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Neuphilologisches Institut - Moderne Fremdsprachen

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  • Neuphilologisches Institut - Moderne Fremdsprachen (84)

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ESL/EFL in Teaching and Learning Process (2022)
Mangada, Gladys G.
Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process. N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline. In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning process. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.” In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life. With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.
Les livres de Sydrac : L'évolution d'un dialogue encyclopédique (2011)
Ruhe, Ernstpeter
No abstract available.
L'émeraude minée : Chrétien de Troyes et le lapidaire (2003)
Ruhe, Ernstpeter
No abstract available.
Enjambements et envols: Assia Djebar échographe (2010)
Ruhe, Ernstpeter
No abstract available.
L'aire du soupçon : les récits de captivité en langue allemande (XVIe-XIXe siècles) (2008)
Ruhe, Ernstpeter
No abstract available.
Coïncidence et cohérence : les funérailles de Rachid Boudjedra (2006)
Ruhe, Ernstpeter
No abstract available.
L'invention d'un prophète: le livre de Sydrac (2007)
Ruhe, Ernstpeter
No abstract available.
La legende de la ville : l'espace urbain dans la culture francophone issue de l'immigration (2001)
Ruhe, Ernstpeter
No abstract available.
Fantasia en Alsace : Les Nuits de Strasbourg d’Assia Djebar (2000)
Ruhe, Ernstpeter
No abstract available.
Les sirènes de Césarée : Assia Djebar chante 'La femme sans sépulture' (2003)
Ruhe, Ernstpeter
No abstract available.
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