Student-Centered Activities for Teaching Vocabulary

 Essay regarding Student-Centered Activities for Instructing Vocabulary

Applied Overseas Languages

English language Methodology

Student-Centered Activities for Teaching Vocabulary

College student: Emilija Georgievska

Academic Supervisor: Senior Lecturer Iskra Stamenkoska, MA

12 ,, 2012

Skopje

Stand of items

Introduction…………………………………………………………………………………. several Useful Student-Centered Vocabulary Tactics and Activities………………...................... 4 Applying the Advised Strategies and Activities for Upper-Intermediate British Class....... 9 Conclusion…………………………………………………………………………………... 13 References……………………………………………………………………………………14

Introduction

The student-centered approach in teaching is now very popular during 1970s-1980s. Relating to Sandra J. Savignon, the impact of learner-centeredness in language teaching was evident with the advancement communicative approaches which shifted the attention of the teaching-learning operations from dialect form to language function, or to vocabulary use in agreement with the requirements of learners. This approach was so groundbreaking mainly because that changed primary in the classroom, by making students even more active members in the learning process and by changing the role a standard teacher will usually have. As being a trend in contemporary English language teaching pedagogies that focused on expanding learners' communicative competence and on promoting learning strategies and learner autonomy in dialect classrooms. The abundant exploration and evaluation of this technique has ended in a variety of approaches and principles that are trusted in each stage of education, several types of curricula. One of the most beneficial efforts of the student centered instructions are the creation of a classroom atmosphere where the teacher acts as a facilitator instead of an instructor as well as the students are encouraged to work in pairs, groups as a whole course. As a matter of fact, we have all witnessed match work and group operate different classes and with different professors. While Graham Rogers puts it: " student-centred learning is designed to set more responsibility on the learners for their personal learning. It involves students in more decision-making processes, plus they learn by doing, rather than just by listening and performing meaningless tasks which are generally not in context and thus ‘unreal' to them. Mainly because learning becomes more effective (rather than passively listening to the teacher), it becomes even more memorable: since it is personalised, and relevant to the students' personal lives and experiences, that brings dialect ‘alive', and makes it strongly related the real world”. The main point within a student based classroom is usually that the student may be the revolving location around which the lessons happen to be tailored. They must be organized based on the learners' demands and personal preferences as much as possible, by making use of a suitable textbook. That is why terms such as ‘learner autonomy' and' learning by simply doing' have become a must in each and every type of instructions based on trainees centered technique, both of which will enhance the freedom of the learner and showcase their motivation and interest. Precisely what is of better importance from this paper is how pupil centered instructions can help increase the acquisition of English language vocabulary in an ESL/EFL classroom. The huge benefits of this approach have been evident in various distinct fields training, so it comes somewhat organic to imagine these same techniques would also bring benefit in an English teaching class room. Activities such as these, where learners are actively involved in the means of learning are actually very helpful when it comes to teaching terminology as well. In the following text message, we will see several useful tactics and actions for educating vocabulary in a student-centered class. After that, Let me try to apply the offered activities in a lesson program where a certain vocabulary exercise was mainly teacher-centered, demonstrating how can that...

References: Cviková, Jana – Juráňová, Jana. Pink and Blue Globe. Gender Stereotypes and Their Effects. Aspekt and Citizen and Democracy. 1stedition (2003)

Graham, Rogers

Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Functional Ways to Interweave Comprehension Strategies into Your Content material Area Educating. New York: Scholastic, 204-206. (2003)

Savignon, S

[ 1 ]. Communicative Skills: Theory and Classroom Practice by Sandra J. Savignon (1997, Book, Revised)

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