Integrating Language Learning Strategy Instruction into ESL/EFL Lessons

Dear Ms. Aleyda and Classmates:

This reading is about strategies to make an active learning of a language.  This let the students to become active participants in the teaching-learning process and provide them positive backwash effect on motivation level, self-efficacy and autonomy.

Researchers tell that paired associations, self-evaluation and structured sequence are helpful strategies for students to learn better a language. The uninformed Strategy Instruction  is made by textbook rubrics, where the students develop some activities with textbooks, but it has weaknesses because not all students will understand instructions written in the target language. In the Direct and Integrated Instruction, learners develop skills to successfully organize and conduct their own learning events.

The basic structure for introducing the strategies are:  Preview the teaching material and activities, present strategy by naming it and explaining when and why to use it, Model the strategy provide opportunities to practice, develop students’ ability to evaluate strategy.

In this chapter we learn that strategies are teachable to improve our students learning of an EFL/ESL. They provide them with hands-on practice and reinforcement of strategy use.

Regards,

Nora Garmendia

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Micro Teaching Presentations Friday 25th

Dear students.

Here are the links to some videos we are going to be using in class today.Please, wait until you´re instructed to click on the links.

your teachers Mina and Jara.

http://www.youtube.com/watch?v=IEyo-Gqfas4

http://www.youtube.com/watch?v=VJF9Gb3dGbc

 

 

 

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Integrating Language Learning Strategy Instruction into ESL/EFL Lessons

Dear Teacher and Classmates,

In this lesson we can learn how to teach and give instruction using strategies in languages lessons. The learning process can positive if we select activities developing strategies in which students understand the purpose and value them. I think that if we integrate the four skills, writing, reading, listening and speaking  in language lessons we would develop classes succesfully.

See you soon.

 

Miriam Avila

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CLASSROOM TECHNIQUES FOR CONTEXTUALIZATION: HOW TO MAKE “THIS IS A PEN ” A PRAGMATICALLY MOTIVATED UTTERANCE.

Miss Aleyda and Classmates

how are you?

In this article is about insufficiency of the audilingual training in fostering functional communicative is partly due to unrealistic pseudo-communication prevalet in a classroom. Some teachers under a strong curriculum constraint are forced to have their students practice such model dialogues which are presented in a textbook. This is regrettable because lack of a pragmatic motivation behind a questions makes , subsequent classroom communication less active. When you have less motivation in any class and the class turned boring .

Alicia

Alicia

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GRAMMAR CORRECTION ESL/EFL WRITING CLASS MAY NO BE EFFECTIVE.

Miss Aleyda and Classmates

How are you?

In this article is about grammar correction which is difficult because students continue to make mistakes and teacher always correct them. Robb, Ross and Shortreed (1986) said they had four kinds of grammar corrections and they are  a) explicit correction, where errors were pointed out and correct forms offered; b) making mistakes with a yellow pen, without explanation; a tally was kept in the margin of the number of errors per lines, and students were told to examine the line and find and correct the mistakes; d) the use of a correction code which showed both the location and kind of errors.

I think sometimes students make mistakes because teachers never explain well, but we have to work hard with the students to help them to improve practicing until they don’ t make mistakes.

Alicia

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DOING THINGS WITH SENTENCES IN THE ESL CLASSROOM.

Miss Aleyda and Classmates

How are You?

I always use games with my students because children and adults like playing and competition where they try to win. I use boarding games which have sentences with mistakes and the students have to discover and correct them.

If we teach explicitly way, the students are bored. We have to remember that some students learn in different ways.  In this article mentions some games like Hunt the Main Verb, Swapping words around etc.

When we play with the students these games, the teacher can evaluate them if the students know or don’t know the context.

Alicia

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USING SIMPLE POEMS TO TEACH GRAMMAR

Miss Aleyda and Classmates

How are you?

In this article is about how we teach grammar. Sometimes, we use explicit than implicit. Some of the writers suggest like Dornyei and Thurrell (1997) that integration of form and meaning is gaining importance in what they refer to as the principled communicative approach. Musumeci(1997) said that the students should learn grammar explicitly but should also be given the opportunity to practice them in communicative and authentic / simulated tasks.

The intensive English Program at UNITEN , they teach writing class, a series of poems were used to review and reinforce grammar rules the students should have learnt while in school.

When I used some poems in different ways for example I erased some words and gave the a poem and the students had to complete with the words I gave them before.

Sometimes the students said that they didn’t understand the poem and I rarely used poems in my  class.

Alicia

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