DAKOWSKA TEACHING ENGLISH AS A FOREIGN LANGUAGE PDF

Home Essays Approaches to Reading and The concepts of literacy, reading comprehension and literary competence. The importance of literacy, reading comprehension and literary competence. The importance of literacy, reading comprehension, literary competence and literature in teaching English as a foreign language. Past approaches until the second half of the 20th century. Analysis of the past methods with reading and literature in view.

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Home Essays Approaches to Reading and The concepts of literacy, reading comprehension and literary competence. The importance of literacy, reading comprehension and literary competence. The importance of literacy, reading comprehension, literary competence and literature in teaching English as a foreign language. Past approaches until the second half of the 20th century. Analysis of the past methods with reading and literature in view. The shift in the attitude towards reading and literary texts in teaching English as a foreign language.

Modern approaches — introduction to Communicative Language Teaching. CLT analysis in the context of reading, literary texts and literature. Using literature in modern English language teaching. Eliot The idea behind this diploma paper is to analyse the issue of reading and literary texts in teaching English as a foreign language throughout the ages until recent times.

What is more, the purpose of this paper is to answer the question if methods and techniques applied by teachers of English included reading and literary texts in the language learning process and whether they have been successful or not. Furthermore, an attempt will be made to state the reasons behind a significant change in the approach towards the use of reading and literary texts in particular, in teaching English as a foreign language.

The ultimate goal, however, is to prove that it is crucial to use reading and literary texts in an English language classroom. The first chapter is devoted to clarifying the concepts of literacy, reading comprehension and literary competence. Then, the subsequent sections stress the importance of literacy, reading comprehension and literary competence in general as well as the importance of literacy, reading comprehension and literary competence in teaching English as a foreign language.

The second chapter concerns past approaches towards reading and literary texts until the second half of the 20th century. This chapter reviews different past approaches in the context of the use of reading and literary texts. Finally, it proceeds with the changes in the attitude towards reading and literary texts in teaching English as a foreign language. The last chapter examines the issue of different modern approaches to reading, literary texts and literature in English language teaching with a respective review of Communicative Language Teaching.

In the subsequent section an attempt is made to prove that language learning through the use of literary texts can be both rewarding and pleasurable. To understand the idea behind this diploma paper we have to define the basic concepts of literacy, reading comprehension and literary competence. The above terms are intertwined because without literacy there is no reading comprehension and subsequently, without reading comprehension there is no literary competence. The United Nations Educational, Scientific and Cultural Organization UNESCO has defined literacy as follows: Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.

According to Partnership for Reading , reading comprehension is References: Biddle, R. Brumfit, C. Literature and language teaching. Oxford: Oxford University Press. Collie, J. A resource book of ideas and activities. In M Dakowska, M. Teaching English as a foreign language — a guide for professionals. Duff, A. Erler, L.

A review of reading strategies: focus on the impact of first language. Macaro Eds. Language learner strategies: thirty years of research and practice pp. Greenwood, C. Class Readers. Maley Ed. Resource books for teachers. Heath, S. Literacy skills or literate skills? Nunan Ed. Collaborative language learning and teaching pp. Cambridge: Cambridge University Press. Howatt, A. A history of English language teaching. Larsen-Freeman, D. Techniques and principles in language teaching. Maley, A.

Drama techniques in language learning — a resource book of communication activities for language teachers Maley, A. Poem into poem — reading and writing poems with students of English. Martin, A.

Modern plays: introductions to modern English literature for students of English. English Language Teaching, Prentice Hall. Approaches and methods in language teaching. Sollars, V. Issues in multi-literacy. Spiro, J. Creative poetry writing. Stern, H. Fundamental concepts of language teaching. Outline the problems faced by both the teacher and the student on a TEFL course. The acquisition of a new language can pose many difficulties to both the student, in learning the language, and to the teacher in communicating and teaching the language.

The following essay attempts to outline some of these difficulties. One of the major factors affecting all students attempting to acquire a foreign language is the correlation of the new language and their native tongue.

The age of a student can have a considerable effect on the ability of that student to acquire knowledge of the English language. Adult learners rarely acquire new language due to their extensive knowledge and skills developed over their lifetime, where as younger learners, such as those still in school, will be accustomed to acquiring new language skill on a daily basis. For these younger learners, acquiring a new

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DAKOWSKA, MARIA - Teaching English as a Foreign Language. A Professionals Guide.pdf

Part of the Second Language Learning and Teaching book series SLLT Abstract This article addresses the problem of developing reading ability in English as a foreign language from the point of view of teacher training. In particular, it deals with the need to formulate task design criteria for prospective teachers of English who major in English and participate in TEFL courses at the university level. Reading is a complex process involving extensive knowledge representations for decoding and understanding literal and figurative meaning. Critical evaluation of the message is also essential.

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