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Methodology 2

Summary about teaching ESL

Gábor Tóth

on 24 April 2013

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Transcript of Methodology 2

Teaching Vocabulary The role of vocabulary teaching the learner is forced to be:
and to make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class vocabulary is notoriously difficult if not impossible to teach varied ways of presenting vocabulary
students should be encouraged to make use of learning strategies
new strategies for vocabulary learning involves planned, active, motivated learning and exposure to language outside the classroom (media) Examples of strategies
word grouping
making notes of vocabulary while reading for pleasure/watching TV
word cards/leafing through a dictionary
recording and listening
regular revision The aim is to use the vocabulary in a communicative way. these strategies promote systematic learning and vocabulary practice Examples of strategies
loud repetition
bilingual dictionary
testing oneself
noting new items in class The aim is the accurate reproduction and it is often connected to the tasks of formal instruction. These strategies are based on context as a vocabulary source

Examples of strategies
remembering words while watching TV/reading
using known words in different contexts
looking for definitions
listening to songs and trying to understand
using words in conversations
practice with friends The aim is to have a social aspect; interaction. This group includes a number of memory strategies based on inter-, intra-lingual and visual associations.

Examples of strategies
using pictures, illustrations
associations with L1 (key word method)
looking for similarities between words
visualisation efficiency of vocabulary learning depends on how students combine individual strategies
if students combine and employ individual strategies from different groups - they will be more successful in developing the target lexicon
the teacher should create activities and tasks Teaching grammar What are the objectives of this class? What type of learning background do the learners have? Are the students at school? Are they familiar with grammar terminology? What learning materilas and resources are available? Do you have the latest workbooks? Do you have no workbooks at all? Is there a computer/projector/etc. in the classroom? What kind of learning style does each student have? Is the learner comfortable with standard right barin learning techniques (logical charts, study sheets, etc.)? Does the learner work better with listening and repeating exercises? because of the complexity of its linguistic, semantic and psychocognitive aspects The division of strategies How can teachers help their learners? Self-initiated
independent learning Formal practice Functional practice Memorizing Best approach
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