Teaching and learning English as a second or foreign language has not been easy either for teachers or for learners. Teachers face problems while teaching it while learners face difficulties while learning it. Many factors contribute to these problems and difficulties and lack of motivation on the part of learners or demotivated learners is one of the most common problems faced by the teachers which affects both teachers and learners in negative way. Motivated learners are a dream of every EFL teachers but it is hardly realized. However, it is also important to note that teachers enjoy and lay a very significant role in EFL teaching and learning process. In this respect, the role that EFL teachers can play in motivating their learners inside and outside the EFL classrooms is to introduce or extend music education and utilize it as a strategy to motivate and promote motivation among learners. Briefing motivating learners through music attempt has also been done to systematically propose certain practical strategies for teachers to learn so that the aims and objectives of teaching English are fulfilled easily.
Writing is an important skill for language production. However, it is considered as one of the most significant problems that affect not only native English speakers, but also hundreds of students that are learning English as a second or foreign language around the world. Thus, students face many challenges in writing. The fact that students do not have interest in the Composition writing leads them to be poor writers, increase the errors in their homework, write run-on sentences and incoherent paragraphs. Therefore, the present study aims to investigate problems in undergraduate ESP learners' writing and factors that hinder their writing skills. It also aimed at obtaining suggestions on how to improve learners' writing skills. For this purpose, teachers must improve their students writing skills by using effective teaching methods and more reading and writing practice.
To meet the more rigorous expectations, students will need teachers who teach in ways that are distinctly different than how most have been teaching. Students will need, for example, English teachers who give students more guided practice in reading nonfiction texts that are more complex than ever. Students will need teachers who continually work to deepen their own knowledge of the content so that they can help their diverse students make multiple connections to the standards.Students will need teachers who can work and learn together to sustain continuous improvement to ensure that all students have opportunity to learn at high levels. To ensure that students have such teachers, in addition to high quality aligned curricular resources, materials, and tools, high-quality opportunities for teachers to learn to meet the demands of college-and career-ready standards are crucial. Unfortunately, the current fragmented menu of discrete professional development offerings, which have not traditionally focused on the kinds of content and cognitive skills promoted by college-and career-ready standards, simply is not up to the challenge, nor does it support the need for much greater professional collaboration.
Teaching the Turkish language in Algeria has its potential problems due to the lack of authentic language input. Algeria is a foreign language context, and this hinders learners in mastering the Turkish language in a short time ( 6 months). Moreover, other problems caused by poor instructional planning contribute to this process negatively. With these potential hindrances, the present study aims to seek what other challenges incapacitate intensive courses teaching/learning of Turkish conducted with 80 students between 23 and65 years old. Data were collected using a semi-structured interview. Results show that poor institutional planning is the leading cause of challenges experienced by native Turkish teachers. Besides this, instructional and socio-cultural/economic problems are the other challenges for teaching Turkish.Therefore, the utilization of visual and audial tools is useful in concretizing the learning process. Efforts to adapt some tools developed by our day's technology to the class environment have become of greater importance. Simultaneously, the increase in the number of approaches to developing students' communication and cross-cultural interaction is an indicator that audial and written tools are essential for foreign language teaching. The utilization of visual and audial tools is useful in concretizing the learning process.
Language and culture are two inseparable entities.Therefore, learning a language is at once learning the culture of the people using it.One's mastery of the linguistic elements of a language does not guarantee a person can communicate through it. Cultural understanding is obligatory. This paper discusses the various finding and ideas on the integration of culture into a foreign language teaching.Its focus is to highlight the importance, existence, impact, and the techniques of integrating cultural elements into the teaching of English as a foreign language.
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