...Correlation of English Proficiency between Academic Performances in Selected Bachelor of Science in Hotel and Restaurant Management Students in Laguna State Polytechnic University Los Baños – Campus Submitted to the Faculty, College of Hospitality Management and Tourism, Laguna State Polytecnic University Los Baños Campus, Los Baños, Laguna In Partial Fulfillment of the Requirements for Methods of Research Samantha L. Banasihan Mark L. Banasihan CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction The importance of English language for enhancing educational attainment through improved communication ability can never be over emphasized. Students who have so much difficulties with their communication skill in English language may not function effectively, not only in English language but in their academic and this is no reason than the fact that English language in Philippines today is the language of text-books and the language of instruction in schools. When English Language proficiency is high, it will definitely affect and improve the academic performance of such students. Nevertheless, where the proficiency in English is lacking in any academic setting, it will definitely lower the academic performance of such students. The competency in English significantly determines performances in intelligence or academic tests. The explanation above seem to suggest that mastery of English language is very importance even in students’ academic performances...
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...IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL Hebron University Faculty of Graduate Studies and Academic Research English Department The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University By Hamada Shehdeh Abid Dawood 2012/2013 The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University Abstract This study aims at investigating the effects of grammatical error correction on EFL learners’ accuracy. Twenty-two males and females senior students were chosen randomly to respond to a questionnaire investigating their beliefs about immediate grammatical error correction. Therefore, this study was conducted in order to answer this question: what is the effect of grammatical error feedback on students’ accuracy? Results related to the questionnaire that was delivered to the participants proved that immediate error correction enhances and has a positive effect on their accuracy. Introduction Accuracy, in its simple view, is the ability to produce grammatical correct sentences (Gower et al. 1995). Since its vital role in acquiring the English language in Palestine, grammar should seize a wide distance in EFL classrooms and should be taught either inductively or deductively. Nevertheless, the process of teaching and learning does not guarantee that all learners are expected to produce grammatical sentences, so the role of the teachers, here, is to respond...
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...elsevier.com/locate/tate Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing Debra Myhill a, b, *, Susan Jones a, Annabel Watson a a b University of Exeter, UK University of Wollongong, Australia h i g h l i g h t s Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge ...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...modernization of the current generation, system of education was also affected. Major changes were made due to what professionals/critics noticed about the students’ performance in the school. They observed that nowadays, traditional education system may not be that still effective like before. In this kind of system, the teacher is the main source of information and the students act as the audience. Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998). Before, students here in the Philippines were exposed to IBE or Input Based Education in which it was a teacher-centred learning process. Now, it was transformed to OBE or Outcomes-Based Education. It was introduced in the Philippines last July 2012 by the CHED or Commission on Higher Education. OBE has become a focal point for critics of educational reform all across the world. It calls for a shift in that paradigm (model, pattern), from content to process in which a child is called upon to demonstrate what he knows and can do against standards established by the traditional education system. Because of...
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...Rubric Teaching English as a second language – nonnative English speaking teachers of English (NNETs) compared to native English speaking teachers of English (NETs) in ESL cultures. NNETs from the same culture as their ESL students are preferable than NETs from a different culture than their ESL students. The shared culture between NNET and their ESL students (as oppose to NETs who do not share the same culture properties with their ESL students) helps the NNETs find better teaching techniques, making their student's language acquisition easier and approachable. NNETs have advantages in approaching the ESL students and display of empathy towards them and their needs. NNETs display better knowledge in some domains than NETs. Introduction...
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...completion of two years of study at this level, the students sit for the HSC examination which is the second public examination they face in the life. In the main stream system of formal education in Bangladesh English is introduced as a compulsory subject from class 1 and continues with the same status up to class 12. When HSC level is considered, English is taught here as a compulsory subject consisting of two papers each carrying one hundred marks To face the challenges of new century, the English textbook of class XI-XII has been rationally evaluated by foreign consultants and local experts. The evaluated and modified textbook was designed for introducing communicative techniques and for providing adequate practice in language skills: listening, speaking, reading and writing. But necessity of grammar can not be avoided in the context of Bangladesh. The purpose for designing H.S.C. syllabus is to make the learner competent in communication in the target language and which is similar to CLTA method in language teaching and learning. In CLTA usually a notional-functional syllabus is followed. In this type of syllabus, instruction is organized not in terms of grammatical structure, but in terms of ‘notions’ and ‘functions’. But grammar is also included by the experts. It is expected that the revised textbook will meet the real needs of the students and teachers and eventually results in more effective teaching and learning of English. In this study, HSC...
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...CHAPTER I THE PROBLEM AND ITS SCOPE 1.1 Introduction Learners nowadays have different ways of learning the second language and they also have various levels of competencies with grammatical structure of English language. English language became the new lingua franca it is usually used as a medium of instruction. But in order to teach the second language also known as the English language, one must know how to apply different techniques and strategies in teaching English as a foreign language. After all, there is no single best way to teach the English language but there are many ways to do. And it is the main role of the teacher to become flexible enough in applying various techniques in developing the level of competency of the learners. Moreover, grammar is the essentials of language. The means to say that in order to learn the English language, a learner must know when to use a certain tense, word form, knowing how to explain and apply the rule and the right expression. Consequently, teaching English grammar is tricky as there are just so many exceptions to rules, irregularities of word forms, and other that even if you do know your grammar rules, you are probably going o need some help hen providing explanations (http://esl.about.com). Accordingly, the study of grammar began with the ancient Greeks, who engaged in philosophical speculation about language and described language structure. This grammatical tradition was passed on to the romans, who translated the greek...
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...School Students’ oral English Interest Abstract With the opening-up of China, English teaching has been getting more and more attention, especially since Beijing won the bid to hold the 2008 Olympic Games，the economy and society developed quickly in China and different cultures have come into contact more and more, there is no denying that English will play an important role in communication. As a result, English teaching and reform are coming to a turning point, how to improve students' spoken English is the core issue of students and teachers. Students are more and more eager to learn English well especially the oral English, but a lot of difficulties and barriers in the way. Therefore, how to stimulate middle school students' oral English interest becomes more and more important. In this paper, the author pays attention to studying the present situation of Middle school students Oral English study, and propose some personnel but effective strategies to stimulate students’ oral English skills. Key words：Oral English, interests, communication. Table of Contents Abstract…………………………..........................….............................................……….ii Table of Contents…………………………………………………………........…………iii Outline…………………………………………………………………………………… v 1. Introduction…………………………………………………………………………… 1 2. The Significant Value of Oral English………………………………………………… 2 2.1 English is the most widely used languages…………………………………………. 2 2.2 Oral English Skills is the Necessary...
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...Influences of Lexical Approach on College English Teaching in China I. Introduction 1.1 Background In recent years, college English teaching research focuses on exploring more effective teaching methods to improve the students’English proficiency and self-learning ability. China's college English teaching find itself caught in a dilemma of time-consuming but low-efficiency. The undesirable language teaching situation drives the teaching researchers to make great efforts to innovate present teaching ideas and methods. No matter how much attention has been paid to reading and writing training, teachers and students generally think that vocabulary teaching is of vital importance and it is the foundation of English learning. However, a majority of students acquire new words by rote learning and some students even try to memorize the words based on the vocabulary list. Although students' vocabulary size is increased quickly, their English language skills have not been improved. In order to resolve these problems, we can try to update the teaching idea of vocabulary and to improve the teaching method. 1.2 Purpose of the Paper The focus of traditional English teaching is mainly on grammar and vocabulary, which are regarded as two independent items. In fact, students cannot express themselves very well even though they have acquired many words and grammar rules. So, how can we change the situation? Many studies have been conducted to improve English teaching efficiency in order to equip...
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...says,” talking comes before writing, oral composition before written composition.(Dash, 2004, p.165-166) Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words Josh Billings says“Silence is one of the hardest arguments to refute”. Learning English as one's second language is not unusual in most places of the world. But learning English as one's second language and mastering it thoroughly is a distinguished achievement. By mastering, I mean that one is able to read, write and communicate unambiguously and effectively. In this case, only a few has accomplished due to many problems such as unavailability of native-English instructors in a country, a totally different language structure used at home and a limited amount of time studying English. The main reason why theFilipinos are employed abroad is their ability to speak and understand Englishand so when all countries in the world struggle to learn English (Rama 2000) We ,Filipinosshould not unlearn it. English is a global language and in the worlds of former Education Secretary Richardo Gloria (Castro, 1994) “mastering it willbe beneficial to all our students for they can then compete internationally.” Moreover, Roces (1999) emphasized that the Department of Education should prepare its pupils for the Information Revolution and that “isolatingthem ...
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...and Saving an APA Format Document Week Two In-Class or Alternate Participation Discussion Question and Participation Assignment: Common Knowledge Assignment: Scavenger Hunt Week Three In-Class or Alternate Participation Discussion Question and Participation Assignment: Writing One 1 4 10 1 4 5 5 1 4 4 Week Four In-Class or Alternate Participation Discussion Question and Participation Assignment: Grammar 1 4 10 Week Five In-Class or Alternate Participation Discussion Question and Participation Assignment: Excel Budget Assignment: Math Week Six In-Class or Alternate Participation Discussion Question and Participation Assignment: Writing Two Week Seven In-Class or Alternate Participation Discussion Question and Participation Assignment: Plagiarism and APA Format Week Eight In Class or Alternate Participation Assignment: Final Presentation Point Total 1 5 100 1 4 5 1 4 10 1 4 5 5 Week One This week’s topic is: • Opening Doors to Success This week’s activities support the following course learning outcomes: • Examine the importance of continuing education and lifelong learning and its application to personal and professional growth. Identify the WIU support services that will assist in the achievement of educational goals. Use personal computers and software packages to complete a variety of basic writing, research, calculation, and presentation activities. Identify the required steps in writing a research paper, including basic...
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...theses successfully when they carry on their further studies. As pointed out by Torrance et al., the ability to write clearly and fluently is undoubtedly one of the most important skills required for graduates (1999:189) and effective writing is fundamental to success in higher education .Academic writing is arguably the most important language skill at university because students’ grades are largely determined by their performance in written assignments, tests and examinations or graduation thesis (Leki and Carson: 174). Therefore, equipping tertiary English students with knowledge of academic writing is really essential Writing is a necessary means to answer subject modules (linguistics, Civilization literature), because, acquiring knowledge without having the linguistic means to transmit it into the written communication without doubt will prevent students form academic success. Acquiring knowledge without having the linguistic means to transmit it into the written form is useless as students’ Day without students or as children’s Day...
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...Corpus linguistics and language pedagogy: The state of the art – and beyond Joybrato Mukherjee Justus Liebig University, Giessen Abstract The present paper provides a selected overview of the state of the art in corpusinformed language pedagogy. Starting off from a general assessment of the impact that the corpus revolution has already had on English language teaching (ELT), the focus of the main part of this paper is on some typical examples of corpus use in three language-pedagogically relevant areas: (1) using corpora for ELT (e.g. producing learner dictionaries); (2) using corpora in the ELT classroom (e.g. in data-driven learning); (3) using learner corpora. With regard to learner corpus research, for example, the paper also sketches out some prospects for future research, e.g. the compilation of local learner corpora. 1 Introduction: the corpus revolution and English language teaching There is general agreement among empirically-oriented linguists that the advent of large, computerised corpora has revolutionised the linguistic description and analysis of the English language. In modern corpus linguistics, not just any group of texts qualifies as a corpus, but it must be "a collection of texts assumed to be representative of a given language, dialect, or other subset of a language" (Francis 1982: 7). Representativeness is a key issue in corpus design because it captures the attempt to compile a database that provides a statistically viable sample of language...
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...and Humanities – Ho Chi Minh City Faculty of English Linguistics and Literature A critical review on an article: STUDENTS’ L1 USE: A STUMBLING BLOCK OR A FACILITATOR IN L2 LEARNING (Yukie Saito, Temple University Japan) Instructor: Nguyen Thi Kieu Thu, Ph.D. Student: Huynh Tran Vuong Chan Class: MA in TESOL 2014A HCMC, 04/2015 INTRODUCTION The development of English has been so dramatic over the past centuries, especially in countries where English is treated as a second language. It is undeniable that for those countries, the chances for students to be exposed to English are limited due to both objective and subjective conditions. The biggest obstacle is mostly counted on L1 intervention and its long standing impact on L2 learning. Therefore, in order to increase these chances, some schools, institutions and even universities have applied the English only policy in English classes for the better learning. And Japan is one these countries. Being interested in the application of this policy and driven by the controversial issue of L1 impact on L2 learning, Yukie Saito, a lecturer at Rikkyo University, has conducted a study on this problem which is later posted on a website for academic teaching and learning: Journal of Second Language Teaching and Research. Yukie’s study on “Students’ L1 use: A stumbling block or a facilitator in L2 learning” is conducted in the situation in which Japan is strictly applying the English-only policy institutionally. As a lecturer who...
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