Context-based learning in EFL classes - Английский язык - Дипломные работы

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Context-based learning in EFL classes

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” Context-based learning in EFL classes. ” mavzusida yozgan 1BITIRUV MALAKAVIYBITIRUV MALAKAVIY ISHIISHI

CONTENTS INTRODUCTION …………………………………………………………….. Chapter I. Context as main stage of learning 1.1 Theoretical notions of context………………………………………………… 1.2. A brief survey of scientific viewpoint Context learning……………………. Chapter II Context approach in teaching English languages 2.1. Context approach in teaching English language…………………………… 2.2. Strategies and principles of context approach ……………………………. 2.3. Productive Teaching English through context approach ……………….. Conclusion ………………………………………………………………………. References ……………………………………………………………………….. 2

Introduction Actuality of the qualification paper . Our Republic was faced with the necessity of creating new legislation corresponding with new realities, with the conditions of Independence after the Independence was proclaimed and the Parliament coped with this task, there have been adopted new Laws and new Resolutions. Under the guidance of President Shavkat Mirziyoyev, special attention is paid to the formation of harmoniously developed, highly educated, modern thinking generation, able to take responsibility for the fate of the Homeland. Therefore , the task of education, the task of rising up a new generation who is capable of national renaissance will remain the prerogative of the state and constitute a priority. At present great importance is attached to the study and teaching of

English nowadays is acknowledged as an international language because many people from different countries use it as a means of communication. That’s why English is taught from elementary school level. English has two basic majors, they are skills and component. The basic skills of English learning are listening, reading, speaking, and writing. Most students do not able to master all four skills and usually they have a lot of problems with writing and speaking. Students usually are not able to analyze, do synthesis and summarize the information in writing or oral form. One of the approaches that emphasizes the process and content of writing and speaking, which was discovered by Dewey, is a context approach. The context approach is a learning philosophy that emphasizes students’ interests a

-to define the main strategies and characteristics of context approach; -to identify benefits of using of context approach in teaching productive skills -to consider the significance role of context based-learning in EFL classes. -to present the advantages of context based-learning in learning English as a second language. The object of the qualification paper is context based learning in EFL classes and context approach in teaching foreign languages. In our work we have used the following methodological basis : a method of the description, comparison, analysis, method of observation. The Scientific novelty of the qualification paper. Implementation of Context approach in teaching English productive skills is considered in this research. Advantages of using Context approach was identified

and patience from learners. In most cases learners know a new word a phrase in the texts but there are some barriers which are difficult to overcome. Different problems may detract learners from expressing their own ideas. Firstly, it may occur due to the learners’ shyness or lack of self confidence. Learners do not want to appear foolish in public, especially in communicative classes where errors like mispronounce, misuse a word or fail to understand something that somebody said are inevitable. Another problem is reluctance or lack of motivation . Subsequently, context help them to overcome problems like that. Moreover, teaching and learning English in context demands a lot of effort from not only teachers but also students. We know that a lot of scholars give different definitions to the

statement that precede or follow a specific word or passage, usually influencing its meaning or effect: e.g., You have misinterpreted my remark because you took it out of context; 2.the set of circumstances or facts that surround a particular event, situation 4 , etc. Origin: contextus a joining together, scheme, structure, equiv. to contex(ere) to join by weaving (con- con- + texere to plait, weave) + -tus suffix of v. action; cf. text. So context is defined as the aggregate of linguistic, situational, social and cultural variables that surround linguistic units such as texts, discourses, utterances, words, morphemes, phonemes, sounds, and distinctive features. The most detailed and consistent definition of the term “context” is considered to be given by Amosova N.N. In her work “ English

It is clear that the whole utterance, or a phrase, or a word and the conditions of its usage do not influence on choosing the necessary part of the meaning scope of a polysemantic word is in a linear way. That's why we can find a huge amount of different typologies and classifications of context in literature. All of them appeared against the aims and tasks of each researcher. Thus they distinguish micro- and macro-context, where micro-context is the minimal environment of the unit plus additional encoding in form of associations, connotations, etc., while macro-context is the unit's environment which helps to define its function in the text in general 5 . They say also there explicit verbal/non-verbal and implicit contexts. According to the functional principle, enabling, reducing

referred to as context clues. They are built into the sentences around the difficult word. If you become more aware of the words around the difficult words you encounter in your reading, you will save yourself many trips to the dictionary. You will be able to make logical guesses about the meanings of many words. There are four common types of context clues. Definition - the word is defined directly and clearly in the sentence in which it appears. E.g., The arbitrator, the neutral person chosen to settle the dispute, arrived at her decision. Antonym (or contrast) - often signaled by the words whereas, unlike, or as opposed to. E.g., Unlike Jamaal's room, which was immaculate, Jeffrey's room was very messy. Whereas Melissa is quite lithe, her sister is clumsy and awkward. Synonym (o

the unit of the context, only one certain indicator realizes a particular meaning of the dependant, then the context is constant. A phraseological unit is a unit of constant context. In lexical contexts of primary importance are the lexical groups combined with the polysemantic word under consideration. This can be illustrated by analyzing different lexical contexts in which polysemantic words, e.g. heavy or take, are used. The adjective heavy in isolation is understood as meaning 'of great weight, weighty' (heavy load, a heavy table, etc.). When combined with the lexical group of words denoting natural phenomena such as wind, storm, snow, etc., it means 'striking, falling with force, abundant' as can be seen from the contexts, e.g. heavy rain, wind, snow, storm, etc. In co

word-meaning in general can be analyzed through its collocability with other words. They hold the view that if we know all the possible collocations (or word- groups) into which a polysemantic word can enter, we know all its meanings. Thus, the meanings of the adjective heavy, for instance, may be analyzed through its collocability with the words weight, safe, table; snow, wind, rain; industry, artillery, etc. The meaning at the level of lexical contexts is sometimes described as meaning by collocation. Context(n) contextual (adj) that which occurs before and/or after a word, a phrase or even a longer utterance or a text. The context often helps in understanding the particular meaning of the word, phrase, etc. For example, the wordloud inloud music is usually understood as meaning “noisy”

There was, in the philosophy of language in the 1970s, a lot of ink spilled in debating just what pragmatics was, and where the line was to be drawn between semantics and pragmatics 8 . As is usual with such border disputes, it was often unclear what the question was, but there seemed to be some substantive issues in the vicinity, perhaps a tangle of issues about the nature of linguistic competence, its role in communicative practices, and the relation between language and thought mixed in with methodological questions about the most fruitful direction for linguistic research to take. In the thirty years since then, the terrain has changed a lot, in many ways. Sophisticated theories of indexical semantics have provided formal models of a certain kind of context sensitivity. Context and con

involved in current pragmatic theorizing, notions that have their origins in the early attempts to think systematically about pragmatics. My main aim in this first chapter is to get clearer about the relations between two different theoretical notions of context that have played a role in pragmatic theory, and to bring out some tensionsbetween them. My title says three notions of context, but the first is the informal target notion, the intuitive idea of a context: the thing one gets quoted out of, or that one provides some of when one sets the stage for a report, a discussion or a deliberation. It is worth taking a quick look at the intuitive notion or notions of context before looking at the formal objects that theory uses to explain some of the phenomena that we describe in terms of the

essentially any rules or conventions. It is not just linguistic actions, but actions of any kind that take place in a context. Features of a context might be relevant in at least two different ways to the understanding of what is going on in a conversation: first, the context is a resource that the participants might use to achieve their communicative purposes: they can make what they say or mean depend on features of the context, so long as the relevant information is available to the addressee. Second, the context, since it includes the beliefs, plans and purposes of the participants, is what speech acts act upon; it is their point to change certain features of the context. To account for the first of these two roles, a theoretical notion of context should identify the features of the se

language instruction 11 . The current goal of communicative language teaching can only be realized if instruction occurs within meaningful contexts. As pointed out in the Teacher’s Handbook Preface, context refers to the “interrelated conditions in which something exists or occurs”. We might think of it as those events or circumstances that come before or after or surround a communication between or amongpeople. Context includes the setting, topic, situation, purpose, actors, roles, cultural assumptions, goals, and motivation that are involved in the communication. It consists of all the features of the world outside the classroom that allow people to use and interpret language 12 . For our purposes as language teachers, context refers to the degree to which meaning and situations from the

related to other disciplines and to the world at large, current research that advocates a socio-cultural approach to language learning and teaching, and the advances in modern technology continue to serve as catalysts in placing context and meaning into the forefront of language teaching. In this chapter, you will see the history of the profession unfold, and you will explore how methods, perspectives about language learning, assessment, and standards have led to a new view of language learning as meaningful, purposeful, and accomplished through contextualizedpractice. The earliest method, used in the teaching of Latin and Greek, was the Grammar-Translation (G-T) method, which focused on translation of printed texts, learning of grammatical rules, and memorization of bilingual word lists 1

Teacher: Michel. . . (Michel. . .) Student: Michel travaille tout le temps. (Michel works all the time.) Teacher: Ils. . . (They. . .) Student: Ilstravaillent tout le temps. (They work all the time.) You will notice the lack of context in such a drill—there is little apparent meaning nor a situation in the world outside the classroom where one would interact in this way. Since the language was presented in dialogues, drills typically used in the ALM method deceptively appeared to be contextualized. In actuality, students can complete a mechanical drill successfully by simply following the pattern, without even knowing the meaning of what is being said. With the ALM method, unfortunately, learners were seldom exposed to meaningful, contextualized input and were unable to transfer the memori

asking for information, narrating and describing past events, and expressing opinions; (2) contexts/content areas:the sets of circumstances, linguistic or situational, in which these tasks are performed and the topics that relate to these contexts (e.g., context—in a restaurant in Mexico; content—ordering a meal); (3) the accuracy with which the tasks are performed: the grammar, vocabulary, pronunciation, fluency, sociolinguistic appropriateness or acceptability of what is being said within a certain setting, and the use of appropriate strategies for discourse management; and (4) the oral text type that results from the performance of the tasks: discrete words and phrases, sentences, paragraphs, or extended discourse. Language practice that is contextualized and reflects real-world use for

overall message. This, in turn, allows for strategic guessing, similar to the process one uses to identify unfamiliar elements in L1. In this type of learning, meaning is constructed from the whole and does not represent a linear process. Within the thematic unit being taught, the teacher might present a text to the class for the purpose of helping learners understand its meaning while discussing it. This text can be a story, an authentic taped conversation or short reading, a piece of realia(an object from the target culture such as a postcard, a letter, an invitation, etc.), or any verbal input given by the teacher. For example, in a chapter dealing with travel, learners might (1) listen to a public service announcement that gives advice to travelers, (2) read an advertisement for taking

has been an utterance of the sentence. An utterance is not an abstraction. It is an event, something that happens. Read the sentence “There is a platypus in the bathtub out loud”. Now, ask the next person you see to do the same thing. If you have followed these instructions, then you have just heard two utterances, but there is only one sentence. Likewise, if a theater company puts on a play and performs it ten times, the play will open with the same sentence each time, but there will be ten different utterances. There are many ways in which context can affect the meaning of an utterance. (1)”He is there now “. The above sentence, heard or read out of context, is difficult to interpret, because it includes many deictic or “place holder” words that don’t inherently refer to something specif

she is not making a request but rather inquiring about your ability to carry out a set of actions.Here’s a third case: suppose that your younger sibling is pestering you while you are trying to have conversation with a friend. Finally, in frustration, you turn to your sibling and say , “Don’t you have anything else to do? Can you take the trash out?” Here you might not care whether your sibling takes the trash out at all. Rather, you just want to be left alone! Suppose, on the other hand, that in the same context, instead of saying to your sibling, you have instead turned to your friend and, while pointing at your sibling,asked whether your friend can take the trash out. Now you are suggesting that your sibling is the trash, and you want your friend to carry your sibling out of the room! T

'to turn out to be' is observed in the contexts of a different structure, e.g. make followed by an adjective and a noun (to make a good wife, a good teacher, etc.) Such meanings are sometimes described as grammatically (or structurally) bound meanings. Cases of the type she will make a good teacher may be referred to as syntactically bound meanings, because the syntactic function of the verb make in this particular context (a link verb, part of the predicate) is indicative of its meaning 'to become, to turn out to be'. A different syntactic function of the verb, e.g. that of the predicate (to make machines, tables,etc.),excludes the possibility of the meaning 'to become, turn out to be'. Grammatical context appears in case some grammar functions plays the role of th

of the words are directly and explicitly provided for readers. Notice the use of the word isin the first sentence and means in the second sentence. Readers know they are being provided definitions.Sometimes a writer uses a comma to signal a definition or includes words such as or, that is, and in other words, as in the following: 1) We are still on the front side of the moon, the quarters that lead up to the full moon. 2) Apparitions,or ghostly figures, often make scary stories especially frightening. Authors sometimes use a synonym near an unfamiliar word, as in these sentences: I was the penultimate person in a very long line. Being next to last was discouraging. Meanings of unknown words are sometimes revealed through the use of contrasts or antonyms. Hints such as instead of, unlike, r

Do you understand the word lavage when given this larger context? To lavage is to wash out a hollow body organ, such as a stomach, using a flow of water or saline. Sometimes we say an individual has had his or her “stomach pumped.” Insufficient information is provided in the sentence to help us understand the word, whereas considerable information is provided in the paragraph. Bishop and Bishop stated, “It must be stressed that the use of context moves well beyond the sentence level. When students have a firm understanding of the book they are reading, they have created a context and know every word they encounter should fit within the context”. Sometimes the clue to the word meaning is available even before the selection is read. For instance, when a scary book is selected, the reader is

anticipate that something relevant and logical is intended by the use of an unknown word. They will be thinkers and approach language interactions as meaning makers. This recommendation is especially important for teachers of English language learners. -Contextual analysis should be taught explicitly; teachers should familiarize students with the variety of clues that authors provide to support meaning, while also reminding students that not all contexts are helpful in determining word meanings. - Teachers should model the use of context to confront unknown words by thinking aloud. Students need to witness contextual analysis in action in authentic circumstances, such as when the teacher reads aloud. - Teachers should scaffold students’ use of context to build initial hypotheses about the

understanding of unfamiliar words. Using an appealing work of literature such as Sendak’s Where the Wild Things Are(1988), teachers of young students may take two or three minutes to share the book cover, read the title, and discuss what might happen in the story. Through this process, the teacher guides students to develop both a reason for reading the story and predictions about the story. Engaging older students in hands-on lessons, exciting demonstrations, activities that draw on their personal experiences, and strategies that spark conversations about a topic prior to reading guides them to actively approach a text. For all students having literature read to them is important to using context clues. A simple pause can be highly effective for helping students think about how words make

Teachers should model each step and engage students in conversations about their word choices. Then students may work in groups or pairs to complete cloze sentences. Finally, having been carefully moved toward independence, students work individually. The importance of this strategy is that it gives students insights into the fact that context can contribute to their understanding of words. Context Clues and Semantic Gradients. Semantic gradients are related words placed along a continuum (e.g., tiny, little, average, big, huge). Working with semantic gradients helps students recognize shades of meaning.In this combined strategy, students are provided increasingly more informative cloze sentences. The first sentence allows for many possibilities. Greenwood and Flanigan used the following s

is a direct definition of a challenging term and sentences in which there is not a direct definition of a challenging term. Where would you place these sentences? - To prettify means to make pretty. - An intersection is a place where two or more roads meet. - He kibbled the grain. - She prepared the kindling and placed it outside the back door. Hopefully, you said that the first two sentences belong in a “direct definition provided” stack and the final two sentences belong in a “no direct definition provided” stack.Later, students can sort based on clue type. For instance, beginning with just two categories, students might sort the following sentence cards into those that provide direct definition clues and those that provide contrast or antonym clues: 1. Unlike her willing friend, she was

- The teacher may select specialized content vocabulary from a topic under study in one of the content areas. CHAPTER II Context Aproach in teaching English language 2.1 Strategies and principles of context approach Many of the context approach elements are common in classrooms throughout the United States and enjoy a rich history of educational research about their effectiveness. Context approach unifies these teaching and learning practices into one approach to instruction. The unified approach has given educators a common language for discussing their beliefs in effective practice and ways to broaden the "pockets of excellence” in their schools. The context approach succeed because it asks young people to act in ways are natural to human being. That is, it conforms to the brain fun

hands-on experiences that occur inside the classroom. This strategy is called experiencing. In experiencing, students are learning by doing through exploration, discovery, and invention . It can be seen by looking at students were able to create diagram events independently and organize the drafting of the recount text from their diagram events. In this strategy, students were also able to work in pairs to analyze the text in terms of linguistic features and generic structure. In the class hands-on experiences can include the use of manipulative, problem-solving activities, and laboratories. 3. Applying . Applying strategy can be defined as learning by putting the concepts to use. Clearly, students can implement the concepts when they are engaged in hands on problem solving activities. Tea

cooperating. This strategy refers to learning in the context of sharing, responding, and communicating with other learners. Most students feel less self-conscious and can ask questions without feeling embarrassed, when they work with peers in a small group discussion. Another fact of cooperative learning is that it can be counterproductive. For example, some students may not participate in the group processes at all, while others may dominate and the group members may refuse to accept or share responsibility for the group’s work. Johnson, who is the leading researcher in cooperative learning, has established guidelines to help teachers avoid those negative conditions and create environments where students may be expected to learn concepts at a deeper level of understanding. The guidelines

Figure 2. Strategies of context approach Jonson delivers six strategies of Context approach in teaching English language. They are problem based, using multiple contexts, drawing upon student diversity, supporting self-regulated learning, using interdependent learning groups, employing authentic assessment. Problem-based. Context approach is started with a simulated or real problem. Critical thinking skills are used by the students to address the problem or issue. To solve these problems, students may also draw upon multiple content areas. Useful problems that are relevant to students ‟ families, school experiences, workplaces, and communities hold greater personal meaning. Like any other learning theories, problem based learning too has its advantages and limitations when it is implemente

Problem based learning gives emphasis to lifelong learning by developing in students the potential to determine their own goals, locate appropriate resources for learning and assume responsibility for what they need to know. It also greatly helps them better long term knowledge retention. Problem based learning focuses on engaging students in finding solutions to real life situations and pertinent contextualized problems. In this method discussion forums collaborative research take the place of lecturing. PBL fosters deep learning by involving students with the interaction of learning materials. They relate the concept they study with everyday activities and enhance their knowledge and understanding. Students also activate their prior knowledge and build on existing conceptual knowledge fr

learn to make decision by consensus and give constructive feed back to the team members etc. The students in context approach classes have higher scores than the students in traditional courses because of their learning competencies, problem solving, self-assessment techniques, data gathering, behavioural science etc. It is because they are better at activating prior knowledge, and they learn in a context resembling their future context and elaborate more on the information presented which helps in better understanding and retention of knowledge. Using multiple contexts. Theories of situated cognition suggest that knowledge cannot be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore very important. Contex

learning communities are established in schools, educators act as coaches, facilitators, and mentors. David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students. They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning mode

processes broadens and deepens educators ‟ knowledge and ability to facilitate learning. Context approach as one of approaches for teaching and learning has scientific principles. According to Johnson there are 3 principles of it. They are principles of interdependence, the principles of differentiation, and the principles of self-regulation. Principles of Interdependence. Human being could not establish intimacy with one another. It means that although the approach consists of authentic learning activity that is conducted group, there is no one can intimidate the other’s to follow the certain students. It is a sharing and discussing section when it is conducting in group, so the principle stresses that all of the learners have the interdependence. In Context approach the principle of inte

complete a Timed Pair Share without listening to each other at all! We might hope that students are listening to each other and developing their ideas based on their partner's ideas, but we have not structured their interaction to ensure that will happen. Table 3. Examples of correlation Situation Correlation Outcome Grade on a Curve Negative Correlation Hoping others do poorly Call on one student Negative Correlation Hoping the called on student misses Take turns writing answers Positive Correlation Hoping partner knows answers Teams make graphic organizers Positive Correlation Hoping teammates are creative There are a variety of ways to create interdependence. Match Mine creates very strong interdependence by limiting what each student can see, and by creating interdependent roles. P

Limiting the time so that no one person can complete the task alone (Brainstorming); Increasing the task difficulty so no one person can complete the task alone (Team Project requiring coordination of efforts); Designing tasks with cumulative contributions; Having students teach each other (Telephone, Partners, Jigsaw); Assigning "mini-topics" for a group investigation/presentation. When the students are different in their creativity, they could be free to explore their individual talents, cultivate their own learning styles, and progress at their own pace. It means that contextual teaching and learning approach can be conducted to the students with different characters, talents, and ability. The importance of the principle is how the contextual teaching learning helps the students

Principle of Self-Regulation. Self-regulation means everything is set up, maintained, and recognized by yourself. The principle motivates the students to show all of their potentials. Moreover, it also explores them to get the new talents. The students should be give them belief by giving responsibility for taking the decision, behavior, choice, plan, solution etc. Teachers face problems and challenges that are complex and rarely straightforward. As Jonson points out, teaching teachers facts and rigid decision-making models is less effective than nurturing within teachers the capacity and skills to deal with the difficult problems of the real world. It is ironic that teachers are often taught with pedagogical methods that are contrary to the principles that they are being taught, such as d

language in a textual medium through the use of a set of signs or symbols (known as a writing system)." On the other hand, in The Blackwell Encyclopaedia of Writings Systems, Florian Coulmas defines a writing system as: "a set of visible or tactile signs used to represent units of language in a systematic way, with the purpose of recording messages which can be retrieved by everyone who knows the language in question and the rules by virtue of which its units are encoded in the writing system." Writing has served different functions in society. It is typically used for the transmission for cultural knowledge, keeping records of historical facts or scientific developments, codifying laws etc. In everyday life, writing is used for sharing information (newspapers), for entertainme

understands e. g. exercises in which a paragraph with blank is to be filled in which picture prompts or memory of a model presented by the teacher, leads to reproducing more or less exactly the same final product as each other. Guided writing. A composition support in which the teacher provides the situation and helps the class to prepare the written work is guided writing. Each piece of work is different in the language used. Free writing. By free writing we understand a writing in which the title is provided and everything is done by the students. Further, G. Broughton claims that to be successful in teaching writing skills it is necessary to make sure that the students start with controlled writing and when they become more confident in working with controlled exercises more and more gu

-limit the complexity of the writing task itself; -demand that the task be completed either slowly or quickly. In writing for learning students write predominantly to spread their learning of grammar and vocabulary of the language. Further Harmer divides writing for learning into reinforcement writing, preparation writing, activity writing and reinforcement writing. It is a simple form where students are asked to write sentences using grammar they have recently learnt, write paragraphs or longer compositions to practice recently focused-on aspects of language. Students also can be asked to write a story about something that happened in the past (to practise past tenses), or to write a description of someone they know to use the character and physical description vocabulary. The aim of this

prepared. They write down the answers and later students report what they have found out. The aim of activity writing is to use writing to help students to perform other activity but "students need to be able to write to do these activities, but the activities do not teach students to write. In writing for writing students are able to study written texts to become better writers. Writing for writing includes activities such are writing stories or poems, journals or creating dramatic scenarios. These tasks "force" students to express more personal and more complex thoughts. But this is not easy because most of students feel limited by knowledge of second language and they do not feel so ambitious and do not want to take risks. When helping students to improve their writing or to

Responding. By responding J. Harmer understands reacting to the construction and content of the students´ written work. Teachers make suggestions for improvement but do not judge or grade the work. The aim is to tell students how well they are doing. The teacher may also make suggestions and comments about the students’ use of language. The teacher might respond by saying how much he/she appreciates reading their work and enter a dialogue with the students. The teacher can also encourage students to look at each other’s work and ask for advice or suggestions about how to improve their writing. Evaluation and correction. Many teachers say that to evaluate their students is the hardest work. There are many situations when the students are evaluated. All students want to know how they are doi

so on. It is important to tell students before the writing that the teacher will use this approach. Using marking scales. The idea of this approach is to give marks out of 10 for each category the teacher chooses for students (e. g. grammar, vocabulary or verb tenses). With indications of mistakes this scale helps students to focus on the particular area they need to improve. Using correction symbols. Many teachers use correction symbols. The advantage of this method is that it encourages students to think about the mistakes they have made, in fact, the students correct the mistakes themselves. Reformulation. It is a way how the teacher can show the students to write something more correctly. The teacher shows how he/she would write the incorrect sentences or parts. The student then can co

Extensive reading (e. g. reading short articles) helps students to remember English spelling rules. But this is not the only way and teachers should be more proactive. Give students word formation exercises, let them find out spelling rules or to use many other activities help students not only to learn spelling but also improve it, so they become more familiar with English spelling. J. Harmer suggests very interesting ideas how to prepare enjoyable tasks for students: -to work out a rule by looking at the spelling of pair or groups of words; -dictionary activities - are also suitable for lower level students e. g.: ask students to put a written list of words in an alphabetical order, focus on the spelling of the initial letters of words; -dictations - there are many alternatives how to wr

students several sentences which they have to write in an appropriate column (e. g. like dislike, advantage-disadvantage). Copying from the board. It is probably the most common activity used in classes. But this activity can be turned into a game, too. For example the teacher writes words or phrases with difficult spelling on the board. Students look at the board for thirty seconds and try to remember them. Then the teacher rubs the words off and the students have to try to write them correctly. Making notes. During studies students write notes for many reasons. Because note taking involves copying it is a good activity for improving writing. Harmer suggests getting students to read encyclopaedia about a country and write accurately as many places names as possible, or to read an extract

what they hear. Speech is generally used in face-to-face conversations; it is temporary, spontaneous and variable. Spoken language is supported by body language such as gestures or facial expressions (often called non-verbal communication). Among other features of spoken language belong the opportunity for feedback: the hearer may ask for clarification, explanation or repetition of what sounds problematic. For speaking is typical different speed, false starts, pauses, unfinished sentences or hesitation. The main aim of teaching speaking skills is to communicate efficiently. Learners of a foreign language should be able to make themselves understood while speaking the language. The goal is to avoid misunderstanding in the message due to faulty vocabulary, grammar and pronunciation. To help

proficiency and situation are not the only factors that influence the input. J. Harmer adds: "we must also look at the conditions under which language learning takes place and who the students are. ” Harmer also says that some methodologies (e. g. Suggestopedia) demands on time, conditions and resources. Structured output deals with correct form. The aim is to make learners comfortable when producing language recently introduced sometimes with previously learned items. Structured output tasks are frequently used as the connection between the presentation stage and the practice stage. Communicative output is focused on the learner’s purpose to complete a task. To complete it the learners use the language they have recently learned as well as items of language they have already known. &#

Finally we can state, that by using these strategies the teacher can create authentic practice environment and students will get more confidence to manage various communication situations. Form-focused Speaking goes deeply into details of pronunciation, grammar and vocabulary. This stage is suitable for beginners. An effective way how to start teaching foreign languages is to base speaking on some simple, useful phrases and sentences e. g. greetings, simple questions and answers or personal descriptions which are easy to remember. These can be practiced by repetition drills. By repetition drills the teachers can change speed, the learner who is to repeat, the content of the sentence and the way of choosing the substitution. Meaning-focused Speaking deals with the message of the communicati

1. Rehearsal: to organize e. g. a role-play for students in a shop or an airport offers them an opportunity to rehearse a real-life event and the students get the feeling of what is the communication in a foreign language like. 2. Feedback: having students to present what they know, that means, to use all the language they have learnt provides feedback for the teacher as well as for the students. The teachers can see what the students are doing well and what is needed to be improved. 3. Engagement: all speaking activities should be highly motivating so the students find them interesting to work on and to participate fully. Many tasks such as role- plays, discussion or problem solving are enjoyable even more if they copy the real life situations. There are teachers that constantly correct m

and based on three basic principles as principles of interdependence, the principles of differentiation, and the principles of self-regulation. Various scientists defined different strategies used in context approach. Jonson delivers six strategies of Context approach in teaching English language. They are problem based, using multiple contexts, drawing upon student diversity, supporting self-regulated learning, using interdependent learning groups, employing authentic assessment. 2.3 Productive Teaching English through context approach The implementation of teaching English productive skills using Context approach consisted of two cycles. Each cycle consisted of two meetings for presenting the material. Each meeting took 60 minutes. For the first cycle, the researcher used context approac

Table 3. The Schedule of the Research № Date Activity 1 Monday, September 7 th Pre-test 2 Monday, September 14 th Cycle 1 3 Wednesday, September 16 th Cycle 1 4 Monday, September 21 st Post-test 5 Monday, September 28 th Cycle 2 6 Wednesday, September 30 th Cycle 2 7 Monday, October 1 st Post-test Before implementing the action in cycle one, the researcher had conducted a pre- test to know students’ prior knowledge. This was aimed to measure students’ knowledge of the topic before the treatment and to make a comparison with the post-test to know whether or not the student’ skills improved. After finishing the action, the researcher conducted a post-test to measure students’ improvement after having the treatment. The topics of pre-test and post-test were Personalities and Sport. Each test

pronouncing and spelling the words because the written English word is different from the pronunciation. In pre-research, the researcher identified that the students’ writing and speaking skills should be improved by implementing a method that could overcome the problems. Therefore, the researcher designed teaching writing and speaking using context approach. Considering student’s level, the researcher would implement an action that is suitable and interesting for the students. The researcher would implement contextual teaching and learning, a method which relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications in their lives as family members, citizens, and workers and to get engaged in the hard work that lear

After that students were introduced success criteria which included explaining their ideas clearly using opinion expressions, supporting ideas with at least two strong evidences and evaluating others’ points of view by commenting and making conclusion. 2. Main Activity. After formatting small groups, students were given the list of new vocabulary and list of their definitions. The task was to match definitions to the given words. After discussing the new vocabulary, students were given tables with two columns. First is How I see myself, and the second - How others see me. First, students had to write about themselves using new words. When they finished the teacher told them to interview their classmates about their characters as if they were real journalists. Students could use questions g

meeting. After that, the students were introduced the topic and the plan of the lesson. Students were asked to find out the objectives of the lesson by asking what they would be able to do after that lesson. After that students were introduced success criteria which included writing a plan and a summary of at least 120 words with grammar accuracy (80 %) 2. Main Activity. Students were given a text about Jane Goodall’s biography. The task was to read and discuss it in groups. Students begun by discussing what they thought Jane was interested in when she was growing up using key language. Students told about their own interests and how these could be translated into future careers or whether these should just remain hobbies and why. The teacher introduced the main steps of writing a summary.

In the third meeting, the teacher conducted the first post-test. The first post-test was conducted to know the students’ learning achievement after the treatment. Observing or monitoring is an important aspect in a classroom action research. The data resulted from observing or monitoring would be the basis in deciding further action. Observation is done to know whether context approach could be implemented in teaching English to improve students’ productive skills. Observing or monitoring was done during the implementation of the action. When the students were doing the activity, the researcher observed the students’ behaviours to know the advantages and weaknesses of the method being applied. When the teacher implemented teaching vocabulary using contextual teaching and learning, the proc

Based on the observation of the learning process in the first cycle, the researcher found out that the implementation of context approach could motivate the students to be more active. However, there were some drawbacks. When the students found difficulties in finding the meaning of new words, they were not reluctant to ask the teacher. The students could also learn to work in team. In general, the class was well managed although there were some dominated students in the groups. b) The second meeting. In the second meeting, the teaching learning process ran more smoothly than the previous meeting. The students were more familiar with some activities comprising making a list of objectives, working in groups and giving feedbacks. The teacher explained the topic and asked if students had had

Based on the result of the observation, the researcher did the reflection of the action. The researcher wanted to know whether the action was successful or not by doing the reflection. Several positive results and weaknesses were found. There were things which the researcher noted down as the positive results. The teaching learning activities during the implementation of the contextual teaching and learning were generally well organized. The researcher noticed that the students were very excited in doing some activities, for example: detectives and searching for key words. From the implementation of the method, there were some positive results that the researcher noted down. They are: 1) learning by experiencing gave the students motivation; 2) students learned how to write a summary and s

research reflection above, it can be concluded that the result of cycle one was not satisfactory yet. Based on the results of the reflection above, it could be seen that the action showed both the positive results and weaknesses. So, the researcher had to make the next plan and to conduct the next cycle in order to solve the problems and the weaknesses that appeared in the first cycle. In the next cycle, the researcher revised the plans and prepared two meetings. In this cycle, the researcher made a teaching and learning plan. In cycle 2, the we planned to make more group activities, it was hoped that the students would be more familiar with group work activity and there was not any student who would dominated in doing task in a group. The researcher divided the groups based on their test

a) The first meeting (Monday, September 28 th 2015) 1. Opening. The lesson started at 8.00 a. m. the teacher entered the class. The teacher greeted the students and checked the students’ attendance. Students were introduced the topic and the plan of the lesson. Students were asked to find out the objectives of the lesson by asking what they would be able to do after that lesson. After that students were introduced success criteria which included explaining their ideas clearly using opinion expressions, supporting ideas with at least two strong evidences and evaluating others’ points of view by commenting and making conclusion. 2. Main Activity. The teacher began awareness raising activities by reading an example sentence aloud to the students. The teacher read the sentence the first time p

not in today’s lesson. The students answered "Yes”. The teacher said goodbye and closed the lesson. b) The second meeting (Wednesday, 30 th September 2015) 1. Opening. The second meeting was conducted on Monday, 21 st September, 2015. Topic of the lesson was ‘Sport’. The teacher started the lesson by greeting and checking students’ attendance. Then she reviewed the lesson of the last meeting. After that, the students were introduced the topic and the plan of the lesson. Students were asked to find out the objectives of the lesson by asking what they would be able to do after that lesson. After that students were introduced success criteria which included writing a plan and a summary of at least 120 words with grammar accuracy (80 %) 2. Main Activity. Draw a picture of hamburger and exp

Conclusion Having discussed the outline of the research paper under the theme,’Context based learning in the EFL classes’ it can be concluded as following. Chapter I devoted to the theoretical view points on Context as main stage of learning. The dictionaries give the following definitions of the term “context”. 1.Context - the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect: e.g., You have misinterpreted my remark because you took it out of context; 2.the set of circumstances or facts that surround a particular event, situation, etc. Origin: contextus a joining together, scheme, structure, equiv. to contex(ere) to join by weaving (con- con- + texere to plait, weave) + -tus suffix of v. action; cf. text. 63

Context is defined as the aggregate of linguistic, situational, social and cultural variables that surround linguistic units such as texts, discourses, utterances, words, morphemes, phonemes, sounds, and distinctive features. The most detailed and consistent definition of the term “context” is considered to be given by Amosova N.N. In her work “ English Contextology” she defines context as the minimal stretch of speech determining each individual meaning of the word, its immediate syntactical environment. The context individualizes the meanings, brings them out. It is in this sense that we say that meaning is determined by context. According to Prof. Amosova, the word the meaning of which is to be realized is called the semantic dependant. In other words, context is the connection of the w

a wheat field. It encourages educators to choose and/or design learning environments that incorporate as many different forms of experience as possible- social, cultural, physical, and psychological-in working toward the desired learning outcomes. It has five components comprising constructivism, inquiry, questioning, learning community, modelling, reflection and authentic assessment and based on three basic principles as principles of interdependence, the principles of differentiation, and the principles of self-regulation. Various scientists defined different strategies used in Context approach. Jonson delivers six strategies of Context approach in teaching English language. They are problem based, using multiple contexts, drawing upon student diversity, supporting self-regulated learnin

on the second post test. When students hold a discussion about a chosen topic the teacher should not interrupt the discussion by correcting. Jeremy Harmer says: "Constant interruption from the teacher will destroy the purpose of the speaking activity." Many teachers, when talking about role-plays or discussion, prefer to watch or observe, listen and take notes. After the role-play the teacher asks students about their opinions and then the teacher presents his or her feedback. Generally speaking, the principle of watching, listening and taking notes is considered to be the most appropriate. We can sum up that, Contextual teaching and learning is a concept that helps the teachers and students relate the meaning through prior and new knowledge to get new understanding. It has five co

7. Catherine Soanes, Angus Stevenson. Oxford Dictionary of English 3 rd edition / Oxford University Press: 2003. 8. Dickens Ch. Oliver Twist. - 1999 9. Duranti, A., & Goodwin, C. (Eds.). Rethinking context. Language as an interactive phenomenon. Cambridge: Cambridge University Press. - 1992. 10. Elaine B. Johnson. Contextual Teaching and Learning: What It Is and Why It's Here to Stay/ Corwin Press, Inc., 2002. 11. Florian Coulmas. The Blackwell Encyclopedia of Writing Systems/ Blackwell Publishers Inc. - Massachusetts: 1995. 12. Ghadessy, M. (Ed.). Text and context in functional linguistics. Amsterdam: John Benjamins. - 1999. 13. Givon T. Context as Other Minds. Amsterdam: John Benjamins. - 2005. 14. Givon T. Mind, Code and Context: Essays in Pragmatics. - Hillsdale: Lawrence Erlbaum A

23. Robert G. Berns and Patricia M. Erickson. Contextual Teaching and Learning: Preparing Students for the New Economy. - National Dissemination Center for Career and Technical Education. - Columbus: 2001. 24. Susan Sears. Introduction to Contextual Teaching and Learning/ Phi Delta Kappa Educational Foundation - Bloomington, Indiana: 2003. 25. Stalnaker, Robert Culp. Context and content. Oxford: Oxford University Press. - 1999. 26. Terrell, T.D. The Role of Grammar Instruction in a Communicative Approach. The Modern Language Journal, 1991. 27. Wajnryb, Ruth. Grammar Dictation. Oxford: Oxford University Press, 1990 68

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