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English in 30 Seconds: Animal Verbs
Video Description: English words used to describe the sounds which animals make. (A video for people who are learning English) Related Article Subjects: Animal Verbs in English, English in 30 seconds, English lessons, learn English, learning English, animals, cow, crow, donkey, duck, english, hen, horse, rooster, verbsAnimal Verbs in English
English in 30 Seconds: Common Internet Acronyms
You have probably seen these acronyms. But what do they mean? A video for people learning...
English in 30 Seconds: 'A' Before a Vowel
There are times in English when the indefinite article "a" is placed before a...
English in 30 Seconds: Back to Square One
"Back to square one" means to start something again because it was not successful the first time. (Watch more videos like this at http://www.in30.tv - English in 30...
English in 30 Seconds: Not at all
"Not at all" is a phrase often used in English in place of "you're...
English in 30 Seconds: I before E except after C
"I before E except after C" is a spelling rule many native English speakers were taught in...
English in 30 Seconds: 'An' Before a Consonant
We use "an" before a consonant when the consonant sounds like a vowel. (English in 30 seconds:...
English in 30 Seconds: Expressions for Getting Married
In informal English, there are a couple of expressions which mean to get married. (A video for people who are learning English from http://www.in30.tv... Teaching ‘listening’ as an English Language SkillBy: Mili Saha & Md. Ali Rezwan Talukdar | 23/03/2008 | LanguagesListening skill is elementary for EFL or ESL learners. It is the most frequently used skill among the four skills of language. Beginners of EFL need more listening input than the other learners. If a learner doesn’t listen to natural speaking, it will be difficult for him/her to speak in the target language. Bangladeshi EFL learning and teaching context exposes some practical aspects of the status of listening as English language skill and why the importance of this skill is often unnoticed The Skinny on Teaching English in ChinaBy: Tom Carter | 11/12/2007 | LanguagesExpat English Teacher Tom Carter reveals the truth about becoming an English language instructor in China. How To Learn German The Easy WayBy: Michael Gabrikow | 25/07/2007 | EducationThis article will offer you some tips and tricks that should make your life easier when learning German. Brain Savvy: a Creative Teaching and Learning ToolBy: Dr. Kathy Goff | 29/09/2008 | K-12 EducationThis article provides testimonials and information about a new teaching tool, BrainSavvy. It is a magnetic gameboard for assessment of students’ learning. BrainSavvy looks like a game so it attracts students, but it is actually a teaching too. BrainSavvy is unlike any other educational tool. It equips teachers with a game template to motivate even bored, indifferent students to succeed, creating good study habits, often with help from teammate peers. Visit www.brainsavvy.com for more details. From 29 to 30 Day On Internet BusinessBy: Wolney | 01/12/2006 | Home BusinessThis article deals of my experience with 29 to 30 PIPS lesson. I felt as an insect, similar what Kafta says in his story The Metamorphosis: disoriented with so much information. But I discovered that it is only plus a step for our growth in Internet businesses. You can see it here. The Use of Posters and Vocabulary Improvement in Rural AreasBy: mohsen sadeghi | 10/01/2007 | EducationThe significance of vocabulary in English as a foreign language is incontrovertible, unfortunately this parameter has been neglected in Iran, especially in rural areas. That is why a lot of students who take part in the entrance examination of universities, will encounter a want of appropriate words. If we take a glance at the problem, not only the students, but also English teachers, especially at junior high school levels, must shoulder the burden. This study tries to investigate the role of pictures and posters as peripheral teaching aids in vocabulary learning. In terms of facilities and equipment there is a big difference between junior high schools in cities and villages ,and it is axiomatic that the presence of various teaching aids can be very efficacious in language learning. Since the majority of words in junior high school books are concrete, the selection of pictures and posters will be more viable. There is no denying the fact that choosing pictures for abstract words is very grueling and even if we look over this , most of the pictures might be vague and equivocal. If students were supposed to pay attention to the pictures directly during the classroom sessions, the results could be prognosticated easily but in this study no attention was paid to the pictures directly. plausibly, the use of peripheral learning reminds us of Suggestopedia in which peripheral learning is highlighted however in this study the method has nothing to do with Suggestopedia – despite the fact that the books in junior high school level are based on the Audio – Lingual method; nonetheless, in this study the method is eclectic. It is evident that students’ mother tongue should be used as a last resort, but since students’ scope of vocabulary is very limited and they are beginners , student’s mother tongue may be used. Another overriding factor which should be taken into account in this study is the setting, namely villages rather than cities. This matter can be justified from different perspectives among which two are more important. First, over the past years the number of drop – outs in rural areas has been dramatically increased. The second factor is that some of the problems in the area of language learning are exclusively associated with villages and when it comes to cities they will be completely non-applicable. Many L2 teachers fret over students’ learning at elementary stages, especially broadening the scope of vocabulary is a moot point because in final examinations students are required to have a mastery of grammar and vocabulary. Although most of the words of the book are very easy, students have problem when they want to apply in sentences. Despite many investigations on vocabulary learning, some of them have been devoted to the concept of peripheral learning. It is obvious that the use of pictures will facilitate learning. According to Park and Gabrieli (1995 ), pictures are inevitably remembered better than words on tasks of recall and recognition. They believe that “memory for pictorial stimuli is extremely accurate, durable, and extensive compared to that for verbal stimuli . There is a plethora of theories to explain why pictures can be remembered easily some of which are in the genre of medicine Pictures are more complex than the words that label them, so more time and attention is needed to identify, or “name” a picture. We spend more time looking at a picture before we can name it So we remember pictures better. We spend less time looking at words in sentences, so we don’t remember the sentences exactly – though we remember the gist of them. Pictures are also more distinctive and more unique than the words that label them, which further makes pictures more memorable. Teaching Efl Pronunciation: Why, What and How?By: Dr. M. Maniruzzaman | 20/11/2007 | LanguagesPronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners’ communicative competence as well as performance. Notwithstanding, teaching EFL pronunciation is still peripheral and/or neglected in the syllabus, material and classroom, especially in Bangladesh. Therefore, based on my experience both as a student and a teacher-researcher as well as on a number of existing studies, this paper examines and addresses four major relevant issues. The Use of Audio Aids in the Efl Class at the Tertiary Level: a Plus or a Minus?By: Dr. M. Maniruzzaman | 05/01/2008 | LanguagesAudio aids function as learning facilitators and teaching machines, and motivate the learner and arrest his/her attention during the instructional process. Though such aids are greatly helpful in L2 teaching and continually expanding their scope with the availability and development of technology, their use in the EFL class especially at the tertiary level in Bangladesh is still limited. This study was then designed to address varied issues related to the use of audio aids in the EFL class.
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