The more you read, the more you will be able read yet staggering numbers of people remain illiterate.
To aid information storage in long-term memory and later retrieval, English language teachers (EFL ESL) need to use a combination of multi-sensory teaching methods to introduce and later rehearse and recycle material.
Unfortunately, long-term semantic memory is known to have the weakest retrieval system. Therefore, ESL EFL teachers have to make sure many neurological paths and connections are made and developed so English language students can store subject matter securely and retrieve information easily.
For English language teachers, it is important to know when planning lessons that the temporary storage space available in the short-term working memory system is limited.
Sometimes, our ESL EFL students' vacant looks appear because the classwork being reviewed was never perceived or processed adequately in the first place.
There is the idea that some students may possess an 'aptitude for learning languages'. The idea of the existence of a 'language learning aptitude' does not mean an individual can or cannot learn a foreign language. It is assumed that most people, who do not have specific language disabilities, can learn a language if they … Continue reading Language Aptitude: Do you have it?
If a student seems to be having difficulties with their English language studies, you may have to investigate the cause in order to provide a solution. Check whether your students had difficulties acquiring any of the language skills in their L1 and if they still have difficulties.
There are always a number of students in foreign language classes that can't seem to keep up with the pace of the other students. The following four theories may help teachers pinpoint the root of their ESL / EFL students' difficulties.
One reason why ESL and EFL students may be having difficulty learning a foreign or second language is that they rely heavily on their native language (L1) writing system and the English orthography differs greatly to their L1.
If you have students in your classrooms who are under-performing in an unexpected way and their progress does not correspond to the amount of work and determination they are investing, it is possible they have an undiagnosed learning disability or specific learning disorder.