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Why Everyone Should Invest in Language Skills ? 

Jane Playdon, QS education writer

Language learning is a key priority under a new EU study abroad funding program for education, training and youth organizations due to be launched in January 2014. The new scheme, called Erasmus+, follows a report from the European Commission on the importance of language skills in a market where businesses increasingly operate internationally.

Speaking at the London Language Show recently, the EU commissioner for Education, Culture, Multilingualism and Youth, Androulla Vassiliou, said: “Language learning is vital in Europe... foreign language competences are needed not only by the large multinationals, but increasingly also by SMEs [small and medium enterprises] with international marketing strategies, and by public services having to deal with increasingly multicultural and multilingual citizens.”

Other prominent organizations highlighting the need for more foreign language learning include the UK’s Guardian newspaper and the British Council, which helps to create international education opportunities. In addition, the recently launched 1000 Words Challenge campaign aims to inspire everyone in the UK to learn 1,000 words of another language.

Language skills are crucial for international mobility

Language learning is at the center of the EU’s new international mobility scheme, Erasmus+, which aims to replace and combine a number of existing EU international mobility programs – including the Lifelong Learning Program (Leonardo, Comenius, Grundtvig, Erasmus), Youth in Action, and Erasmus Mundus and Tempus.

With a budget of around €15 billion (US$20.3 billion), Erasmus+ will provide grants over the next seven years for more than four million people to volunteer, work, train or study abroad. This is a 40% budget increase compared to existing programs, and a significant increase in the number of beneficiaries, which, for the period between 2007 and 2013, amounted to around 2.5 million.

As a result, more EU mobility students than ever before will be learning the five main languages under the program: English, French, German, Italian and Spanish. Students who need linguistic support will have online access to it on a voluntary basis, and the EC has also made provision for the less widely spoken languages. The language levels of those participating in Erasmus+ will be assessed before and after their time abroad, to monitor the scheme’s contribution to language learning.

Dennis Abbott, a spokesman for the EU department of Education, Culture, Multilingualism and Youth, said: “Language skills are crucial for the quality and efficiency of this [international mobility] experience. This is why, for the first time, Erasmus+ will earmark funds for the systematic assessment of language competences before and after long-term mobility, including mobility for teachers.”

Language learning gives you a competitive edge

As well as making it easier to spend time living, working and studying in different parts of the world, language skills can also confer a considerable competitive edge in today’s job market. And this applies even to native speakers of English, used as a lingua franca across much of the world.

“English as lingua franca is a mixed blessing,” Vassiliou has commented. “Too many people believe that English is enough to get by everywhere and in any situation. In a world where knowledge of English is more or less taken for granted, job seekers who also know other languages will have a competitive edge.”

This observation is echoed by Teresa Tinsley, leader of the 1000 Words Challenge campaign. She says: “There are cases of [language skills] being used as a tie-breaker between two equally well-qualified candidates. They don’t necessarily need language skills for their job, but the employer thinks that maybe they will get something extra from someone with knowledge of another language. I think that what is coming through is not only the communication skills that employers value, but the international outlook, the cultural flexibility. It [shows] that they’re willing to start seeing things from another point of view apart from their own.”

According to the latest Education and Skills Survey from the Confederation of British Industry (CBI), “72% of businesses say they value foreign language skills” and 52% say they are “recruiting new staff with language skills”. The Languages for Jobs report, published by the European Commission, also found that “40% of recruiters in the industry sector highlighted the importance of language skills for future higher education graduates”.

Language skills are linked to intercultural skills

Another benefit of language learning, as listed on the 1000 Words Challenge site, is the relationship between language skills andintercultural skills, which “make us better adapted to living in a diverse society, more internationally minded and better at resolving cross-cultural conflict.”

• Basic Language Skills

  Basic Language Skills is a structured, sequential, multisensory approach to teaching basic reading and spelling skills. Featuring a comprehensive approach to literacy instruction, Basic Language Skills equips teachers with skills and strategies that link:

  • reading and written expression,
  • decoding and comprehension,
  • mechanics and composition,
  • direct instruction and opportunities to read and write.

  Basic Language Skills is an expansion and extension of the Orton-Gillingham-based Alphabetic phonics program. Developed by Suzanne Carreker, director of teacher development at Neuhaus Education Center in Houston, TX, the program incorporates the latest research findings in the areas of literacy and best instructional practices. The program emphasizes the regularity and predictability of the English language. Due to deficiencies in the processing of phonological information dyslexic students do not readily acquire the alphabetic principle when learning to read. The instructional techniques of Basic Language Skills instruction are characterized by phonemic awareness, graphophonemic knowledge, language structure, linguistic patterns, and processes (19 TAC § 74.28). Instructional approaches include explicit, individualized, and multisensory strategies (19 TAC § 74.28).

  Daily activities in Basic Language Skills lesson include:

  • Instant Letter Recognition
  • Phonological Awareness, with an emphasis on phonemic awareness
  • Discovery Learning of a New Concept
  • Review of Letter Sounds and Basic Linguistic Concepts
  • Reading Practices at the Word and Text Level, designed to develop accuracy and fluency
  • Syllable Division and Morphology
  • Spelling
  • Handwriting
  • Comprehension and Composition
  • Oral Language Development

  Basic Language Skills is appropriate for reading/dyslexic specialists, special education teachers, and private therapists. Because of their extensive training, Basic Language Skills teachers possess flexibility to work with both struggling and dyslexic readers in their areas of greatest need, adapting the pace of the program to each student's needs.

The importance of language skills

Language is absolutely central to your learning: without it, you cannot make sense or communicate your understanding of a subject.

You will need to develop your language skills, and specifically, your academic English, in order to:

• understand and make the most effective use of your study materials
• develop the specialised language and vocabulary relevant to your subject
• interpret assignment questions and select relevant and appropriate material for your response
• write well-structured and coherently presented assignments, without plagiarism
• communicate your needs to your tutors
• work productively with other students.

Depending on the level of OU study you are engaged in, click on the tab to see the skills you are expected to develop as you learn. A good command of English is vital to many of these skills.

Knowledge and understanding

Level 1	Level 2	Level 3
Show that you know and understand the principles, concepts and terms central to your subject	Show knowledge and critical understanding of the principles, concepts and techniques in your subject	Show your awareness of current thinking and developments. Show your knowledge and critical understanding of your subject, including some specialist areas.

Analytical skills

Level 1	Level 2	Level 3
Use your knowledge and understanding to describe, analyse and interpret particular aspects of your subject	Apply your knowledge and understanding to issues and questions relevant to your subject. Apply established techniques to critically evaluate your subject in a range of contexts	Select the appropriate techniques to analyse questions in your subject. Be aware of the limitations of these methods. Synthesize, evaluate and challenge information from different sources. Recognise the limits of knowledge in your own subject.

Communication

Level 1	Level 2	Level 3
Develop your skills in communicating information accurately and in a way that is appropriate to your subject, purpose and audience. This includes collaborative and group working.	Communicate information, ideas and arguments effectively, using a style and language appropriate to your subject, purpose and audience. This includes collaborative and group working.	Communicate complex information, ideas and arguments effectively, using a style and language appropriate to your subject, purpose and audience. This includes collaborative and group working.

Information literacy

Level 1	Level 2	Level 3
Develop skills in finding, selecting and using data in defined contexts	Find, critically evaluate and use information or data accurately in a range of contexts.	Find, critically evaluate and use information or data accurately in complex contexts.

Learning how to learn

Level 1	Level 2	Level 3
Become aware of the ways in which you learn and begin to develop as an independent learner.	Plan, monitor and review your progress as an independent learner.	As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.

Practical and professional skills

Level 1	Level 2	Level 3
Develop, as appropriate, practical skills and awareness of relevant ethical issues.	Engage, as appropriate, with practical and professional skills and demonstrate an awareness of relevant ethical issues.	Engage, as appropriate, with practical and professional skills and relevant ethical issues.

Personal and career development

Level 1	Level 2	Level 3
Plan your study pathway to link your learning with your personal and/or career goals	Recognise and record your skills and knowledge to support your personal and/or career goals.	Recognise, record and communicate your skills and knowledge to achieve your personal and/or career goals

Developing Language Skills

We provide descriptions of some of the skills language learners develop, based on the ACTFL proficiency guidelines, and give recommendations of techniques and activities to use to develop these skills.

Learning a new language means developing skills that allow you to process what other people say in another language and to communicate what you want to say. As part of the LinguaLinks product, SIL has developed an extensive set of resources to help the self-directed language learner to understand and develop these skills. The approach is based on the ACTFL proficiency guidelines. Many of these resources are made available here as part of this website.

Principal skills

The goal of the language learner is to achieve communicative competence. These are the principal skills involved in good communication along with recommendations of techniques and activities to use to develop them:

• Pronounce the language properly.
• Speak with grammatical accuracy.
• Build your vocabulary.
• Understand and produce longer stretches of speech, such as stories, directions, or instructions.
• Use the language to accomplish your purposes and get things done.
• Use words and ways of speaking appropriate for different situations.
• Interact with other people appropriately when talking with them.
• Understand more about what the people you talk to are like and why they behave the way they do.

Other resources

Here are some other resources in LinguaLinks that are relevant to this topic:

Success with foreign languages

Earl Stevick's book, recently out of print, may now be downloaded. It offers an analysis of interviews with seven successful language learners who used a variety of different strategies and discusses what worked for them.

Kick-starting your language learning

This paper gives specific suggestions for how to work with a speaker of a language to develop understanding of about 1000 words and basic grammatical structures.

Language learning in the real world for non-beginners

This paper gives specific suggestions for how intermediate and advanced language learners can start conversing in a second language, build understanding of narratives, procedures, and other discourse types, and expand cultural knowledge.

Language learning strategies

Strategies language learners can use to make the process work for them.

4 Important Skills in Language Learning

Languages are generally taught and assessed in terms of the 

four skills’: listening, speaking, reading, and writing.

Listening and reading are known as ‘receptive’ skills while speaking and writing are known as ‘productive’ skills. All language learners will need to develop their skills in each of these areas, and your language classes should incorporate activities related to all these skills. Below are some practical steps you can take to develop these skills outside the classroom – remember you will also want to think about your current language level and priorities for learning in each area

1. Choose the content wisely

Try to choose listening or reading material that interests you and will hold your attention. Whenever possible, listen to recorded content (on a CD or DVD) or through a streaming internet service that you can pause and rewind. This will allow you to listen multiple times, or go back to sections you did not understand. For independent reading practice, choose relatively short passages to focus on (e.g. a news article, a blog post, a section of a short story).

2. Prepare before listening or reading

Knowing a bit about what you are going to listen to or read will help you better understand the material. Before you start, try to find out a bit about the context or topic – you may wish to note down some topics or vocabulary you expect to hear or read. Think also about the format of the piece – is it a debate, a news story, a soap opera, part of a novel – as different formats will have different conventions and structures.

3. Have a first pass

Listen to the segment or read the piece once without stopping – don’t worry if you don’t understand everything!

4. Have another go

The next time you listen or read, note down or underline any unfamiliar vocabulary, and take notes on the content in your own words in the target language. You can then go back and listen or read again, to try to understand things you may have missed the first time.

5. Put away the dictionary

Even after you have listened to a segment or read a piece a number of times, you will probably not understand every word! Try to make an educated guess based on the context, and not use the dictionary too much. For independent practice, you should not necessarily aim to understand every word, but try to get a sense of the general topic and some key vocabulary.

Speaking

Developing your speaking skills will involve gaining fluency in spoken interactions with others, as well as practicing your pronunciation. Use your new language skills as often as you can to speak to people – other students from your language class, native speakers you might meet around town, or language partners in online exchanges. To practise pronunciation try reading aloud or repeating after a recorded text, trying to reproduce the pronunciation and intonation of the original. Make a recording of yourself and listen back to try to identify your own strengths and weaknesses as a speaker.

Writing

Writing in another language can seem a daunting task, but is a critical skill, especially if you plan to use it in the workplace. As in your first language, your writing will be improved by becoming a critical reader - try to think actively about how texts are structured and what kinds of phrases or vocabulary are used for different purposes (e.g. introducing a topic, describing, comparing and contrasting, writing conclusions). When writing in a foreign language, always try to think and write directly in that language. Do not translate from a first draft. It is best not to use a dictionary too much in the early stages of writing. Using words in your first language is fine if it helps you get a draft written more quickly. You shouldn’t expect to write everything correctly the first time, but write and re-write as much as necessary. Finally, try to get constructive feedback from others (your teacher, fellow students, native speakers) on how you can impr

What is Snipping tool ?

What is Snipping ? 

1. Snipping Tool is a screenshooting utility included in Windows Vista and later. It can take screenshots of an open window, rectangular areas, a free-form area, or the entire screen. Snips can then be annotated using a mouse or a tablet, stored as an image file (PNG, GIF, or JPEG file) or an MHTML file, or e-mailed.

snipping tool

Where to find Snipping Tool in Windows:

Snipping tool is only included with Windows Vista, Windows 7 and Windows 8. If you can not find it, you can alternatively download the free tool Capture Screenshot lite which looks the same and works pretty much the same as Snipping Tool. The download link ishttp://www.gutmannsoft.com/en/screenshot/capture-screenshot-lite.php. (Make sure you click the download link at the bottom of the page to get the free version.)

To start the Snipping Tool in Windows 7 and Windows Vista:

1. Click on “Start”,
2. Enter “Snipp”
3. Click on the Snipping Tool icon.

To start Snipping Tool in Windows 8:

1. With a mouse: Open the charm bar by putting the mouse cursor to the top-right corner of the screen.
2. With a touchscreen: Swipe from the right side to the left.
3. Select “Search”.
4. Make sure you have “Apps” selected.
5. Type in “Snipp”.
6. Start the Snipping Tool by clicking the icon.
7. Windows will switch to the desktop mode.

The Effect of Computer Assisted Language Learning (CALL) on United Arab Emirates English as a Foreign Language (EFL) School Students' Achievement and Attitude

Article excerpt  

This study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students' improvement in English as a foreign language (EFL). Eighty-three students in Al-Tamayoz Elementary-prep School, United Arab Emirates, were selected and divided into experimental and control groups (43 and 40 participants respectively). Results of Analysis of variance (ANOVA) showed a significant difference between CALL users and nonusers in favor of the experimental group (p < .05). In addition, a questionnaire was administered to CALL users to investigate their attitude, perceived utility, and intention to use CALL in the future. Students in the experimental group had a positive attitude toward CALL, perceived its utility for helping them learn EFL, and had a strong intention to use it in the future. Results of this study have provided evidence of the effect of CALL on learning English as a foreign language. Implications and recommendations for future research are presented.

**********

Computer-Assisted Language Learning (CALL) is a technique for using technology in the field of language learning. Many studies worldwide have been conducted to investigate the effect of CALL on learning languages. Research results demonstrated a positive effect of CALL on students' learning and language competency.

In the context of UAE, studies involving CALL use are minimal. Almekhlafi (2004) investigated the effect of interactive multimedia (IMM) CD-ROM on the achievement of sixth grade students in relation to their learning styles. Results showed no significant difference between the two groups in the overall achievement. However, results showed that field-independent learners scored significantly higher than field-dependent (1). One of the recommendations stated in the study was that IMM should be investigated as an individualized learning tool. Therefore, this study focused on independent CALL use by elementary-prep school students in the United Arab Emirates (UAE). It investigated the effect of CALL on students' achievement of English as a foreign language (EFL) and their attitude toward CALL use.

According to Wikipedia encyclopedia (2005), CALL is defined as an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element. In the light of this definition and for the purpose of this study, the researcher defines CALL as the use of multimedia CD-ROM combining text, pictures, audio, and video files for the purpose of teaching English as a foreign language.

REVIEW OF THE LITERATURE

Research on the effect of technology in general on teaching and learning has been conducted and continues to be investigated. One of the most prominent fields of research has been on interactive multimedia and its effect on leaning in different fields including language learning. Literature review for the purpose of this study focuses on two domains (a) multimedia and language learning and teaching, and (b) CALL.

The Use of Multimedia in Teacher Education

Many researchers have called for and emphasized the importance of the inclusion of technology in teacher education (Volk, 2000; Gentile, Lonberger, Parana, & West, 2000; Chester, 2001; Schnackenberg, Luik, Nisan, & Servant, 2001; & Berlin & White, 2002). Educational research investigating the utility of technology for learning and teaching has been continuous for several decades. One form of this integration is with the use of multimedia. The educational benefits of multimedia are well documented (Moore, 2000). Multimedia has been used with student teachers to improve their training and hence the quality of education (Almekhlafi, 2004). However, multimedia research was not always consistent in its results. Some studies yielded positive effect (Soboleva & Tronenko 2002; Moreno, Mayer, Spires, & Lester, 2001; Frear & Hirschbuhl, 1999; Vignola, Kenny, Andrews, & Schilz, 1999; James, 1999; Vrtacnik et al. …

International Journal of Computer-Assisted Language Learning and Teaching

International Journal of Computer-Assisted Language Learning and Teaching..

The International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) serves as a forum for researchers, teachers, practitioners, and education professionals to discuss and share their ideas, experience, and knowledge in combining computer technology with language teaching and learning. Due to the fast pace of technological change, innovative teaching approaches and strategies should be developed to successfully integrate new technologies into language teaching. This journal provides opportunities to evaluate, improve, and apply such strategies in the fields of CALL and foreign/second language learning.

Teachers' Barriers to the Use of Computer-assisted Language Learning

Teachers' Barriers to the Use of Computer-assisted Language Learning

The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.

Financial Barriers

Financial barriers are mentioned most frequently in the literature by language education practitioners. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, "concerning the money, the challenge was unique because of the nature of the technology." Existing universities policies and procedures for budgeting and accounting were well advanced for classroom instruction. The costs of media were accounted for in the university as a part of the cost of instruction. Though the initial investment in hardware is high, inhibiting institutions' introduction of advance technologies; but Hooper (1995) recommends that the cost of computers will be so low that they will be available in most schools and homes in the future.

Lewis et al. (1994) indicate three conditions under which Computer-assisted Learning and other technologies can be cost-effectiveness: Computer-assisted Learning costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time, it results in students achieving the same level but in less time. These authors indicate that in examples where costs of using technologies in education are calculated, they are usually understand because the value of factors, such as faculty time and cost of equipment utilization, is ignored (McClelland, 1996).

Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used. Low usage causes the cost barrier. Computers, interactive instruction TV, and other devices are used very few hours of the day, week, or month. Either the number of learners or the amount of time learners apply the technology must be increased substantially to approach the concept of cost-effectiveness. There are other more quick and less expensive ways of reducing costs, no matter how inexpensive the technology being used (Kincaid, McEachron, & McKinney,1994.

Availability of Computer Hardware and Software

The most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education (Herschbach, 1994; Miller, 1997; Office of Technology Assessment, 1995; Noreburg & Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time-consuming (McClelland, 1996).

McClelland (1996) indicated having sufficient hardware in locations where learners have access to it problematic and is, of course, partly a financial problem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology.

Technical and Theoretical Knowledge

A lack of technical and theoretical knowledge is another barrier to the use of Computer-assisted Language Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede (1995), Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today's evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively (Office of Technical Assessment, 1995).

Acceptance of Technologies

We live in a time change. Gelatt (1995) stated that change itself has changed. Change has become so rapid, so turbulent, and so unpredictable that is now called "white water" change (p.10). Murphy & Terry (1998a) indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities. But, there is a natural tendency for organizations to resist change. Wrong conceptions about the use of technology limit innovation and threaten teachers' job and security (Zuber-Skerritt, 1994). Instructors are tend not to use technologies that require substantially more preparation time, and it is tough to provide instructors and learners access to technologies that are easy to use (Herschbach, 1994).

Engaging in Computer-assisted Language Learning is a continuing challenge that requires time and commitment. As we approach the 21st century, we realize that technology as such is not the answer to all our problems. What really matters is how we use technology. Computers can/will never substitute teachers but they offer new opportunities for better language practice. They may actually make the process of language learning significantly richer and play a key role in the reform of a country's educational system. The next generation of students will feel a lot more confident with information technology than we do. As a result, they will also be able to use the Internet to communicate more effectively, practice language skills more thoroughly and solve language learning problems more easily.

What can we do with CALL

What Can We Do With CALL?

There is a wide range of on-line applications which are already available for use in the foreign language class. These include dictionaries and encyclopedias, links for teachers, chat-rooms, pronunciation tutors, grammar and vocabulary quizzes, games and puzzles, literary extracts. The World Wide Web (WWW) is a virtual library of information that can be accessed by any user around the clock. If someone wants to read or listen to the news, for example, there are a number of sources offering the latest news either printed or recorded. The most important newspapers and magazines in the world are available on-line and the same is the case with radio and TV channels.

Another example is communicating with electronic pen friends, something that most students would enjoy. Teachers should explain how it all works and help students find their keypals. Two EFL classes from different countries can arrange to send E-mail regularly to one another. This can be done quite easily thanks to the web sites providing lists of students looking for communication. It is also possible for two or more students to join a chat-room and talk on-line through E-mail. .

Another network-based EFL activity could be project writing. By working for a project a pupil can construct knowledge rather that only receive it. Students can work on their own, in groups of two or in larger teams, in order to write an assignment, the size of which may vary according to the objectives set by the instructor. A variety of sources can be used besides the Internet such as school libraries, encyclopedias, reference books etc. The Internet itself can provide a lot of food for thought. The final outcome of their research can be typed using a word processor. A word processor can be used in writing compositions, in preparing a class newsletter or in producing a school home page. In such a Web page students can publish their project work so that it can reach a wider audience. That makes them feel more responsible for the final product and consequently makes them work more laboriously.

The Internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning. The recent shift to global information-based economies means that students will need to learn how to deal with large amounts of information and have to be able to communicate across languages and cultures. At the same time, the role of the teacher has changed as well. Teachers are not the only source of information any more, but act as facilitators so that students can actively interpret and organize the information they are given, fitting it into prior knowledge (Dole, et al., 1991). Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown, 1991). Integrative CALL stresses these issues and additionally lets learners of a language communicate inexpensively with other learners or native speakers. As such, it combines information processing, communication, use of authentic language, and learner autonomy, all of which are of major importance in current language learning theories

Why Use CALL?

                          Why Use CALL?

Research and practice suggest that, appropriately implemented, network-based technology can contribute significantly to:

Experiential Learning

The World Wide Web makes it possible for students to tackle a huge amount of human experience. In such a way, they can learn by doing things themselves. They become the creators not just the receivers of knowledge. As the way information is presented is not linear, users develop thinking skills and choose what to explore.

Motivation

Computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent.

Enhanced Student Achievement

Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their learning attitude and by helping them build self-instruction strategies and promote their self-confidence.

Authentic Materials for Study

All students can use various resources of authentic reading materials either at school or from their home. Those materials can be accessed 24 hours a day at a relatively low cost.

Greater Interaction

Random access to Web pages breaks the linear flow of instruction. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises.

Individualization

Shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.

Independence from a Single Source of Information

Although students can still use their books, they are given the chance to escape from canned knowledge and discover thousands of information sources. As a result, their education fulfils the need for interdisciplinary learning in a multicultural world.

Global Understanding

A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher's duty is to facilitate students' access to the web and make them feel citizens of a global classroom. 

Language Ranks

Tips on How to Learn English Effectively

                              Tips on How to Learn English Effectively

Do you want to know how to learn English effectively? If so, you are not alone. In fact, there are many people out there today who are working to learn English as a second language. No matter what the reason is that you are learning English, you want to make sure that you can learn it quickly and effectively as well. Whether you are learning English in a class, on your own, or with language teaching software, there are certain things that you can do to make sure that you learn the language effectively. So, here are a few tips to keep in mind that will help you on your journey towards learning the English language.

• Make Sure You WANT to Learn

One of the first tips that can help you out if you want to know how to learn English effectively is to make sure that you really want to learn this language. If you really don’t want to learn, there is no book, no class, and no tips that are going to make it simpler for you. Make sure that you ask yourself whether you really want to learn English. If not, then it’s not for you. However, a real desire to learn the language can go a long way.


• Figure Out What Motivates You

If you want to learn English effectively, you need to figure out what your motivation is. Why do you want to learn English so badly? Do you want to improve your current learning, get a better job, attend university, or enjoy your life in an English speaking country? No matter the reason you are motivated to learn this language, you need to understand what motivates you so you can use it as encouragement as you learn the language.


• Decide on Some Goals

It is very important that you have goals in mind if you want to know how to learn English effectively. Setting goals will help you to know where you want to be and it will you to actually see your progress as you learn the language as well. Decide what your goals are, whether you want to improve your vocabulary, pronunciation, or even if you want to comprehend when you’re listening better. Once you know your goals, make sure that you are working to achieve them.


• Be Sure to Practice

Practicing is probably one of the most important tips if you want to know how to learn English effectively. The more you practice your English skills, the better you will become at it. You can practicing by reading English, by writing emails and letters, by listening to television or the radio in English, or even by taking time to speak to other people who speak the English language. The more you practice, the fewer mistakes you’ll end up making over time, and you’ll become more effective with your English skills.


• Speak without Fear

The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want.


• Surround Yourself with English

The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin "thinking in English."


• Work on Vocabulary Development

No matter what language you’re learning, a large vocabulary is going to be very important. This is especially important when you are learning the English language. One of the best ways to learn new vocabulary words is to start reading and you can also learn more by listening to the radio or watching television. Playing word games and doing word puzzles can also help you out when you are trying to enhance your English vocabulary.


• Study on a Regular Basis

If you plan on learning a language, you are going to have to make studying a priority. It’s not just something you do every now and then, but it should be done every single day. When you study each day it is easier to retain the new things that you learn. You’ll also find that you can review easier every day and you’ll definitely remember what you learn a lot better as well. So, if you want to know how to learn English effectively, then you need to make studying a priority.


• Make it Enjoyable

When you’re having fun, it actually makes it easier for you to remember things that you learn, so make sure that you make learning English fun. Take time to do puzzles and to play games, even if it does seem a bit childlike. They really can help you as you learn English and provide you with excellent practice.


• Join an English Language Center

Most people have limited money, and everyone wants good value for money. With language centers it's like holidays - we probably know what we want, but no single holiday offers absolutely everything we want. 

English is an easy language to start learning because:

• it has no genders. Apart from people, all objects are 'neuter', not 'masculine' or 'feminine'. So you say 'it' for such things, and do not need to learn any genders.
• it usually has easy verb endings. Apart from a few 'irregular' verbs, verb endings are easy, and hardly change.
• adjectives remain the same for all words - there are no different endings to learn.
• the singular and plural pronoun 'you' is the same. There is no need to decide whether to use a polite form, or an intimate form, when speaking to someone as in French or German. (English used to have the singular form 'thou', which was often used in the intimate way like 'tu' or 'du'. In fact, in dialects in parts of England, this is still sometimes used. And in the Republic of Ireland, they have a very sensible plural form of 'you', when speaking to several people: 'yous'.)

Communicative Approaches

What is the Communicative approach ?

The communicative approach is a way of teaching English in which students learn to communicate naturally and confidently. This means that they develop the skill to read, write, speak and listen to English in real life situations. 

The new role of the teacher:

• Does not dominate the class.
• Sets up learning activities and tasks, thus provides opportunities for students active involvement.
• Acts as a guide and advisor wherever necessary but does not constantly interfere.
• Acts as a facilitator - making learning possible

The new role of the student:

• No longer a passive listener.
• Takes an active part in class room activities.
• Is encouraged to become self-reliant.
• Finds learning meaningful since it is based on real needs.

The new role of Examinations :

• Do not test memory.
• Test communication skills in English.

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English complete course part 1 .

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Interesting Things for ESL Students

http://www.manythings.org/
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it contain different puzzles games and quizzes

Resources for English as a second language online

http://www.usingenglish.com/

very usefull link u can test  your self must visit this link ..

Tips for language learning

                   25 tips for language learning

1. When first starting out, try to just listen to your target language as much as possible without attempting to speak it. This helps you acquiring an ear for the language.

2. Develop a deep desire to learn the language. Without a desire you won’t get far.
3. Use time for you language learning which is ordinarily wasted. Standing on line, waiting for an elevator, etc., are all opportunities not to be missed.

4. Think in terms of phrases and not individual words. It’s easy to remember a phrase like “a breakfast of bread and butter” than it is to remember each word in isolation.

5. Use your imagination. Visual images can help you remember words.

6. Invent stories using as much of your new vocabulary as possible. Any words you can’t think off in your target language use your native language and then look up those words later.

7. Listen to internet radio broadcasts and podcasts as much as possible.

8. Likewise, watch videos. (http://youtube.com/)

9. Utilize the BBC for news broadcast and lessons in your target language. (http://www.bbc.co.uk/portuguese/aprenda_ingles/)

10. Utilize flashcards or small notebooks to review vocabulary words and phrases.

11. Invent funny or silly mnemonic phrases to help you remember new words or concepts.

12. Use a bilingual dictionary often, not just to look up specific words, but browse through it.

13. Draw columns on paper, words in your native language on the right and target language on the left. This allows your eye to easily scan to one column to the next and it helps your brain absorbs that word.

14. Write a simple children’s book in your target language. Make it silly and utilize simple concepts as though a child was actually going to read the book.

15. Learn the past tense before learning the present tense, and save the future tense for last.

16. Practice unfamiliar sounds in your target language in the shower or in the car. Example: the English “th” sound. Say it over and over.

17. Use computer programs and free online dictionaries. (http://www.thefreedictionary.com/, http://dictionary.cambridge.org/, http://www.merriam-webster.com/)

18. When reading, read more slowly and deliberately than you do in your target language. Later, as you progress, your speed will increase to normal levels.

19. Read bilingual books or books in the target language that you are already familiar in your native language.

20. Read comics and cartons in your target language

21. Don’t be afraid to make a mistake.

22. Read your grammar books.

23. Think in your target language

24. Put stickers in everyday life items until you’ve learned their names.

25. Take an occasional break or a day or two off to let your mind sort out your new vocabulary words.