Teaching Tense through Texts and Drills: Comparison of Test Scores
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Volume one, Issue four
December 2011
Teaching Tense through Texts and Drills: Comparison of Test Scores THUNYAPAT WITCHUKRIANGKRAI Assumption College, Thailand Bio Data: Thunyapat Witchukriangkrai is currently teaching English for grade 10-11 English Program students at Assumption College Thailand. Abstract Comparison of Teaching Tense through Texts and Drills: A Case Study in Thailand was to study the effectiveness, the causes and advantages and disadvantages of the effects following from these teaching methods. Both grammar classes of grade 11 students of English Program Department of Assumption College Thonburi were taught by two different teaching methods, using texts and drills. They were tested by pre-test and post-test. The results and the opinions of both tests of both classes were compared. The students in the class taught by drills got higher development score; however, the other class already got high scores in their pre-test and we can’t see much improvement from their score because there’s not much chance to improve anymore. Moreover, the questionnaire asking about the students’ opinions and suggestions about the tests expressed that one of the most possible way suggested is that teachers should choose the teaching styles which are appropriate with their own students according to some specific, individual factors of each class. Keywords: teaching tense, teaching methods, texts and grammar drills, pre-test and post-test Introduction Clark argued that native-speakers listeners typically draw upon a range of comprehension strategies when they are listening. They focus on how syntactic and semantic strategies may be used to recover the meaning of what is heard in a rather improvisatory manner (as cited in Candlin & Mercer, 2001).
Language Testing in Asia
Volume one, Issue four
December 2011
John Seely Brown, Adams Collins and Paul Duguid argued that Teaching is a matter of transmitting this knowledge, learning of receiving it accurately, storing it and using it appropriately (as cited in Biggs, 1996). Therefore, to learn English in the same way that the native speakers of English do and use it appropriately, it might be a good idea to take a step back. Viewing situations or events from real use of language might help learners understand and absorb the way native speakers use the language. Short stories or novels containing situation sequencing, sets, scenes and actions of the characters in the story described deeply in detail are bound to encourage learners to be skilled by repetitively receiving a particular kind of input. However, teachers still need to explain and lead their ideas to focus on kinds of situations in which the particular tenses are used which support an implicit learning of tenses. Krashen has proposed (1985) that comprehensible input drives forward language development and generalizes to speaking was attractive. Claiming that we learn through exposure to meaningful material may not be very startling – we are unlikely to learn from material we do not understand, after all. This
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