II. Vocabulary and Grammar一、 用所给单词的适当形式填空。1. When the teacher came into classroom, all students(stand) up.2. If we failed the first time, we should try the (two) time.3. He (get) up at 5:30 a.m., because he met with his friends at 6 o'clock.4. Rubbish ...
Teachers bring to the classroom a variety of beliefs, attitudes, identity constructions, perceptual frames and knowledge about second language vocabulary learning and teaching (VLT) all of which shape their decision-making and classroom practice.
The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses ...
Recent literature has focused on a need to develop a technical vocabulary in the teaching profession. Concept mapping, a technique of graphically representing concepts and their hierarchical interrelationships along two dimensions, was used to examine the growth of student teachers' knowledge concerning pl...
VocabularyinterventionElementaryteachersResearch to increase the early vocabulary development of urban students has emphasized the central role of teachers and the ways in which teachers use intervention curricula and strategies in their classroom contexts. This study explores teachers' fidelity to different ...
The existence of a common conception of the shared goal, the drawing together of knowledge relevant to that goal, and the availability of shared concepts vocabulary should help professional working groups make progress. Housley (2000) argues that “knowledge as a situated phenomenon is one which ...
This manual is intended to assist teachers in implementing a comprehensive approach to teaching academic vocabulary at the classroom, school, and district levels. Using the manual's list of 7,923 terms, school and district teams can choose the most important vocabulary terms they want to teach to...
In some conditions, when necessary, a form of coercive power was also employed by the teacher. In addition, student' silence in the class is influenced by limited vocabulary, grammar in speaking, expression, boredom, shame and insecurity when speaking in English. 展开 ...
This article explores the Lexical Variation (LV) ratio of non-native teacher talk and the percentage of words teachers used at different vocabulary levels to determine the lexical richness in a foreign language classroom. The classroom data revealed that teachersrsquo; oral input failed to provide ...
Overall, students' language and letter–word recognition scores when they were 54 months of age, their home learning environment and family SES accounted for most of the variability in vocabulary and early reading scores at the end of first grade. Implications of the multiple and concurrent ...