I created this video with the YouTube Video Editor (http://www.youtube.com/editor) Here is a sample of theoretical background... The present study is anchored on the theory of Lado and Orleans (2000) that the structured lessons in English utilizing the macro-skills' learning performance can attain more developments in intellectual aspects and acquisition of language that is a valuable resource in assimilating with peers and adults in developing a sense of personal growth and in finding a place in social and economic life adopted to this capacity and personal preference. Attaining the language skill requires the mastery of a system that takes literally years to learn. This requires on the part of the teacher skill in noting the difficulties of the learners in both oral and written English, presuming that the secondary freshmen students in a science high school have mastered the listening skill while still in their elementary years. But this does not mean that listening should be done away with. Much as the teacher wants to perfect language learning in speaking and writing, he can still require his students to practice in the open air where sounds are freely transmitted in as much as language is sound. The outcome of individual or societal integration cannot be achieved unless the student has acquired a command of the language he learns in school. It is through this that his personality adjustment and social participation are achieved, relevant to his future professional and preparatory years in Elementary School. It has become an established fact that the language facility can raise student's intelligence as measured by intelligence tests. This is so because of the language facility in speaking and in writing. The educator has to find ways to teach all his students properly because if they are taught properly, the latter can learn skills and concepts necessary to function in modern society. The difference existing between excellent teaching and acceptable classroom performance is no more than the ability to take advantage of opportunities which develop in the context of the classroom, and which cannot be anticipated by even the most talented and skillful authors. The teacher who can make the most of these opportunities will be the one to dominate the materials he teaches and to implement a vast repertoire of techniques and procedures for classroom management. The language program should take into account the cognitive and socio-cultural needs of the students, the community in which the school is located, the training, language ability and personality of the teacher, and the present and foreseeable future needs of the society in which our learners are living or planning to live. (Makalinao, et al., 2002). Learning is indispensable on the part of students who undergo rigid studies of the language, but teaching involves much more than knowledge of methods. However, a well-versed teacher maybe in psychological and linguistic theories, in techniques and methodologies, this knowledge alone will not assure success. And even more basic ingredient of good teaching is the teacher's attitude toward his students and his work. More than ever, we must recognize the teacher's compassionate, intelligent, individual approach to his work as the essential factor in successful language teaching. It can be argued, therefore, that, logical language is part of one's assessment towards incessant learning in order to attain intellectual aspects and steadfast acquisition of language. Besides, educational assessment has developed for social, rather than educational, reasons; that is, to facilitate the social and economic purposes of selection, rather than the educational purpose of teaching and learning. Effects of assessment on school systems and individual student motivation, and on the best means by which to develop assessment practices to underpin, rather than undermine, the process of learning get underway without incapacitating language apprehension on the part of the learners. It is argued that too narrow an approach to assessment can lead to a very restricted and overly academic curriculum. The knowledge of assessment procedures is equally important and most meaningful especially when it is conducted in an informal, continual basis. Teachers get a more accurate picture of what their students can do inside the classroom than what they may do in formal tests, which cause debilitating anxiety in them. At the same time, the teachers need the information about the ongoing assessment whether or not a lesson and its objectives are being achieved. http://voices.yahoo.com/sample-thesis-study-present-9118659.html?cat=4

• published: 13 Dec 2013
• views: 10000