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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
When we read or listen, we are generally doing this for a specific purpose, for enjoyment or leisure, or a combination of both. In using our receptive skills (reading or listening) we are using our pre-existing knowledge to gain a true understanding from a text. When teaching receptive skills we can pre-empt problematic vocabulary and pre-teach this before delving into the text with students, which helps with student confidence and allows the study phase to move smoothly, although it is also important for students to understand texts without knowing each individual word and we, as teachers, must find a balance with this. By selecting an appropriate mix of authentic and non-authentic texts based around a topic that would be of interest to students, we are able to generate enthusiasm and interest in both the text, and the tasks that follow. Choice of topic is vitally important for the students to remain engaged and interested, and means the students will absorb the text with real enthusiasm, increasing their natural use of receptive skills. We can also effectively use the engage phase of a lesson to create interest and increase motivation through class discussion, visual aids and so forth. Comprehension tasks that promote understanding and give students the opportunity to achieve
a realistic task at hand not only increases students confidence, but also deepens their understanding of the text, thus enhancing their receptive skills. From this unit I can clearly see how aspects of teaching, such as choice of topic, choice of text and pre-teaching necessary vocabulary are all important in increasing a students reading and listening skills.
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