Diary Prof Jamie

7/30/2019 Diary Prof Jamie

1/5

Title: Teaching Methods used to teach English to preschool childrens

Date Author/ References Title of Journal Comments Research method

18/09/2012 Sandradu Plessis and

Brenda low

Challenges To Pre

School Teachers In

Learners Acquisition Of

English As Language OfLearning And Teaching

This journal highlights problems that teachers might come

across in teaching English to preschool children. The

importance of identifying them and solving them because its

believed here in this journal that preschool teachers play akey role in the acquisition of English language by the

children because children spend most of their waking hour

with the teachers. Therefore its believed that teachers do

play a big role in the childrens life in order for them to

acquire the language

Quantitative

research method

19/09/2012

Karen E Johnson The Relationship

Between Teachers

Believe And Practises

During LiteracyInstruction For Non

Native Speakers Of

English

In this journal it is discussed teachers theoretical believe

helps them to perceive, process, and act upon information in

classroom. This also study extends the current research on

teachers' theoretical beliefs within literacy contexts to thefield of teaching English as a second language

(ESL).Specifically, it examines the relationship between

ESL teachers' theoretical beliefs about second-language

learning and teaching and their instructional practice during

literacy instruction with non-native speakers of English.

Some have argued that teachers' beliefs act as a filter

through which a host of instructional judgments and

decisions are made.

Quantitative

research method

24/09/2012 Rojab Siti Rodliyah Teaching English to

Young Learners: How

They Learn and the

Pedagogical Implication

The focus of this journal is how to teach English to younglearners through learning theories and pedagogical

implications. It is stressed here that the earlier children learn

English, and the more exposure to the language, the better it

will be, therefore Teaching English for young learners, ,

Qualitative

research method


2/5

should be properly handled if it is to be successful. It needshighly skilled and dedicated teaching. Teachers of English

for young learners need to have a sound understanding of

how students think and operate, that is how young learners

learn a language. This will serve as the foundation for theimplementation of teaching English to young learners.

25/09/2012 Sue Garton, Fiona

Copland, Anne

Burns

Investigating Global

Practices in Teaching

English to Young

Learners

This paper reports on the project Investigating Global

Practices in Teaching English to Young Learners.

Its main aims were to: discover what policy/syllabus documents inform

TEYL practices around the world investigate and map the major pedagogies

that teachers use

better understand teachers perceptions of their

roles and responsibilities, including the challenges

they face

identify how local solutions to pedagogical

issues can be effective and how these may

resonate globally.

Quantitative and

Qualitative

research

2/10/2012Hui-Ching Hsu

Chien-Hui Lin

National Changhua

University of

Education, Taiwan

The Effects of Total

Physical Response on

English Functional

Vocabulary Learning for

Resource Classroom

Studentsin the Elementary School

The purpose of this journal is it states how student acquire

the English language by Total Physical Response.The

immediate and maintaining effects of TPR on listening

comprehensions for learning English functional vocabulary

for resource classroom students were found in this study. At

the baseline phase, all the students didnt understand anywords of the contents, when they were tested at the

intervention phase, the correct rates rose immediately. That

TPR is a high speed language acquisition is proved to be true

in this study. The facts that student A and B performed betterand student Cs performance was stable at the maintenance

phase shows the maintaining effects of TPR.

Qualitativeresearch


3/5

3/10/2012 Neil T. MillingtonRitsumeikan Asia

Pacific University,

Japan

Using Songs Effectivelyto Teach English to

Young Learners1

This paper starts by analyzing why songs should beconsidered as useful pedagogical tools.

The author then proposes using songs as language learning

tasks to maximize the benefits of using songs and attempts to

show how this might be done using practical examples.Finally, the paper explores how classic childrens songs could

be modified to help teachers use them

more frequently to teach a wider variety of topics

Qualitativeresearch

4/10/2012 Anayanti Ikasari An Analysis On Using

Faies (First Aids in

English System) InTeaching English For

Children.

In this research the writer formulates the problems in two

categories; they are the effectiveness and the advantages

and/or disadvantages on using FAIES (First Aids inEnglish System) in teaching English for children. Looking in

to FAIES Methodology the students are made to use English

in their daily activity or communication. In FAIES the teacher

usually use teaching aids to help them to make the students

understand the meaning. There are four categories in FAIES,they are direct approach, functional approach, situational

approach, and drilling approach.

Qualitative

research

10/10/2012 Dr. Tayyaba Zarif Study Of Teachers

Opinion RegardingTechniques To

Increase Students

Motivational Level

During English

Language Teaching At

Primary Level

The rational of the study is to take the opinion from the

primary teachers regarding effective techniques by whichstudents can be motivated or we can increase the motivational

level of students especially during teaching of English at

primary level.Analyzed data exposed that a number oftechniques which can help teachers to motivate students

during English language teaching include techniques such as

role play, storytelling through games and good relation.Majority of teachers strongly agreed that through role play,

storytelling, using games and good

relation are very effective techniques for students motivation

and according to their opinion, byusing these techniques, students motivational level did

increase.

Quantitative

research


4/5

11/10/2012 Yen-Hui WangKainan University

Using CommunicativeLanguage Games in

Teaching and Learning

English in

Taiwanese PrimarySchools

The aim of this paper is to examine the use of communicativelanguage games for teaching and learning English in

Taiwanese elementary schools.Theinstrument used in this study was a survey questionnaire about

participants perspectives on the use of communicativelanguage games in English lessons. The results of the study

provided encouraging evidence to indicate that Taiwanese

elementary school teachers generally appreciated the benefits

and value of communicative game activities in the teaching of

English language. The findings also suggested that when

facing students with different backgrounds, learning styles,

needs, and expectations, teachers should be aware to takelearners individual variations into account and be more

flexible in their use of communicative games in order to

maximize educational effect. It is hoped that communicative

language games will attract more attention and will be appliedmore widely in the classroom with more positive attitudes on

the part of language teachers.

Quantitativeresearch

12/10/2012 : Jana Bezinov Storyline In Teaching

English To Young

Learners

There are many ways how to teach young learners at primary

schools. One of them is using stories. The storyline method

(Storyline) for teaching children at primary schools was

mainly developed in 1967 by a team of teachers from

Jordanhill College of Education (now known as University of

Strathclyde) in Glasgow, Scotland. There are many

approaches, styles and methods, which can be followed in the

teaching process. The storyline approach was specificallydesigned for the use at primary schoolsDuring English

lessons, they slowly gain familiarity with theEnglish language increases their vocabulary, learn grammar

rules, practise pronunciation and above all try to speak and

express themselves. Teachers can choose stories, which are

not linguistically complicated, not too long and include

repetition and illustrations. and contain an uncomplicated plot

Qualitative

research


5/5

Diary Prof Jamie

Documents

Transcript of Diary Prof Jamie