Conclusion: what have we learned?

Elley, Warwick B.

doi:10.1016/s0883-0355(01)00020-9

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…As they are mastered, ongoing monitoring is carried out for compliance with educational standards consistent with this language learning stage. This system belongs to the system of international standards, which in the future can provide successful students with opportunities for professional mobility (Warwick, 2021). The indicated principles of the international system for assessing the results of foreign language competence should be reflected in the basic provisions and teaching aids in a foreign language in general educational organizations for conducting intermediate and final certification of students.…”

Section: Innovative Methods For Assessing the Results Of Teaching Eng...mentioning

confidence: 99%

Modern English Teaching Methods

Djumabaeva

2023

JHETP

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This article analyzes the possibilities of using modern methods to teach a foreign language. The main classifications of methods are carried out, allowing the most effective help in teaching English. Language has been and will remain the key to the world of knowledge. Proficiency in multiple languages has been valued since ancient times. At each stage of the development of society, a certain language plays an essential role for all mankind. Knowledge of foreign languages opens new doors for a person to improve and expand his worldview. If earlier knowledge of the German language was required, today, English plays a prominent role. The ability to speak English competently is closely related to its teaching. The modern age requires a new approach, new methods of teaching foreign languages. The main goal of the current school is to awaken in the child's desire to learn, to acquire new knowledge and activities, while building the further direction of their own education. The students are tasked with independently studying, finding, and analyzing materials, while the main task of the teacher is the right direction. The teacher needs to logically and correctly build a lesson so that students are interested in learning English since the practice of the traditional method, forcing students to cram words and grammar in practice, did not give the desired result. The search for new teaching methods is associated with a lack of motivation among students to learn English. Very often, there is no positive motivation because when learning a foreign language, students encounter some difficulties and do not learn the material due to their psychological characteristics. Work experience shows that using various, modern, fresh sources and means provokes students' interest, increasing their motivation to study.

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Section: Innovative Methods For Assessing the Results Of Teaching Eng...mentioning

confidence: 99%

Modern English Teaching Methods

Djumabaeva

2023

JHETP

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“…Studies in book famine communities such as in most of Africa, and the developing world, indicate that one way of improving literacy is through the "Book floods" approach [13,14]. Elley [13] argues that the learning of a second international language, though essential for better world integration and economic growth, is still froth with difficulties especially for developing countries whose first languages are multi and very different from the second languages targeted.…”

Section: Developing and Assessing Reading Abilitiesmentioning

confidence: 99%

“…To raise literacy levels then means tackling these problems, and there have been success stories in some places using different books strategies [14]. One such strategy is the "Book Flood" programme where selected schools are "flooded" with interesting, colourful books on a wide variety of subjects.…”

Section: Developing and Assessing Reading Abilitiesmentioning

confidence: 99%

“…Examples of the book flood programme as used in Fiji, Sri-Lanka, South Africa, Singapore, and, in New Zealand [13,14] have shown its effectiveness based on the idea that if a child reads a lot they are bound to improve in both oral and written in that language and also in other subjects of the school curriculum. In the programme, pupils had already acquired the mother tongue or L1 and the improvement measured shown also in their L1.…”

Section: Developing and Assessing Reading Abilitiesmentioning

confidence: 99%

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Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana

Opoku-Amankwa

Brew-Hammond

Mahama

2012

Education Research International

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This paper examines two literacy development programmes in basic school classrooms in Ghana: a books scheme for primary schools, mounted by the Ministry of Education in 1998 with support from the Department for International Development, UK, (DfID), and a reading assessment programme (Opoku-Amankwa and Brew-Hammond, 2011) aimed at promoting reading and improving quality of education especially at the basic level. The study reveals that very little is known about the two schemes, pupils’ access to the books is generally poor, and teachers interpret and implement the reading assessment programme in a range of ways according to their understanding. The paper recommends a detailed qualitative and quantitative study of the schemes to assist in future book development and literacy programmes.

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“…Overall, a total of about 60 lessons were observed over an eight-week period. My focus centred generally on the availability and display of print resources in order to obtain a better understanding of the context within which literacy is taught and learnt (Bloch 2002;Elley 2001;Neuman 1999;Neuman and Celano 2001); on how both teachers and pupils use textbooks; and on pupils access to the books. In the process, I was able to gather data on aspects of school and classroom life, such as non-verbal interactions, which other methods are not able to note and record.…”

Section: The Present Studymentioning

confidence: 99%

What happens to textbooks in the classroom? Pupils’ access to literacy in an urban primary school in Ghana

Opoku-Amankwa

2010

Pedagogy, Culture & Society

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Textbooks research over the last two to three decades tends to suggest that the availability of textbooks, especially in schools in developing countries, is associated with student achievement. Such conclusions based largely on quantitative studies provide very little information about pupils' access to and use of books, and the actual interaction between teachers, pupils and texts. This case study of classrooms in a public primary school in Ghana draws on observation, interviews and focus group discussions with teachers and reveals how a wide range of factors determine pupils' access to literacy, including classroom dynamics, class size, seating arrangements, classroom norms and culture, and teachers' understanding and interpretation of the official textbook policy.

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Conclusion: what have we learned?

Cited by 6 publications

References 8 publications

Modern English Teaching Methods

Modern English Teaching Methods

Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana

What happens to textbooks in the classroom? Pupils’ access to literacy in an urban primary school in Ghana

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