Student Management of Classroom Activities as a Project: A Tool-Based Approach

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

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Communicative approach in teaching foreign language to students

Освітній простір України ◽

10.15330/esu.15.261-268 ◽

1970 ◽

pp. 261-268

Author(s):

Ольга Миколюк

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

Teaching English ◽

Basic Principles ◽

Classroom Activities ◽

Teachers And Students ◽

Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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Scientific Argumentation in Biology: 30 Classroom Activities

10.2505/9781936137275 ◽

2012 ◽

Keyword(s):

Scientific Argumentation ◽

Classroom Activities

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On the Principles of Working with Concepts during Russian Language and Literature Lessons

Russian language at school ◽

10.30515/0131-6141-2020-81-1-7-14 ◽

2020 ◽

Vol 81 (1) ◽

pp. 7-14 ◽

Cited By ~ 1

Author(s):

M. I. Shutan

Keyword(s):

Russian Language ◽

Scientific Publications ◽

Lexical Meaning ◽

Classroom Activities ◽

Russian State ◽

Language And Literature

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

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