The effectiveness of the teaching techniques used by the teacher in the acquisition of the four English skills of integrated english I-II in the morning shift at Universidad Nacional Autónoma (UNAN-Managua) during the period of March-Octuber of 2014
The purpose of this research paper is to make academics and personnel related to the teaching of English aware of the importance on how teaching techniques and strategies are used to improve and develop the acquisition of the fourth English skills on students from UNAN-Managua University. There ar...
|Autores Principales:||López Martínez, Fanny Dalila, Herrera Herrera, María Lilibeth|
|Acceso en línea:||
The purpose of this research paper is to make academics and personnel related to the teaching of English aware of the importance on how teaching techniques and strategies are
used to improve and develop the acquisition of the fourth English skills on students from UNAN-Managua University.
There are some specific methods that the teacher has been using to teach each skill and make the process easier not just for the students, but also to the teacher. The following methods are mentioned: Grammar Translation Method, Audio Lingual Method, Direct Method, Communicative Approach, Total Physical Response (TPR), Natural Approach,
Suggestopedia, Silent way. In addition, there are some specific techniques to teach each skill for instance for reading are the following: scanning, skimming, main idea, context clue, inference, pre viewing. Predicting, guessing from context, paraphrasing; in the case of writing the following techniques are used prewriting, rough draft, peer editing, revising, editing, final draft. Also to teach listening the teacher make use of these techniques such as
before ,During and after listening including bottom -up and top -down strategies depending on the activities and teacher´s objective.
The area of teaching English, which was analyzed in this document, was focused on the four skills and its strategies already mentioned before. In addition, these strategies and
techniques such as role plays, simulation, information gap, brainstorming, and storytelling, interviews, story completion, reporting, playing cards, picture narrating, picture description, finding the difference are all used in each session of the class which were integrated for the
teacher to increase students input of the target language as well as some other skills that must be developed by the learners. Other interesting factors that were considered in this paper were students’ characteristics and needs, personality, motivation and experience.
Those aspects already mentioned affect positively or negatively the learning and teaching process