| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "TEACHING GRAMMAR FOCUS ASPECT": |
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Teaching Grammar - Focus on 'Aspect', 2006.
An examination of the 'aspect' feature of English grammar and how this is taught.
2,427 words (approx. 9.7 pages), 6 sources, APA, £ 51.95
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Abstract
This paper examines the grammatical errors evident in a fictional letter from "Betula" to "Andrea". The paper explains that although the grammatical mistakes (in the letter) are varied, the paper focuses primarily on the letter's problem of incorrect 'aspect', and attempts to analyze how Betula's grammatical aspect problems can be categorized and corrected. The paper also explains the types of tense expressed under 'aspect'.
Table of Contents:
Introduction
What is Aspect?
Types of Tense Expressed Under Aspect
Analysis of Betula's Essay in Terms of Aspect
Conclusion
From the Paper
"In laymen's terms, aspect is really the grammatical aspect of a verb, which characterizes the temporal flow of one's writing. However, it is different from the concept of "tense" alone: although tense describes whether an action or event has occurred in the past, present, or future, aspect determines whether it happened only once, whether it happens continually without stopping, whether it happens on an intermittent basis or whether it continues to happen now (Lynch). An example of different aspects are the statements "I skip" and "I am skipping", both of which lend to different interpretations of tense."
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Teaching English Grammar, 2000.
An examination of the difficulties and strategies involved in teaching English grammar, looking at various teaching theories.
2,000 words (approx. 8.0 pages), 6 sources, £ 44.95
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Abstract
An examination of the difficulties and strategies involved in teaching English grammar, especially to grade-school and high-school students. The paper emphasizes the different teaching theories of people such as Theodore Hipple, Arno Jewett, and Alan Puves.
From the Paper
"Modern grammar usage is ever changing as new methods once thought incorrect are now becoming acceptable. One way in which future English teachers can help students to see, understand, and learn from their mistakes is through grammar portfolios. Generally, a student may have many grammatical errors in a first draft of a piece of writing. If a student is able to see incorrect and corrected mistakes, he or she is more likely to improve his or her future pieces of writing more efficiently."
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"Traditional Grammar Teaching Is Waste of Time, say Academics", 2005.
An article review on "Traditional Grammar Teaching Is Waste of Time, say Academics", from "The Times".
675 words (approx. 2.7 pages), 2 sources, £ 18.95
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Abstract
The paper analyzes four newspaper articles that mention English or grammar. The paper summarizes each article into one paragraph and the writer provides personal comments on the articles. The writer describes the articles as "on the border of humorous with a blend of seriousness." The writer further discusses how people often make mistakes in their writing and fail to proofread their work; these grammar mistakes can sound humorous.
From the Paper
"This article came from the newspaper, The Times, with the article, "Traditional Grammar Teaching Is Waste of Time, Say Academics." Notice the title has a mistake in it. It should be "says." The article states that English grammar does not give students writing skills. A study was completed by an English review group in York. The article states that no evidence in over 100 years has connected grammar with better writing skills. While sentence combining, has been beneficial in helping students gain improvements in their writing."
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The Collaborative Teaching Method, 2006.
This paper analyzes the positive and negative aspects of the collaborative teaching method while also discussing its effectiveness in the classroom.
3,440 words (approx. 13.8 pages), 31 sources, MLA, £ 67.95
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Abstract
This well-researched paper defines the collaborative teaching method as an approach which is geared towards all students at various levels and abilities with the main goal being the optimum maintenance of a heterogeneous classroom. This paper details the background to this particular teaching concept which is an all inclusive methodology and philosophy intended to provide a consistent education potential for all students. This paper discusses the appeal of collaborative teaching while also detailing the common characteristics of this particular method including the atypical relationship that is formed between the teacher and the student. The writer contends and explains that one of the main advantages to this particular teaching style is the flexibility and openness that this method offers. This paper also examines the published reports which claims that not enough research has been done on the issue of inclusive and collaborative learning to definitively determine its effectiveness.
Table of Contents:
Introduction: Universal Design
Definition: Inclusive Classrooms and Teaching
Collaborative Teaching Definition
Legal Aspects
Collaborative and Inclusive Aspects of a Universal Design Environment
Conclusion: Advantages and Disadvantages
Bibliography
From the Paper
"An important aspect of the collaborative classroom is the sharing of authority - which is an aspect which also has raised concern among many educators. The theory is that, while previously the teacher would set all tasks and work assignments, in a collaborative or inclusive teaching environment the students are invited to participate. They can for example, "... set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn." The teacher would then guide the student, and suggest areas for further research and learning. The teacher is therefore seen more in the role of mediator and facilitator than a traditional authoritarian figure. This approach has a number of decided educational advantages. For example, mediation from teachers in this environment assists the strident to connect to the new information provided through his or her personal experiences - making the learning process more relevant."
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TESOL Teaching Material, 2005.
An analysis of two sets of teaching materials for a Teaching English to Speakers of Other Languages (TESOL) course.
6,306 words (approx. 25.2 pages), 8 sources, MLA, £ 102.95
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Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
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Teaching Bilingual English, 2002.
A discussion on the challenges of teaching bilingual education ? which can also be phrased as the challenge of educating students with limited English proficiency.
2,710 words (approx. 10.8 pages), 11 sources, MLA, £ 56.95
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Abstract
The following paper examines the complex task of teaching grammar and syntax and instilling an appreciation for nuance and vocabulary choice to children from less educationally privileged areas. This paper examines the programs developed by three different states ? Florida, Texas, and California ? to help educate students with limited English proficiency, looking at both the technical aspects of each program and the larger educational philosophy espoused by each bilingual program.
From the Paper
"States with large immigrant populations such as Florida, Texas and California have traditionally made substantial efforts to teach non-English-fluent students English so that these students can succeed in the United States, where a knowledge of English is necessary for many professions. Because the task of teaching English to immigrants or first-generation Americans is a complex one both linguistically and culturally, most states structure their programs to take a number of years. California?s recent attempts to trim the time required to attain full fluency in English to one year is problematic within this context and seems likely to continued to be challenged, either by continued reworkings of Proposition 187 or by entirely new pieces of legislation."
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William Rawlins?s ?Teaching as a Mode of Friendship?, 2004.
Discussion of William Rawlins's essay on teaching, entitled "Teaching as a Mode of Friendship".
1,267 words (approx. 5.1 pages), 1 source, MLA, £ 29.95
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Abstract
This paper reviews and analyzes William Rawlins's essay on teaching. The paper highlights Rawlins's theme and argues that, while his essay definitely reflects an interpretive approach to theorizing, there are also obvious flaws in his approach, which make "Teaching as a Mode of Friendship" subject to criticism from critical theorists. The paper then attempts to analyze Rawlins's essay from a post-positivist point of view and tells why this point of view does and does not work.
From the Paper
"There are almost no ways in which William Rawlins? ?Teaching as a Mode of Friendship,? does not reflect an interpretive approach to theorizing. From the outset, when Rawlins writes that ?Few things make me feel better than teaching well, and few things make me feel worse than teaching poorly,? to the last page, when he writes, ?Cultivating and sustaining the mutual trust necessary for educational friendship in the face of such historical baits and switches is a delicate, comprehensive, and ongoing challenge,? it is clear that his thoughts are the stage on which he plays out his life, all of it. Throughout the essay, Rawlins? self-referential ?investigation? of the subject of teaching as a mode of friendship can be nothing else but interpretive. Indeed, the title alone?the thought in the title alone?suggests that this is going to be an approach to the subject that is very personal, very much a vision in his own mind."
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Teaching 'The Adventures of Huckleberry Finn', 2007.
This paper discusses teaching methods and looks at the teaching of 'The Adventures of Huckleberry Finn' by Mark Twain.
3,297 words (approx. 13.2 pages), 10 sources, MLA, £ 65.95
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Abstract
In this article, the writer maintains that 'The Adventures of Huckleberry Finn' by Mark Twain stands apart from other great literature, making it a prime text for students from junior high to adulthood. The writer points out that the text forces discussion on many levels and teaching it requires in-depth looks at history, satire, humor and realism in literature. Additionally, the writer discusses that preparation for the subject requires at least some discussion of race, as it cannot be avoided when teaching 'Huckleberry Finn'. The writer notes that those who have worked with the text offer many theoretical and methodological frameworks to assist teachers in the classroom.
Outline:
Historical Perspective
Humor and Satire
Realism
Conclusion
Works Cited
From the Paper
"Fishkin argues that Huckleberry Finn remains difficult to read and teach despite its prevalence as a classic literature text in schools. This in no way means that the text is too difficult to teach or that it is not worth teaching. Rather, it is a challenge for teachers to address Huckleberry Finn in a methodical manner, incorporating tested classroom tools to explain the key elements of the text. Since satire and realism are the two prime teaching objectives of teachers who have chosen Huckleberry Finn, it is important to understand how other factors contribute to that understanding. By giving students a working knowledge of Twain's life and a historical perspective on the book's setting they will better be able to grasp the more challenging concepts surrounding satire and realism. Finally, the discussion of race must also be addressed in the discussion of Huckleberry Finn; not only does Twain's use of race in the story serve as a literary device on many occasions, but it also becomes an incredible distraction for students if it is not properly talked about before reading the book."
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Co-teaching, 2008.
This paper discusses the concept of "co-teaching", where more than one certified teacher provides instruction to a class.
1,902 words (approx. 7.6 pages), 3 sources, APA, £ 42.95
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Abstract
The paper explains the benefits of co-teaching and focuses on several different approaches of co-teaching that include one teach, one support, station teaching, parallel teaching, alternative teaching and team teaching. The paper points out that collaboration and interpersonal communication are paramount with co-teaching. The paper concludes by emphasizing the benefits co-teaching offers for students who graduate into a world that is very fast-paced and multitasked oriented.
From the Paper
"The term "co-teaching" is defined as the use of more than one certified teacher to a class of students, with both educators providing instruction in some form. Co-teaching offers a number of benefits including the opportunity for more individualized attention and intervention for students.This is particularly important with second-language difficulties, special educational needs or for students who may be having a problem with a particular topic. Co-teaching also enhances the structure and management of the classroom, since a teacher does not have to delay the progress of the whole class due to needs of a few others who require special help."
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Teaching as an Art and a Science, 2002.
Analysis of the teaching profession and how it should be considered both an art and a science.
1,166 words (approx. 4.7 pages), 6 sources, MLA, £ 28.95
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Abstract
This paper examines the different elements of the teaching profession and suggests that some aspects of the profession make it a science and some aspects make it an art. The paper contends that, while the pedagogical element of teaching is a science, the aspect of teaching most concerned with human interaction is an art. The paper makes use of several sources to support the notion that teaching is both a science and an art.
From the Paper
"Teaching clearly makes use of both science and art today. In the past, teaching was much more science than art, and teachers were left largely to their own devices to determine how to reach their students and what to teach. As teaching became a profession, with a course of instruction to prepare teachers, the idea that teaching was a science became more prominent, with the colleges emphasizing this idea as they inculcated teachers into specialized knowledge and methods based on scientific research, including school testing, empirical research into learning styles and processes, and so on."
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Communicative Language Teaching, 2005.
This paper is a literature review of communicative language teaching (CLT).
2,785 words (approx. 11.1 pages), 10 sources, APA, £ 58.95
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Abstract
This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative language teaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative language teaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.
Table of Contents
Communicative Competence
Communicative Language Teaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative Language Teaching
Implementation of CLT in ESL and EFL Countries
From the Paper
"Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."
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Foreign Language Teaching Methods, 2007.
This paper examines methods of teaching Slavic at the college introductory level.
2,628 words (approx. 10.5 pages), 5 sources, MLA, £ 55.95
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Abstract
The paper discusses how integrating different language teaching methods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different language teaching methods and determines which are most appropriate for such a language teaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.
Outline:
Total Physical Response
The Grammar Translation Method
The Audio Lingual Method
The Communicative Approach
The Functional Notional Method
The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method
Conclusion
From the Paper
"Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."
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The Apostle Paul on Teaching Badly, 2002.
An analysis of the Apostle Paul's teachings on on how not to teach wrongly.
1,400 words (approx. 5.6 pages), 5 sources, £ 36.95
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Abstract
This paper will discuss the teachings of the Apostle Paul on how not to teach wrongly in spiritual matters. The scriptures will be used to explain how and why he taught this way. An analysis will be given on what he preached and why.
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Co-Teaching, 2002.
What co-teaching is and how it is beneficial to students and teachers.
900 words (approx. 3.6 pages), 4 sources, £ 24.95
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Abstract
A paper on the topic of co-teaching which describes what co-teaching is. The paper shows how co-teaching is a great help to all students--both regular education students and special education student. It also aids the teaching professionals involved well.
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