Роль учителей в эффективном изучении языка

№97-1,

педагогические науки

Данная статья освещает роль учителя в процессе изучения иностранных языков, о также основополагающие стратегии, которые могут быть использованы для повышения качества обучения. Более того, автор описывает сложности и проблемы, с которыми студенты могут столкнуться в процессе изучения иностранного языка, а также возможными способами их разрешения.

Похожие материалы

All students are different from each other according to some features. Some students master objectives faster than others. Then, there are those who need a little more time or need to be explained in different ways and methods. Teachers must monitor students’ performance during instructional time to see what steps he or she may need to take in teaching a lesson. There are lots of techniques that can be used to monitor students’ performance. If these techniques are used by teachers, the teachers also achieve their goal, and it will be effective method to teach.

Sometimes lesson may need to be re-taught to all the students, or one of them. Although some students need extra time and lessons; there are also students who are ready to move on.

As we know, before a lesson the teacher does a daily review. The reason for a daily review is to review and refresh the students’ concepts and facts that they had in previous lessons. Furthermore, daily review can let the teacher know what level of comprehension the students have learned from previous lessons. The review can help teacher decide if a learner needs to move onward with a new lesson or more reviewing or re-teaching of a lesson is needed to do.

Homework is another way to conduct daily reviews. If the homework is checked and if any problems are wrong, these problems can be corrected with student. For example, while learning second language, prerequisite skills are necessary for understanding and mastering every task. One example of this is before students can be taught to get the product of two number, they have to know multiplication.

Teacher has to do a prerequisite check to make sure students know their multiplication facts before teaching students to find the product of two numbers. This lesson cannot be taught if the students do not know their multiplication. Multiplication can be taught by using online games, individual and group activities. If daily review and prerequisite check show positive feedback with about eighty percent of the class, and then it is safe for teacher to move forward. If it is less than 80% a new lesson will not be introduced until a mastery of the prerequisite check and review has an improvement.

Teacher has to spend at least twenty-three minutes on presentation and use variety of ways to introduce concepts like lecturing, demonstrating and discussing about new topic. The main concern for teacher at this point is to make sure students will understand and will gain mastery of the lesson which is given.

Usually teachers inform students of what they are going to learn. Students want to know what is expected of them. When introducing a lesson that has more than one step, the teacher could introduce one step at a time. If students are given too many steps at one time, they might get confused and frustrated. Teacher organizes and plans to introduce in easy way. It is important not to assume that learners will know what you are doing. An outline is one way to aid in helping to clear up any questions or steps. Repetition is one the best ways for success for difficult lessons. The more steps are repeated, mastery can be successful and useful for them.

And one more thing that confusion and frustration will occur if teachers move on when students do not understand what has been taught. Teacher knows her or his class, and knows when a student needs help. Asking questions to make sure students understand what is been taught on the lesson. Questioning is one way to assure that students have a greater chance at mastering the lesson. Questions are one way teachers can keep students attention or focus.

In teaching practice, teacher is good at recognizing important learning strategies, and clearly aware which strategies are crucial and suitable to students of different ages, which strategies are indispensable to different learning tasks. Therefore, the teacher is able to teach students appropriate strategies effectively in the light of students' characteristics of different ages and levels, meet the needs of different learning tasks.

Teacher is constantly trying to seek new learning strategies structure. With the in-depth of theory research and summarizing of pragmatic teaching experience, learning strategies have been creating and discovering accordingly. Every experienced teacher has to explore and seek new learning strategies in the light of teaching requirements; also, the teacher will provide the students with new learning strategies so that they may master more learning strategies effectively way.

Teacher is adept in choosing appropriate learning strategies materials and making materials more relevant and typical, which will make selected materials in accordance with students' cognitive characteristics and personality, fully reflect learning strategies being trained and also arouse students' learning interest and awareness.

So, if one wants to learn a foreign language quickly and effectively, there are two things to keep in mind. Firstly, picking a language that is reasonable to expect being master in a few weeks. Secondly, trying a few tricks where learner simultaneously listens to the language and speaks it aloud while reading it.

To sum up, we may understand English learning strategies as follows:

Firstly, learning strategies are complex plans concerning learning procedure learners make. In a strict sense, all plans of learning activities should be different, that's to say, learning strategies each time used by learners are quite different. However, relatively speaking, for same sort of learning, learners may have similar plans, which we may call learning strategies in common use, just like reading method.

Secondly, learning strategies are used by the learners in order to achieve a certain learning goal. Therefore, learners should make appropriate learning plans in light of their learning tasks accordingly. Generally speaking, learners are conscious when they use certain learning strategies. When plans are being carried out over and over, learners' level of using them will reach a certain sort of automation.

Thirdly, to use learning strategies is to learn efficiently. On the contrary, if learners don't use certain strategies in their learning, they may find it difficult to attain their learning aim. In other words, they won't get satisfying effect even if they finally attain a certain aim. Take memorizing English words as an example, given enough time; one can also remember words through mechanical repetition. However, if one uses other methods, memorizing efficiency may be improved greatly.

Список литературы

  1. Rubin J., How learner strategies can inform language teaching. In Bickley, Language Use, Language Teaching and the Curriculum, Institute of Language in Education, Hong Kong, 1990, p.65
  2. Rubin J., Using multimedia for learner strategy instruction. In Oxford, R.L. (Ed.), Language learning strategies around the world, 1996, p.p.234-239