| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHING LANGUAGE COMPREHENSION": |
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Teaching Language Comprehension, 2008.
This paper reviews an article by Roberta E. Dorr, "Something Old is New Again."
1,025 words (approx. 4.1 pages), 1 source, APA, $ 36.95
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Abstract
The paper provides a summary of Dorr's article; "Something Old is New Again," and offers a strong commendation of the article. Specifically, the author of this paper finds Dorr's article to be lucid, detailed, well-thought-out, judicious in its use of illustrations and clearly aimed at serving as a practical model for teachers. The writer shows how Dorr uses a wide range of scholarly materials to bolster her contention that the language experience approach (LEA) is a premier means of teaching language comprehension.
From the Paper
"Roberta Dorr's article, "Something old is new again," is an excellent introduction to the complicated matter of teaching children how to read with comprehension and insight. The author insists that her avowed aim is to reinforce the old idea, first articulated by Vygotsky, that cognitive development in children is facilitated when abstract concepts introduced in the classroom setting are linked to the child's experiences in everyday life. To put the matter another way, a skilled teacher will access the knowledge children already possess and use this prior knowledge to render comprehensible that which is being read or taught to them. Dorr's article illustrates how this approach can be put into successful practice through a modified Language Experience Approach (LEA) wherein the literacy experience is placed at the end of lessons rather than at the beginning."
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Teaching English as a Second Language (ESL), 2004.
This paper discusses the process and research on learning a second language (ESL).
1,555 words (approx. 6.2 pages), 6 sources, APA, $ 51.95
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Abstract
This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper
"The Acquisition-Learning hypothesis is the most fundamental of Krashen?s theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
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Language Teaching, 2007.
This paper looks at narrative text comprehension difficulties in younger English as a foreign language (EFL) readers.
1,742 words (approx. 7.0 pages), 8 sources, APA, $ 56.95
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Abstract
In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper
"Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
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Teaching Algebra Comprehension, 2005.
This paper discusses the use of graphing calculators to improve algebra comprehension in high school.
1,830 words (approx. 7.3 pages), 9 sources, APA, $ 58.95
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Abstract
This paper explains that any tool, such as a graphing calculator, which can help students gain an improved mastery of the fundamental skills required to complete algebraic problems, must be viewed as educators as a "Good Thing"; but a consistent theme is the need to keep the material relevant in order to maintain student interest. The author points out that, although students should have the experience of entering the program commands themselves, an alternative approach is for the teacher to write the relevant on one calculator and then distribute it to students' calculators by using their linking capabilities. The paper relates that teachers can adapt the material for use with Texas Instruments (TI), Casio, Hewlett-Packard and Sharp graphing calculators.
From the Paper
"The use of graphing calculators in a comprehensive algebra curriculum has been advocated by a number of educators. For example, some currently teach their students how to solve and graph linear equations manually, give them a test on it that is worth 50 points where no calculators are allowed during the test, classwork, or homework. Afterwards, they teach students how to solve the same or similar problems using a calculator. Then they give them another test of the same topic as during which problems are to be solved only by using calculators. During chapter tests and exams, students have the freedom to choose whether to use a calculator or not. "
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Language Acquisition, 2002.
A discussion of different methods for teaching a second language.
2,301 words (approx. 9.2 pages), 12 sources, MLA, $ 71.95
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Abstract
This paper looks at how there is no best way to teach language and how many methods have been adapted and modified throughout the years to find what style best accommodates the need of the learner. It shows that when teaching language, it is imperative that the teacher provides a safe and comfortable learning environment and treats language learning as a social process where comprehensible input is a must when expecting comprehensible output from the students. It explores three methods used to teach language acquisition, the natural approach, communicative language teaching and grammar translation. It outlines each method and includes a discussion of the various techniques utilized for that method. It will also compares while contrasting the three methods and focuses on the various needs of the student.
From the Paper
"The linguistic part of human communication is only a part of the total picture that humans use to relay messages to each other. ?At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible" (Rodgers, 2001). Even with all of the body language that is involved with communication, language teaching has chosen to restrict its attention to the linguistic element of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, which includes rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging. When using the Communicative Language method, the teacher?s role is to act as a needs analyst and task designer while the learner is in the roles of improviser and negotiator."
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Whole Language Theory, 2002.
A look the principles of whole language theory with an emphasis on it as a means of teaching a second language.
1,900 words (approx. 7.6 pages), 10 sources, $ 71.95
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Abstract
This paper explores the whole language theory from its fundamental beliefs and creation through its use in modern day linguistics. This paper demonstrates that the whole language theory method promotes a more advanced level of reading and language comprehension in students than traditional methods of procedural teaching such as phonics recognition. An emphasis is provided to how whole language theory techniques aid readers learning English as a second language, as these patterns more closely reflect natural conversational patterns.
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Second Language Learners, 2007.
This paper discusses teaching methods for learning a second language and focuses on Stephen Krashen's theories on language acquisition.
750 words (approx. 3.0 pages), 6 sources, MLA, $ 26.95
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Abstract
In this article, the writer claims that one may say that Stephen Krashen is an advocate of total immersion teaching to encourage second language learning in and out of the classroom. The writer points out that Krashen's techniques are worth studying because they provide educators with new approaches to teaching a second language in the classroom. Further, the writer notes that his techniques and hypotheses also counter traditional lecture style teaching and encourage educators to adopt more comprehensive practices to help students master a new language. The writer concludes that Krashen's techniques are important to study because they can provide educators with new methods for teaching second languages to students in a helpful and comprehensible environment.
Outline:
Introduction
Acquisition Learning
Monitor
Natural Order
Input
Affective Filter
Summary and Conclusions
From the Paper
"This hypothesis is the basis of all other hypothesis presented by Krashen. The acquisition learning hypothesis focuses more on an individual's need to acquire skills in a second language than it focuses on the actual process of learning traditionally involved in a classroom setting. The whole basis of Krashen's concepts in fact, relies on one's ability to acquire language skills. The acquisition hypothesis suggests people have an acquired and learned system of entertaining a new language, with the acquisition process involving meaningful interaction in the "target language" . Using this hypothesis one may acquire language best through natural communications. Learned system process is the process of actually learning a language, like in a classroom environment."
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Language Arts, 2005.
An examination of learning models for language comprehension.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
This paper compares two learning models for reading comprehension, noting how different models can be used to explain comprehension, which in turn can be used in developing programs to improve learning. Two approaches considered are known as Bloom's Taxonomy and Herber's Models, the first developed by Benjamin Bloom, with both approaches offering stages of learning for comprehension in sequence.
From the Paper
"In studies of cognition and language and reading processes, different models can be used to explain comprehension, which in turn can be used in developing programs to improve learning. Two approaches that can be considered are known as Bloom's Taxonomy and Herber's Models. Educational psychologists such as Benjamin Bloom created a method for classifying students, instruction, and testing and for linking these issues in a developmental process. Bloom also developed procedures for communicating lessons to students, a method allowing for the inclusion of measurable and observable instructional objectives so as to have a way of assessing learning, tests to administer for making this assessment, and procedures for changing the system. Benjamin Bloom created his taxonomy in 1956 when he headed a group of educational psychologists examining learning issues."
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Improving Reading Comprehension, 2006.
A review of the importance of teaching reading and comprehension and how to successfully teach these skills.
3,522 words (approx. 14.1 pages), 21 sources, MLA, $ 98.95
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Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
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English Second Language.
This paper is a research proposal to identify learning difficulties that students encounter when specifically learning literacy skills in the target language.
8,310 words (approx. 33.2 pages), 55 sources, APA, $ 177.95
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Abstract
This paper includes an extensive literature review that suggests interaction is a critical component of language learning, and that for children to be successful, they must be presented with a classroom environment that encourages competency through interaction, such as in immersion. The author points out that a majority of studies suggest SLA (second language acquisition) results from an integrative approach to learning in which students are encouraged to use the target language in conjunction with the native language to boost comprehension and understanding. The paper relates that the research methodology will be an exploratory case study approach because it is the optimal method for identifying questions and selecting measurement constructs when significant uncertainty exists with regard to a programs operations, goals, and results.
Table of Content
Literature Review
Background
Learning a Language
Summary: Learning a Language
Learning Difficulties with Reading
Summary: Learning Difficulties with Reading
Language 1 and Language 2 Transfer
Second Language Acquisition Issues
Summary: SLA Acquisition Issues
Research Methodology
Illustrative Case Study
Exploratory Case Study
Critical Instance Case Study
Program Implementation Case Study
Program Effects Case Study
Research Design
Data Analysis
Assumptions
Limitations
From the Paper
"Many studies exist that focus on learning English as a second language. The results of these studies indicate that learning a second language is challenging, and that a large population of students still struggle with language and literacy acquisition particularly in English. More than 2.8 million children enrolled in school in the United States are considered as having only limited English proficiency skills. Fifty percent of limited English students are enrolled in programs labeled "Transitional bilingual education" whose goals include literacy and content instruction in the native language with additional curriculum geared toward learning to speak and comprehend English. Formal instruction in English is achieved when students attain a certain level of competency in their native language literacy and when they have acquired adequate oral listening and comprehension skills in the English language."
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Teaching Texts, 1999.
Examines 3 alternative methods of teaching reading comprehension using textbooks, based on increasing active student participation.
1,350 words (approx. 5.4 pages), 6 sources, $ 47.95
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From the Paper
"Texts are used at all levels of education as a method or aid in helping students learn the content of a given course. Indeed, the importance of the textbook to student learning is perhaps no better stated than by Ornstein and Hunkins (1993):
...the textbook has the longest and most obvious influence on the curriculum...traditionally, it has been the most frequently used instructional material...In terms of purchasing, it receives the highest priority...Textbooks can have a strong influence or even dominate the nature and sequence of a course and thus profoundly affect the learning experiences of students...(p. 360).
And yet, despite the importance of the text as a learning resource, most teachers do nothing with the text beyond what Vacca and Vacca (1996) have termed "assigning and telling." In.."
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Reciprocal Teaching, 2005.
A paper on the technique of reciprocal teaching and how it is used to assist students with their reading comprehension skills.
3,582 words (approx. 14.3 pages), 14 sources, MLA, $ 100.95
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Abstract
This paper begins by explaining the technique of reciprocal teaching, its purpose and its main characteristics. The paper also explains why the reciprocal teaching technique should be used in the classroom and outlines the steps it involves. The paper also takes a look at why it is an effective teaching tool and whether reciprocal teaching can be applied to all curriculum and all types of learners.
From the Paper
"In recent times, researchers and practitioners are focusing more and more in understanding the role of meta-cognition in reading. This is evidenced by the opinions proposed by researchers like Brown and Palinscar and Gracia and Pearson. As there exists dissimilarity between teachings of distinct expertise and making learners conscious of the inner processes that are carried on in the mind through meta-cognition, this field of research is significant on the whole. Individual readers, more frequently, encounter trouble in gathering together the right tactics to acquire holistic comprehension of text even though they may be able to carry out distinct abilities such as skimming and scanning, tolerating ambiguity, finding meanings from context and drawing inferences. Reciprocal Teaching is one technique that has established to counteract this trouble and internalize the process of comprehension. (Ramaiyah, 1992)"
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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, $ 147.95
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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 '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, $ 94.95
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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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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, $ 42.95
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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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