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.
The previous post emphasised how EFL / ESL teachers have to gain student interest for information processing to take place. If not, the raindrops on the window will be the memories students create during an English language lesson. Also mentioned were three necessary components that need to be taken into consideration: attention, meaning and emotion. … Continue reading Teachers: Use Unbelievably Easy Methods to Gain Interest and Grab Attention
If ESL EFL students have not become fully competent in one of the language skills of their L1, it could very well be affecting the way and speed at which they will acquire their second or foreign language.
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.
ESL EFL teachers or professionals need to be aware that English language students have qualities and learning differences that can enhance or hold back their language acquisition process. However, the language itself also has components that may inhibit learning.