Increase Interaction: Illustrating from Merrill Swain’s emphasis on comprehensible output, a number of strategies have been developed that increase students’ opportunities to use their language skills in direct communication .These include cooperative learning, project-based learning, and one-to-one teacher/student interactions. Developed by Swain, the comprehensible output (CO) hypothesis states that learning takes place when a learner encounters a gap in his or her linguistic knowledge of the (L2). By perceiving this gap, the learner becomes aware of it and perhaps modifies his output so that he learns something brand new about the language. This hypothesis is closely related to the Noticing hypothesis. When a learner says something,
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These include asking students higher order thinking questions such as (what would happen if…?), modeling “thinking language” by thinking aloud, unambiguously reinforcing test-taking skills, and holding high expectations for all students. Cummins believed that if a learner has already learned a language, i.e.their native tongue, then they are ready and equipped to learn another language . This previous knowledge serves to support their understanding of basic skills and concepts related to language , thus, they extend to how they use it to make decisions, comprehend learning, compare, contrast, evaluate, and classify their lessons in the classroom. Social interaction skills are inadequate to prove that a learner is academically proficient enough in the …show more content…
Add to this, oral and visual aids in one form or another to help the pupils through imagination to an experience beyond the reach of the classroom. Furthermore, Making up a methodological character of the class and describing the pupils, their features and personal characteristics is indispensible principle of Individualization.
And after all, no theory should be taken up blindly. The previous principles should be considered as another source of ideas and input to methods and materials, in addition to conclusions reached by teachers themselves from their own experience that helps them determine what to do. Most teachers see the need for making use
These include asking students higher order thinking questions such as (what would happen if…?), modeling “thinking language” by thinking aloud, unambiguously reinforcing test-taking skills, and holding high expectations for all students. Cummins believed that if a learner has already learned a language, i.e.their native tongue, then they are ready and equipped to learn another language . This previous knowledge serves to support their understanding of basic skills and concepts related to language , thus, they extend to how they use it to make decisions, comprehend learning, compare, contrast, evaluate, and classify their lessons in the classroom. Social interaction skills are inadequate to prove that a learner is academically proficient enough in the …show more content…
Add to this, oral and visual aids in one form or another to help the pupils through imagination to an experience beyond the reach of the classroom. Furthermore, Making up a methodological character of the class and describing the pupils, their features and personal characteristics is indispensible principle of Individualization.
And after all, no theory should be taken up blindly. The previous principles should be considered as another source of ideas and input to methods and materials, in addition to conclusions reached by teachers themselves from their own experience that helps them determine what to do. Most teachers see the need for making use