocabulary but also served for the students to socialize among themselves. Conversations are a great strategy to reach this objective because it has students talking and learning from each other's mistakes. An excellent way to have students talking is group work; in group work students share ideas and combine points of view in order to accomplish an activity. Likewise group work, debates help students to establish a position, pro or con, on a topic. Debates give freedom to students to talk and to share thoughts. ...read more.

Conclusion

. Consulted on May 24th, 2006 in http://edis.ifas.ufl.edu/MG098 Bibliographic resources: Interviews (annex) UNIVERSITY OF EL SALVADOR MULTIDISCIPLINARY WESTERN CAMPUS FOREIGN LANGUAGE DEPARTMENT QUESTIONARY ABOUT "METHODOLOGIES USED FOR TEACHING ENGLISH TO STUDETNS OF OTHER CARRERS AND TEACHING ENGLISH AS A FOREIGN" NAME: _________________________________________________________ ENGLISH (TECHNICAL / FOREIGN) TEACHER 1. Do you use a variety of strategies for teaching English? 2. What kind of strategies do you use? 3. Which strategies do you think are the best? 4. Do you think games are a good tool for teaching vocabulary? Why? 5. What kind of games do you use in your classroom? 6. How do you maintain your students involved in the learning process? 7. Which skill do you think is the most important for your students? Why? 8. How do you encourage students to study at home? 9. What kind of complications do students face when they translate? 10. Do you think that repeating is good for pronunciation? Why? 11. Do you think that the number of students can interfere in the teaching process? Why? 12. How many students do you think is the best amount for each group? 13. Do you think visual aids are important for reinforcing students learning? How do you use them? 14. How do you assess your students at learning? 15. Do you consider games are a useful part of your teaching process or just a wasting time activity? Why? 16. Which methodology from the other teaching style would you include in your curriculum? Why? Thank you for your help!! ?? ?? ?? ?? 1 Methodologies for teaching English ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. Individual Practice Project

    These echoes the findings of Bandura (1986), who states that 'modelling, when applied deliberately, can be an effective and efficient means of teaching new behaviours' (Woolfolk, 2004). From observing the children who exhibited challenging behaviour it was clear that they were not encouraged to comply with the behavioural expectations that were required of them?

  2. The Promotion of Creativity Through Play

    cited in Hughes (1999) the choice of play objects and materials should be appropriate. In other words play with objects that have a single solution or only one correct way of using such as a jigsaw, would promote the ability of convergent problem solving, whereas play objects which can be used in a variety

  1. Why is the teaching of pronunciation important? Choose a particular nationality and outline ...

    - / / sometimes becomes / /, so that, for example, paper sounds like pepper. Consonants: - / / and / / do not exist in French, and the fact that spoken French does not use the tip of the tongue makes them difficult to learn.

  2. Teaching Aims: 1. Train the students' listening abilities(skills)2. Revise the words and phrase in ...

    Please call him. S2: The telephone which you ordered has arrived. Please pick it up from their office. They are open from Monday to Saturday, from 9 am to 6 pm. S3:Mr.waite will arrive at London at 10:15 on Thursday.

  1. Approach, Design, and Technique Defined in Relation to Second Language Teaching Methodology Comparative Analysis ...

    theory of second language acquisition and its five underlying hypothesis. These hypotheses will have significant bearing on the Natural Approach's design and procedure, to be discussed later. (In the interest of economy, this theory has been provided in 'Appendix B' at the end of this report for required reference.)

  2. Pupils With Learning Difficultiesm and precision teaching.

    proven success with the majority of pupils, fails to be effective with certain individuals. If we truly subscribe to the view that each child is unique, it follows that each teaching experience is equally unique. It is also reasonable to assume, as has been argued by Keogh (1971)

  1. Problem formulation - Background of the dissertation.

    * Complete research installation * There are about 1000 internal or external society groups and about 100 foreign embassies and diplomatic organizations in Ottawa. * Convenient traffic * Living condition is very good. The student can be a member of a Canadian family.

  2. Parallel Learning Structures

    To support the validity of our approach and intervention each person will have a voice in identifying the problems and concerns that the parallel system's quality circle leads will address. How the Project Will Begin As with any intervention our group has approached the problem facing the school district by

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work