• 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...


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.


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.


. 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

    We need to recognise that we can influence behaviour by being clear about our own values, and reach an agreement with our colleagues, probably through the establishment of a whole school approach to behaviour management. This could be through the revision of the schools behaviour policy or a new behaviour

  2. Problem formulation - Background of the dissertation.

    * It doesn't need the preparatory study. 4 years study life, the students can get the bachelor degree. * Excellence student service b) Weakness * Too much requirement to enroll * Expensive to live in New Zealand * Few of the course the school offer to Chinese students 2)

  1. Pupils With Learning Difficultiesm and precision teaching.

    Let us now examine some very important practical questions faced by teachers in devising suitable curricular programmes for children with learning difficulties; questions to which the psychometric and diagnostic-prescriptive approaches to assessment have patently not provided adequate or relevant answers.

  2. Learner-Based Teaching in ELT Class

    Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.

  1. The Promotion of Creativity Through Play

    Starko investigates authentic problems i.e. a problem without a predetermined answer and how they were took up by educators such as Dewey (1920). Here she describes how models of creativity can be found in his five logical steps to problem solving i.e.

  2. Planning and Delivering Teaching.

    all of the practical work involved is based on a PC and developing skills in a software package. This lesson also includes the affective domain as there is a need to contribute personally in order to understand the requirements of the assignment.

  1. Reflections on Teaching.

    I noticed that Pupil Z was uncomfortable. While the class was working, I approached Pupil Z to offer supplemental explanation. She then confessed that she "could not tell the time." To overcome this, I arranged for Pupil Z to attend Maths Club2 where I taught her how to tell the time using a children's wooden analogue clock.

  2. Research Proposal into English Language Teaching Methods. CA in the colleges of Bangladesh ...

    Scope and Objective This research seeks to investigate the applicability of newly adopted communicative approach of teaching two English papers of the class XI-XII in the colleges of Bangladesh. By applicability, I mean whether the context of Bangladeshi colleges is suitable for adopting communicative approach to teach the two papers of English.

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