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Ma and Kelly (2006) mention the necessity of establishing a link between the meaning and form of a word by various strategies, e.g., “direct memorization,” which is a strategy of deliberate vocabulary teaching. In vocabulary teaching programs, it is also necessary to consider the frequency of the words (Nation, 2006b).
These are (1) the student’s motivation, including whether it is instrumental or integrative; (2) the amount of time the student spends in class and practicing the language outside class; (3) the teacher’s approach to teaching; and (4) the teacher’s effectiveness and teaching style.
The teaching of chunks and set phrases has become common in English as a foreign or second language, though this is not necessarily primarily due to the Lexical Approach. This is because anywhere from 55 to 80% [ 1 ] of native speakers' speech are derived from prefabricated phrases.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
New teaching points are introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. Both speech and listening comprehension is taught. Correct pronunciation and grammar are emphasized. Students should be speaking approximately 80% of the time during the ...
The idea is to make them become independent learners so they can continue the learning process even outside the class. [1] Historically, the word content has changed its meaning in second language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology, and vocabulary or sound patterns in dialog form.
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar . Applied to language instruction, and often within the context of the language lab , it means that the instructor would present the correct model of a sentence and the students would have ...
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