Primary School Teachers Attitudes towards Teaching and Testing Vocabulary

Introduction Research has been intensified on the teaching practice of teachers using English as a second language. The areas of research revolve from the teaching practice, writing, reading, and use of grammar, previous education background and the effectiveness of their teaching foundation (Alexander 2007).Advertising We will write a custom proposal sample on Primary School Teachers’ Attitudes towards Teaching and Testing Vocabulary specifically for you for only $16.05 $11/page Learn More An analysis of primary school teachers’ attitudes and beliefs towards teaching and testing vocabulary in countries using English as their second language (ESL) have generated different attributes from scholars. According to Oppenheim, teachers using English as their second language have improved due to the level of improved research on their attitudes and beliefs (Oppenheim 2012). The augmented interest in the practices of the teachers matches the conduc tion of research on development of the teachers and their education on the diverse contexts in teaching languages. Theoretical Framework The research conducted in early 90s indicate that teaching have improved in the classrooms from improved teacher practices in matters concerning teaching practice (Resnick 2009). The learning of students in classrooms depends on the knowledge and learning practices acquired by the teachers. This point out that information is transferred from the teachers to their students and the occurrence of an error in teaching results to similar results from the students. The teachers’ beliefs and attitudes on teaching grammar and knowledge on grammar are the basic foundations on the second language teaching research (Pajares 2013). The positive attitudes and beliefs of the teachers results in better results in classrooms. The students depend on the information gathered in the classrooms; hence, their teachers offer positive attitudes and beliefs in thei r teaching to produce better and significant results.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The level of acquired knowledge from the teachers’ demonstrates equivalent teaching practice. The higher the level of knowledge acquired by the teachers from the countries and areas where English is a second language the higher their level of expertise and teaching practice in the classrooms (Resnick 2009). The teachers’ knowledge and modes of teaching should be dynamic to cater for the different levels of understanding of the students and to produce clarity in the classrooms. Various research practitioners have conducted research on the teaching practices and attitudes of teachers and their use of vocabulary. According to Arends, the research on teachers using English as a second language indicates that the teachers’ use of grammar is directly proportional to their knowledge and level of active participation on individual learning (Arends 2008). Significance of Research According to research, the basis of teaching grammar and vocabularies depend on individual determination. This illustrates that the use of English as the second language does not determine the level of teaching expertise (Watkins 2007). According to research conducted on the teachers having English as their first and second language, the teachers using English as a second language have an upper hand in the provision of better learning materials and information in learning. This shows that the teachers level of determination and need to learn and teach the English language ranks his/her level of expertise higher than that of the native speakers. The use of explicit and implicit knowledge on languages is evident in this factor (Watkins 2007). The native English speakers teach English with respect to their frequent use of the language. However, the non-native teachers make the use of their learnt knowledge in their teaching practice.Advertising We will write a custom proposal sample on Primary School Teachers’ Attitudes towards Teaching and Testing Vocabulary specifically for you for only $16.05 $11/page Learn More This leads to the conclusion that the teaching practice of the teachers using English as a second language is better in vocabulary and grammar than the teaching of the natives. This is the result gathered from the use of implicit and explicit knowledge in teaching practice. Effects of Second Language The review of the research conducted by different research practitioners on the knowledge of the teachers using English as second language give implications of a broad and conceptual room for further research on the same topic. From the research conducted, the teaching practice, knowledge, components used during teaching and the relationship between the modes of teaching and need to capitalize on individual improvement on le arning are the basic requirements for a successful transformation of the teaching and learning fraternity. The teachers’ knowledge is usually analyzed and based on the outcome of their teaching practice (Pajares 2013). The higher the performance levels of the students the higher the teachers’ knowledge. The detailed research on the level of knowledge in teaching practice, reading, grammar and writing has resulted in determination amongst teachers. Vocabulary teaching and learning occupies a considerable location in the teaching and learning of languages. In conclusion, the use of vocabulary in second language teaching is essential but research indicates that it does not improve in the acquisition of the second language. However, proper vocabulary teaching using relevant and improved strategies leads to better teaching and learning methods. According to Nisbett, the modes of teaching depend on the teachers’ ability to acquire knowledge and the existing level of t heir knowledge (Nisbett 2011).Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A clear understanding on the effects of the teachers’ knowledge on the students indicates that it is directly proportional to the students’ performance. The higher the teachers’ knowledge the higher the performance levels of the students. References Alexander, G 2007, New concept English, Longman, London. Arends, R 2008, Learning to Teach, McGraw-Hill, Boston. Nisbett, R 2011, Human inference: Strategies and shortcomings of social judgment, Prentice-Hall, Englewood Cliffs, NJ. Oppenheim, A 2012, Questionnaire design, interviewing and attitude measurement, Pinter, London. Pajares, MF 2013, Teachers’ beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, vol. 62, no. 3, pp. 307-332. Resnick, LB 2009, Knowing, Learning, and Instruction, Lawrence Erlbaum, Hillsdale, N.J. Watkins, D 2007, Learning and teaching: A cross-cultural perspective, School Leadership Management, vol. 20, no. 2, pp. 161-173. This proposal on Primary School Teachers’ Attitudes towards Teaching and Testing Vocabulary was written and submitted by user Andrea Flores to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.