Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
NON-LINGUISTIC REPRESENTATIONS
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P36-C4
2025-09-05
381
+
-
20
NON-LINGUISTIC REPRESENTATIONS
Knowledge is stored in two ways: linguistically and non-linguistically. Teachers mainly present new knowledge linguistically in the class room, as they often ask students to listen to or read new information. Think of knowledge presented linguistically as actual sentences stored in long-term memory. Knowledge that is presented non-linguistically is stored in the form of mental pictures or physical sensations such as sight, sound, smell, touch, taste, and movement. Using both linguistic and non-linguistic methods of learning helps students recall and think about information. Because ELL scan not rely solely on linguistic ability to learn and retain knowledge in a new language, non-linguistic methods of learning are particularly important for them.
Using modes other than the English language to communicate has long been a mainstay in the tool kit of ESL teachers. To make English instruction as understandable as possible for ELLs, Short (1991) recommends using diverse media, including realia (real objects), graphs, photos, maps, and demonstrations. Short makes these suggestions for mainstream teachers (1991, p. 8):
•Bring realia into the lessons. Nonverbal information can be communicated by using real objects and visuals such as photographs, graphs, and charts.
• Conduct demonstrations. Match actions with your words to convey meaning. Give directions by pointing, gesturing, showing, and explaining.
• Use filmstrips, films, videotapes, and audiocassettes with books. Words alone on a page will not hold meaning for students in the early stages of language acquisition. Students can connect with content better when they see and hear it.
• Have the students do hands-on activities. Conducting science experiments, performing pantomime, drawing pictures, and sequencing stories are all useful hands-on activities.
Meaning cannot be conveyed to ELLs through words alone. Their instruction must be supplemented with real objects, visuals, body language, facial expressions, gestures, and hands-on experiences.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
