FLS TMA COVER FORM (2007/2008)
Course No: E300 Course Title: English Language & Literacy TMA No: 04
Task: Research Project Report [see page 02]
Part (I): STUDENT INFORMATION (to be completed by student) |
1. Name: Khaled Twfeeg Ali Assageer | 2. Registration No: 060281 |
3. Section No: 2 | 4. Tel. : 0788 546455 | 5. E-mail: |
I confirm that the work presented here is my own and is not copied from any source. Student's signature: |
Part (II): TUTOR'S REMARKS (to be completed by tutor) |
Tutor's name: | Signature: |
Date TMA received: | Date returned: |
TUTOR'S REMARKS: |
Mark Allocated to TMA | STUDENT MARK | ...view middle of the document...
open discussion and the development of the a warm personal environment .while field independent ones prefer less pupil or student involvement and more structured class activities. This line of argument can open up the door for discussing the question of teacher-pupil or student matching of teaching style and wither this could have beneficial affects. the present study lends itself to addressing the effect that teacher-pupil or student congruence may have on pupil or student abilities in difficulty perception in English at Jordan schools.
The finding of this study demonstrated that converter teachers have the highest effect on student difficulty perception. It was also found that the diverge style by student was the most effective factor in copying with problems involved in English language learning. this was measured in terms of student, awareness of the employed cognitive as well as the met cognitive strategies of learning style besides their conscious observation of the instructional techniques used by there teachers, more importantly the matching of teacher-pupil or student learning style was found to have influential role in facilitating the perception of difficulties on the part of the student. This was clearly reflected by the diverge as well as the converge style of learning on pupil, student and teacher. Yet. One case of mismatching proved to be beneficial whereby accommodator student thought by co verger instructor performed notably well in difficulty perception.
Although the finding of the study revealed the significant effect of teacher-pupil or student matching of learning style on difficulty perception. There is no conclusive evidence to suggest that matching learning style preferences in learners significantly promotes learning. However anecdotal evidence refers to the detrimental effect that continued absence of congruence could have on motivation and attitudes to learning. The matching -mismatching debate has to be handled in light of the fact that is likely to be diversity in learning style preference in any one classroom.
To provide educational reading and educational approach, the specialized nature of the results with regard to weak performance level and educational attainment of students for English language rule in Jordan in particular and many of the Arab countries in general and to examine and analyze the difficulties faced by students of both sexes to the process of digestion curriculum instruction for English language rule and diving at the root of the problem point.
English teacher must demonstrate some of the teaching techniques he has learned.
Teaching English in the Middle East is not just a matter of learning how to conjugate verbs and memorizing an array of rules and their inevitable exceptions.
The four English language skills that teachers in Jordan - reading, writing, talking and listening - the concentration is often too much on reading and writing, .