摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
on.
There
are several techniques, which are likely more popular in teaching new
vocabularies by all respondents including:
Translation
technique – teachers write new vocabularies and write the meaning in Khmer
language on the board while students do not understand new words even teachers
have tried to explain them by using other techniques in English several times
already, to meet with student ability, spend less time and it is students’
preference, students ability. This technique is more likely favorite for all
respondents and they always use that technique in their teaching session. For
example a new word “COW” in English, teachers translate for students directly
and repeat for three times, because this activity is helpful and students are
clear understanding of usage of those words even in a sentence, know exact
meaning in Khmer language.
Mime
technique – this technique is encouraged students fast understanding new
vocabularies and it is funny activities of lecturing. Teachers sometimes show gesture
“i.e. dance – teachers dance and allow students to tell the meaning of the
activity they are doing”. Using this technique sharply builds capacity on
translation to students, create more thinking for students, and students also
play more active role in learning and lead any activities.
Definition
technique – teachers write the definition of new vocabularies and allow
students to find those words, which go with definitions. For this technique,
students can learn many words and more new vocabularies.
Explanation
in English – this technique is to improve listening skill and likely suitable
technique for rural context, attractive and motivational and it helps students
to concentrate on their learning. For example, if teachers want to teach the
word “technician”, teachers must explain that “a person who is specialized in
scientific work, for example: repair radio”, what is this word in English?
Use
realia or visual objects to present new words – this technique uses real
objects for teaching new vocabulary, for example, if teachers want to teach
about “pine apple”, teachers must bring a real pine apple and show students as
well as allow them to tell the name in English. This technique is easy to
understand, creates more thinking and attractive, but it is very difficult for
teachers to prepare supplementary resources in advance and it is further burden
for teachers, as well.
Situation
technique – i.e. if teachers want to teach a new word about “famine” teachers
must explain students the context of new word, “it is a situation when people
have no food or little food to eat or people are hunger for short and long
period”, then let students to think of the word. Some teachers have chosen
which new words would be used for each activity, for example, teachers translate
all worlds around and let students find or guess the meaning, if students
cannot guess.
Picture
technique – teachers can draw the pictures on the board or bring a flash cards,
which have pictures provided and show to the students to guess the meaning in
English. Teachers use this technique because it is the best and appropriate for
introducing new vocabularies. Some students are really interested in their
teachers when they can draw beautiful pictures or figures on the boards.
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