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Language Learning Strategies - Memory Strategies #1
 
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Have you ever heard of Language Learnin Strategies? They are "tools" that every student should know to become a better and autonomous learner. The terminology developed by Rebecca Oxford categorizes the LLS into Direct Strategies and Indirect Strategies. This video starts with the first strategy from a bigger section called 'Memory Strategies', derived from the Direct group.
Language Learning Strategies | Strategies of Language Learning
 
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Language learning strategies is a term referring to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. They have also been defined as ‘thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance’. The term language learner strategies, which incorporates strategies used for language learning and language use, is sometimes used, although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning. History: Language learning strategies were first introduced to the second language literature in 1975, with research on the good language learner. At the time it was thought that a better understanding of strategies deployed by successful learners could help inform teachers and students alike of how to teach and learn languages more effectively. Initial studies aimed to document the strategies of good language learners. In the 80s the emphasis moved to classification of language learning strategies. Strategies were first classified according to whether they were direct or indirect, and later they were strategies divided into cognitive, metacognitive or affective/social categories. In 1990, Rebecca Oxford published her landmark book "Language Learning Strategies: What Every Teacher Should Know" which included the "Strategy Inventory for Language Learning" or "SILL", a questionnaire which was used in a great deal of research in the 1990s and early 2000s. Controversy over basic issues such as definition grew stronger in the late 1990s and early 2000s, however, with some researchers giving up trying to define the concept in favour of listing essential characteristics. Others abandoned the strategy term in favour of "self regulation". Classification of language learning strategies: O'Malley and Chamot classification: In 1990, O'Malley and Chamot developed a classification of three types of language learning strategies:  Metacognitive strategies, which involved thinking about (or knowledge of) the learning process, planning for learning, monitoring learning while it is taking place, or self-evaluation of learning after the task had been completed.  Cognitive strategies, which involved mental manipulation or transformation of materials or tasks, intended to enhance comprehension, acquisition, or retention.  Social/affective strategies, which consisted of using social interactions to assist in the comprehension, learning or retention of information. As well as the mental control over personal affect that interfered with learning. This model was based on cognitive theory, which was commended, but it was also criticized for the ad hoc nature of its third category. Oxford taxonomy: Also in 1990, Rebecca Oxford developed a taxonomy for categorizing strategies under six headings:  Cognitive—making associations between new and already known information;  Mnemonic—making associations between new and already known information through use of formula, phrase, verse or the like;  Metacognitive—controlling own cognition through the co-ordination of the planning, organization and evaluation of the learning process;  Compensatory—using context to make up for missing information in reading and writing;  Affective—regulation of emotions, motivation and attitude toward learning;  Social—the interaction with other learners to improve language learning and cultural understanding. In later years this classification system was criticized for its problems in separating mnemonic stratgeies from cognitive strategies, when one is a sub-category of the other, and the inclusion of compensatory strategies, which are connected to how a learner uses the language, rather than learns it. ………………………………………………………………………………….. Sources: Text: Text of this video has been taken from Wikipedia, which is available under the Creative Commons Attribution-ShareAlike License Background Music: Evgeny Teilor, https://www.jamendo.com/track/1176656/oceans The Lounge: http://www.bensound.com/royalty-free-music/jazz Images: www.pixabay.com www.openclipart.com
Views: 1201 Free Audio Books
Learning Strategies (Oxford, R. 2001)
 
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Oxford's Typology of Language Learning Strategies (LLS)
 
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How do I understand Oxford's Typology of Language Learning Strategies and How I memorise them.
Views: 58 Liz Dan
Language learning strategies.
 
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Language learning strategies Rebecca L. Oxford-- Created using Powtoon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
MIN PRASAD DAWADI ON LEARNING STRATEGIES
 
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References Cohen, A., & Macaro, E. (2007). Language learner strategies. Oxford, England: Oxford University Press. Cohen, A. D.(1998). Strategies in learning and using a second language. London and New York: Longman. Retrieved August 24,2009 from; http//www.google.com/language learning strategies Cohen, L. & Manion, L. (2010). Research methods in education (6th edition). London : Routledge. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Gass, S.M. & L. Selinker (2008). Second language acquisition: An introductory course. New York and London: Routledge. Nunan, D. (1992). Research methods in language learning. Cambridge: CUP. Nunan, D. (2010). Research methods in language learning. Cambridge : CUP O'Malley, J.M. Chamot .A.U. (1990). Learning strategies in SLA. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: what every teacher should know. Retrieved August 24, 2015 from: http://www.google.com/languae learning strategies Oxford, R. (1992). Language learning strategies: what every teacher should know. Retrieved August 24, 2016 from: http://www.google.com/languae learning strategies Richards , Rubi Jack C. and Renandyan,Willy A.(2002). Methodology in Language Teaching: An Anthology of Current Practice (eds). New York: Cambridge Press J.(1987) Theoretical assumption, research history and typology: NJ: Prentice Hall.
Views: 34 Min Prasad Dawadi
Direct and indirect language learning strategies
 
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Views: 150 Alejandra Torres
Exam Skills: 4 tips for listening exams
 
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As with other exams, preparation is important. One of the best ways to prepare yourself for a listening exam is to listen to as much spoken English as possible, as often as you can. Watch this video to find out four top tips to help you prepare for your listening exam. Then visit our website and test your understanding in our quiz: http://www.bbc.co.uk/learningenglish/english/course/english-you-need/unit-16/session-1 Transcript Rob For all exams, preparation is important. And one of the best ways to prepare yourself for a listening exam is to listen to as much spoken English as possible, as often as you can. That's what this student does… Student I think that one of the best things is watching TV because even if you don’t understand it, you can understand it from the picture, but your listening skills are improved. But even better, I think, it’s radio, listening to the radio, because you have to concentrate only on sounds, not on the picture. Rob So TV or radio are great places to listen to authentic English. Don’t forget that you can also practise your listening skills by watching movies and listening to music. If you listen to something that you find interesting, you are more likely to enjoy the experience and as a result improve your listening. Also, get hold of some practice tests on CD or as mp3 files and listen to them often. As well as giving you further practice in listening, these tests allow you to become familiar with the format of the exam and let you know how many times you’ll hear the listening text in the real test. There’s no need to be in a quiet room to do the practice tests. In fact, it’s often better if you’re not – this forces you to focus on the key speakers, with background noise and distractors going on. Language teacher Margaret John says this will help… Language teacher, Margaret John Some examinations deliberately put distractors, such as noisy environments like Tube stations and bus stations and airports, behind the speakers. If you’ve been practising listening that way, you will be in a much better position in exam conditions to be able to handle this problem. Rob When you're finally in the real exam, make sure you can hear properly. If you have a problem, tell the examiner right at the beginning - after the exam is too late! These tips will hopefully get you going in your listening exam. Good luck!
Views: 106959 BBC Learning English
#1 STRATEGY to becoming FLUENT  [and why you DON'T NEED to 'sound like a native speaker'😱]
 
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Join our online community: https://theaccentsway.com/fluency-challenge This video is a MUST WATCH if improving your English is one of your goals for 2019. Learn how to stop wasting your time watching the WRONG video lessons on YouTube, how to make every time you learn something new STICK, what’s the most effective way to enhance your vocabulary and how to own that FLUENT MINDSET that is so crucial when speaking English as a second language (you’ll also learn why I HATE the term “sound like a native speaker”). Join our online community and enjoy English with us: https://theaccentsway.com/fluency-challenge/ SUBSCRIBE to get more fun stuff: https://goo.gl/ixh4b3 Get your journey started (FREE stuff to give you a confidence and fluency boost): 🚀Fluency Challenge & FB Community (Best thing ever): https://goo.gl/68pqeF 🚀American Accent AUDIO crash course: https://goo.gl/wSVyua 🚀50 words you probably mispronounce (interactive list): https://goo.gl/nLtjtW ------------------------------------------------------------------------------------------------ Let's Stay Connected:👇🏼 📢Website: http://theaccentsway.com/ ✊ Non-native SPEAKERZ empowering Community (FB): https://goo.gl/68pqeF 📷INSTAGRAM: https://www.instagram.com/accentswaybyhadar/ ♥️FACEBOOK: https://facebook.com/TheAccentsWay/ 📧EMAIL: [email protected] - ----------------------------------------------------------------------------------------------- Questions you probably want to ask me: 🗣️Are you a native speaker? NO 🌏Where are you from? Tel-Aviv, Israel (I speak Hebrew) ❓ How did you lose your accent? I learned acting in NYC and acquired an American Accent. So I never really lost anything. I also talk about it here: https://goo.gl/PShZ9s 🤔 How can I sound more like a native speaker? You don't have to. A foreign accent is not a bad thing. It's a part of your identity. Of who you are. Your goal should be to sound clear, to have an impact when you speak, and to feel confident in your English voice so that you never let your English hold you back or prevent you from achieving your goals. Aiming for 'speaking like a native' sets the bar so high, you may get discourages and won't even dare to try. #CommunicationOverPerfection 😩What's the worst thing about traditional English training? It's taught as if everyone has the name needs. And it's mostly boring. 🇺🇸Do native speakers think you are American? At first. But later in the conversation, they may detect a subtle accent. Depends on what I'm talking about and how tired I am. I don't care about it too much though, I'm a proud non-native speaker ✊ 🇮🇱🇵🇸What do you think about the Israeli-Palestinian conflict? I think land is not worth dying or fighting for. I will always promote peace and co-existence. And for me communication in English is a way to overcome political and cultural barriers. 🎓Do you teach 1:1? I don't. I have an amazing colleague, Natalie, who teaches 1:1 at my school and online using my methods. I also have an online program called Accent Makeover that runs 2-3 times a year. For more: http://theaccentsway.com/ ❤️Who is your inspiration? Marie Forleo. I think every woman should know her. Men too. https://www.marieforleo.com/ 🎥Want to learn more about me? Wach my story: https://goo.gl/csa5iG ------------------------------------------------------------------------------------------------ 💜My favorite videos💜 American Intonation: https://www.youtube.com/watch?v=FStyKn4V8cE&t=80s The power of communication: https://www.youtube.com/watch?v=NhrBMjmjSnM&t=2s The schwa (the key to American Pronunciation): https://goo.gl/tvDJ6o Five words you're pronouncing wrong: https://goo.gl/hxy6ov Tips and tricks for better English: https://www.youtube.com/watch?v=raypS... Th made Simple: https://www.youtube.com/watch?v=z7BVQ... The American R: https://youtu.be/DCNjahCAMOU If you've come all the way down here, then read this: You are enough. Speaking English with an accent. Getting stuck. Your voice and your identity make you unique. There are enough Native English speakers out there in the world... You don't need to become another one. Find your own voice. It's important to improve your pronunciation and fluency so you feel more confident and capable. So YOU can express yourself better, and minimize the gap between your native tongue and your English. And If someone makes fun or judges you because of your accent, simply ask back: Oh, and how many languages do YOU speak?! 😏 People who only speak one language don't always understand what it means to overcome the challenges of speaking a foreign language. Don't feel self-conscious. Teach them. ❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️
Multimedia Video Essay - The Importance of Learning a Language.
 
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This is our Multimedia Video Essay. We are Year 2 students from Roehampton University. References: Alban, D. (2015) Be brain fit. Available at: https://bebrainfit.com/brain-benefits-learning-second-language/ (Accessed: 16 March 2017). Cohen, A.D. (2011) Strategies in learning and using a second language. 2nd edn. Harlow, England: Pearson/Longman. Gibbons, P. (1993) Learning to learn in a second language. Portsmouth, NH: Primary English Teaching Association. Merritt, A. (2013) Why learn a foreign language? Benefits of bilingualism. Available at: http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html (Accessed: 16 March 2017). Mitchell, R. and Myles, F. (2002) Second language learning theories. 2nd edn. New York: Distributed in the United States of America by Oxford University Press. Picard, M. (2001) “Second language learning theories (review),” Language, 77(1), pp. 178–179. doi: 10.1353/lan.2001.0028. Siegfried, J. (2013) Bilingualism may be Neuroprotective. Available at: http://brainblogger.com/2013/03/29/bilingualism-may-be-neuroprotective/ (Accessed: 16 March 2017). Music: http://freemusicarchive.org/search/?quicksearch=lobo+loco
Views: 47 Megan- Dupe
LEARNING STRATEGIES -REBECCA L. OXFORD- MELISSA O
 
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Views: 23 MELISSA OSPINO
Oxford Typology
 
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Language Learning Strategies
Views: 57 NUR AMRINA Anuar
4 Learning Strategies that Really Work
 
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Learn about Bloom's Taxonomy of understanding and four meta-cognitive learning strategies that lead to learning success.
ELT - Vocabulary Learning Strategies
 
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This is just a promotional clip for an OUP Webinar I gave in October 2017. To watch the webinar itself, just click here: https://www.youtube.com/watch?v=DWvCgDw_M-w&feature=youtu.be
Views: 604 Nick Michelioudakis
Investigating self-directed learning in an online community:  the Add1Challenge
 
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Tita & Ana Beaven (Open University) - Self-directed learning (SDL) can be defined as a process started by an individual, which involves needs analysis and goal setting, followed by the implementation - with or without the support of others - of the necessary learning strategies and identification of the most suitable resources to meet one’s learning objectives and assess results (Knowles, 1975). The online environment offers a fertile ground for self-directed language learning, by providing - among others - the possibility to create communities of learners. One such community is the one formed around the Add1Challenge, organised by Brian Kwong, in which participants commit themselves to learning a language in 90 days, with the aim of being able to hold a 15-minute conversation with a ‘native’ speaker by the end of the Challenge. The Add1Challenge online community seems an ideal place to investigate self-directed language learning and, in particular, the strategies used by participants specifically regarding the development of speaking skills in the L2. The study involves 18 participants in one of the Add1Challenges taking place in the spring of 2017. The data is being collected in the form of pre- and post-challenge questionnaires, learning logs provided by some of the participants through the online community page, and longitudinal semi-structured interviews at different stages of the 90-day challenge. A version of the Strategy Inventory for Language Learning (SILL) framework (Oxford, R.1989) is used as a framework for data generation and analysis.    In our presentation, we will discuss our findings from the study, in order to contribute to a better understanding of the strategies used by self-directed language learners. Join us at: PolyglotConference.com Facebook: http://fb.com/polyglotconference/ Facebook group: http://fb.com/groups/polyglotconference/ Twitter: http://twitter.com/polyglot_confer
Views: 737 Polyglot Conference
Studying German for Research
 
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While this video is specifically about my experience with German, this approach to language learning is applicable to any language. Learning languages to read texts certainly requires some different strategies and methods than learning languages for other purposes. Rote memorization is needed much more when it comes to learning languages for the purposes of reading, such as conjugation tables, vocabulary used solely for writing/rhetoric, and so on. The idea is to learn Grammar very well and then theoretically, one could simply look up unfamiliar words in a dictionary. Here I talk about how I learn German in graduate school to conduct research in German secondary literature regarding Islamic Studies. I show books written by German authors, like Schacht, Bergsträsser, and so on that are relevant to Islamic studies. This information is useful to any avid reader who learns languages for reading novels, texts, manuscripts, etc. Learning languages for reading literature is a whole different ball-game. Typically the trendy method in current language pedagogy is prioritizing communication with a smaller focus on grammar. This is great if your main goal is conversational skills, but not if you want to engage literature in a foreign language. https://levytherapy.academia.edu/HamzaDudgeon https://www.facebook.com/hamzathelinguist/
Views: 173 Hamza The Linguist
60 Tips: Best classroom techniques for teachers of English
 
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To celebrate the 60th anniversary of International House, we asked EFL experts and have drawn on the expertise of the staff within our schools to share their top tips for the EFL classroom. This video forms the first part of a series of 60 Tips - one for each year of International House - that are our birthday gift to you!
Rebecca Oxford-Direct and Indirect Strategies
 
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Learning Strategies (Oxford 2001)
 
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AAMU_GF_Oxford
 
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Dr. Rebecca Oxford - Chair, Pyschology & Counseling
Views: 1129 AAMU GS
IELTS Reading Exam - Answer Matching Headings Questions
 
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Learn how to answer matching headings questions in the IELTS reading exam. See tips you can use in matching headings questions for your IELTS reading test. See the full version of this free English lesson on our website: https://www.oxfordonlineenglish.com/ielts-reading-matching-headings Contents: 1. Basic tips for matching headings questions 0:31 2. How to answer a matching headings question 2:01 3. Matching headings: a second example 6:43 4. Key points 12:32 Are you taking the IELTS examination? What do you know about the IELTS reading exam? Are you having problems with any of the question types? In this lesson, you are going to learn how to complete matching headings questions in the IELTS reading exam. You'll see simple, effective techniques which you can use to answer matching headings questions in your IELTS reading test. You can learn: - Basic tips for the matching headings task in the IELTS reading exam. - How to find synonyms and connections between the headings and the IELTS reading text. - Time-saving tips to help you finish the matching headings section faster! - Simple tricks to check that you've found the right answer. You can see more free English lessons on this page: https://www.oxfordonlineenglish.com/free-english-lessons
Views: 434822 Oxford Online English
#85 Inglese English  Vocativo Voice ha espresso vocale le vocali debole Parola parole
 
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Rebecca Oxford-Direct and Indirect Strategies
 
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Rebecca Oxford-Direct and Indirect Strategies
 
01:44
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Direct and indirect strategies
 
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Views: 56 Felipe Escobar
5 Self Study Strategies for Learning French
 
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https://goo.gl/VYNa9r ← Dive in head first and start studying with the best resources Are you currently debating whether or not to learn French? Here are 5 self study strategies to help you sharpen your French! ↓ Check how below ↓ Step 1: Go to https://goo.gl/VYNa9r Step 2: Sign up for a Free Lifetime Account - No money, No credit card required Step 3: Become conversational in French, the best way and at your own path With this video, you'll learn five review tactics to improve your French skills. There are millions of reasons to learn French, so what are you waiting for? You can start achieving your French language goals today! ■ Facebook: https://www.facebook.com/FrenchPod101 ■ Twitter: https://twitter.com/FrenchPod101 ■ Tumblr: https://FrenchPod101.tumblr.com ■ Instagram: https://www.instagram.com/frenchpod101 Click here to get started at FrenchPod101.com: https://goo.gl/VYNa9r Also, please LIKE, SHARE and COMMENT on our videos! We really appreciate it. Thanks!
[LO] Attributes of Good Language Learners Part 1
 
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(HBET3603) TEACHING OF ENGLISH IN AN ESL CONTEXT Second Language Teaching and Learning ------------------------------------------------ [LO] Attributes of Good Language Learners Part 1 - http://www.youtube.com/watch?v=M5EeE0XLyfo [LO] Attributes of Good Language Learners Part 2 - http://www.youtube.com/watch?v=T5gJo9x0C_M Teaching of Listening and Speaking ------------------------------------------------------------ [LO] The Process of Listening Part 1 - http://www.youtube.com/watch?v=qxBnzAPrzos [LO] The Process of Listening Part 2 & Reading Skills Part 1 - http://www.youtube.com/watch?v=swZidAC8Jec Teaching Reading and Writing ------------------------------------------------------------ [LO] The Process of Listening Part 2 & Reading Skills Part 1 - http://www.youtube.com/watch?v=swZidAC8Jec [LO] Reading Skills Part 2 - http://www.youtube.com/watch?v=PnyXkKlLKEU [LO] Reading Skills Part 3 - http://www.youtube.com/watch?v=VKG6QGFA5Kc Produce for Open University Malaysia, http://www.oum.edu.my OUM Campus Open University Malaysia, Jalan Tun Ismail, 50480 Kuala Lumpur, Malaysia. General Line : +603 - 2773 2002 Produce by Centre for Instructional Design and Technology http://cidt.oum.edu.my/
Views: 2569 OUMportal
NEW SERIES - Oxford Webinar Highlights: Lets PLAY Phonics by Mariela Collado
 
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Learning phonics through play enables children to explore reading at early stages by being actively involved in their own learning. In this session Mariela focused on creative activities to make learning phonics more memorable and effective. If you liked these highlights, join our upcoming webinars. Register now for cutting-edge topics - https://goo.gl/NB4JsJ
How to Fight Language Learning Failure
 
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https://goo.gl/1NNMDq ← If you’re studying Italian, chances are you’re looking to become fluent and conversational as fast as possible, right? Well then, look no further! Here is your fast track to fluency. To get you FREE gifts, check how below ↓ ➜ Download your Free gifts of January: https://goo.gl/1NNMDq This is your Italian Monthly Review, in this video we will tell you how to fight language learning failure. Not only failure is not the end, but it can lead you to success! Also you will discover what are the resources you can get for free on ItalianPod101.com this month! If you are an absolute beginner Italian learner, this video is made for you as we give you the best learning tips and strategies. This is THE place to start if you want to start learning Italian. ■ Facebook: https://www.facebook.com/ItalianPod101 ■ Instagram: https://www.instagram.com/italianpod101 ■ Twitter: https://twitter.com/ItalianPod101 Click here to get your free gifts: https://goo.gl/1NNMDq Also, please LIKE, SHARE and COMMENT on our videos! We really appreciate it. Thanks!
AAC: Saving Time in the Classroom: Part 2
 
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Professor Bruce R Baker teaching how to save time in the classroom and get better language and communication results, by teaching students who use AAC the Right Words! He is speaking about core vocabulary and functional language, at the Communication Matters Symposium, Leicester University September 2008. We'll post the seminar in 10 minute sessions, and we have more film of Bruce from Ace Centre Oxford a few days later. This is the stuff we wish all teachers and therapists working with communication impaired students would learn! www.minspeak.com
Views: 893 Michael Brian Reed
Once a foreign student now an English coach | My story | Confidence in English
 
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When I was 20 I moved to NY to study acting with a dream and a foreign accent. Today, 16 years later, I'm a speech and English coach that has worked with hundreds of students from all over the world. This is my story. Subscribe to my channel: https://www.youtube.com/channel/UClPyOwXLnSMejFdLvJXjA5A And come say hi on FB: https://www.facebook.com/TheAccentsWay/ ----------- I’m Hadar, the creator of The Accent’s Way. I’m an accent and speaking coach and I’m not a native English speaker! My native language is Hebrew and I’ve worked diligently to improve my accent.I got really good at it so I started teaching. And here I am sharing with you everything I’ve learned myself as part of my journey. My videos are all about resolving pronunciation challenges, learning how to avoid common pronunciation mistakes, and how to distinguish between confusing and similar words. You’ll also find in my channels lessons on all the important sounds in English like the R, the Schwa, the TH. I also like to talk about intonation, rhythm and stress in English language, and learn to reduce your foreign accent and gain confidence and clarity when speaking English as a second language. LET ME KNOW IN THE COMMENTS BELOW what is your biggest struggle/challenge in English and if you have words or sentences that you find difficult to pronounce. Hadar’s website: http://theaccentsway.com/ Wanna learn more? cap-cup-cop (the three A’s in English): https://www.youtube.com/watch?v=f3xmPl34lso&t=10s The schwa (the key to American Pronunciation): https://www.youtube.com/watch?v=1MrftJ1bGlA Tips and tricks for better English: https://www.youtube.com/watch?v=raypSaPyOmo What is an accent? https://www.youtube.com/watch?v=wl5gzVmOFUo&t=11s Th made Simple: https://www.youtube.com/watch?v=z7BVQicWaOA The aMerican R: https://youtu.be/DCNjahCAMOU
IELTS Pronunciation Speaking Lesson
 
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An IELTS speaking section video for pronunciation by www.aehelp.com/full-course/ This lesson explains the way examiners mark English accents. Follow us on Facebook at www.facebook.com/WorldESLTutors. The lesson includes interview examples from European and Asian candidates to give an understanding of scores in speaking. Also, the class includes different exercises, phonetics and tongue twisters to help improve forming of difficult sounds, r, l, s and th. Pay attention to the lesson instructions and practice the suggested exercises daily to improve your performance the next time you sit the IELTS speaking interview. When you follow this advice, you can greatly improve your chances for high band scores of 7, 8 or 9. Strategies will help with fluent language, natural language and complex language. Enjoy. Follow us now on twitter @aehelp
Views: 26839 AcademicEnglishHelp
Key Links Guided Reading
 
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Guided Reading is an approach where students are grouped to read according to their reading stage (or level) — not age. Students in a guided reading group are prompted to apply literacy skills and strategies they have been introduced to through Shared Reading or other literacy experiences. The teacher is able to assess whether students are able to use appropriate literacy skills and strategies by the responses they make to teacher prompts. During Guided Reading the responsibility for reading shifts more to the student than in Shared Reading. The teacher supports the readers by asking probing questions. Visit http://www.keylinks.com.au
Views: 70323 Scholastic
Advanced English Conversation Lesson #9: Living Abroad 🌇 (learn real English w/ subtitles)
 
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Get your fluency book here: https://www.tofluency.com/book (it's FREE to download!) Thank you for watching our latest real English conversation. Here is a list of key words and phrases that we used in this English lesson: - it’s what we both did when we lived in Spain (past sentence) - you’re probably wondering what it would be like living abroad (great example of wondering) - I can’t believe it’s been 10 years (I'm shocked it's been that long) - some of the best things that we took away from this experience (learned) - it gave you five seconds to cross 6 lanes of traffic (good sentence, right? - we didn’t know that the subway had closed (past perfect) - I remember standing there after going through the checkout (remember + gerund = memory) - it’s hard to have a sense of humor if you don’t know the language (sense of humor) - he saw that we were having problems (past sentence) - I remember getting to Bilbao and being so excited (remember + gerund = memory) - There’s no point saying football because that creates confusion (it makes people confused) - we don’t get time to step back and think about it (to step back = to take time to think about it) - What were some things that really stood out to you? (noticeable) - Did you get a little choked up? (emotional) Is there anything else that you don't understand? If so, leave a comment. Oh, and be sure to answer Kate's question too. Here are four other conversations that we've had - check them out: Valentine's Day: https://youtu.be/2Qvxf_K4B_Q Travel: https://youtu.be/bb08nFwfoxA Sickness: https://youtu.be/-1zq8Cps1QI Q&A: https://youtu.be/l6radbPN_Cw ENGLISH FLUENCY PROGRAM: My program gives you the method that will dramatically improve your speaking, grammar, and pronunciation and the materials you need to follow this method. This method works and if you are ready to FINALLY speak English with confidence, I would love to have you. Learn more here: https://www.tofluency.com/tfp/ Sign up here: https://tofluency.samcart.com/products/join-tfp COMMON QUESTIONS: Q: Where are you from? A: I grew up in Preston, Lancashire, England. Q: How long have you been teaching? A: I've been teaching English since 2011. I ❤️ it! Q: How can I improve my English? A: Follow my method. I have a free lesson on that here: https://www.youtube.com/watch?v=grxHW6kDhiE Q: Do you have a book that I can download? A: Yes, I do. You can download it for free here: https://www.tofluency.com/book Q: What camera do you use? A: I use this and love it: https://www.tofluency.com/camera Q: What books do you recommend? A: I recommend graded readers. Learn more about this here: https://www.youtube.com/watch?v=CbzGYCptGyE Q: Do you have any conversational videos? A: Yes! Here is a playlist: https://youtu.be/xUdoxLCDt20 *********** FOLLOW ME HERE: Facebook: https://www.facebook.com/tofluency Instagram: https://www.instagram.com/tofluency/ Twitter: https://twitter.com/tofluency Want to send me a message? Do that here: https://www.tofluency.com/message (you'll also get messages from me!) Subscribe to this channel and turn on notifications to get all my latest lessons. And get my book here: https://www.tofluency.com/book
Views: 44301 To Fluency
English Tips for Japanese Speakers
 
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Japanese speakers have many challenges when learning English. For example, the words in a sentence are usually in a different order. In this video, we will talk about proper English syntax and word order in contrast with the Japanese language. We will also talk about the differences in verb tenses between English and Japanese, as well as issues of formality when using pronouns. I will also give you some accent tips to help make sure you are understood by English speakers. For all you native Japanese speakers, this video is made especially for you, so please watch and let me know if these tips help you. Test yourself with the quiz: https://www.engvid.com/english-tips-for-japanese-speakers/ TRANSCRIPT Hello, and welcome back to engVid. Today's lesson is specifically designed for Japanese learners of English. Now, I know how difficult it must be to learn English if you are Japanese, because it is a very difficult language, very different language. I have no knowledge of Japanese, so I respect you for trying to learn our language. Now, a few tips which I have written on the board for you. First of all, we should avoid putting the topic at the beginning of a sentence. For example: "Those people don't understand at all." Now, in English, we normally put the subject, then the verb, and then the object. The subject of this sentence here is not "Those people". "Those people", that is actually the object. We need a subject. The subject of this sentence should actually be "I", that is what the person means, so: "I do not understand", and then the object goes after the verb. Okay? "I do not understand those people at all." If we don't put our words in this order then you will confuse people. Again, this is a slightly strange... This is confusing. "It should be noted Benjamin's engVid videos." Okay? How I would phrase this... Let's have a subject. What do we want the subject to be? What about "You"? "You should", okay? "You should", and what the verb really is, is "watch". And the object: "Benjamin's engVid videos". Thank you for watching this video, by the way. Okay, so let's do a little bit more on word order. In Japanese, often it's subject, object, verb. For example: "I, you, phone", whereas in English, as I've just said, we're doing: Subject, verb, object. So, subject: "I", verb: "phone", "you" needs to go at the end. "I phone you." Now, going to a greater degree of complexity, a complex sentence. So, in Japanese with a complex sentence we would have the sub clause and then the main clause, but in English we can experiment, we can have the sub clause at the beginning, middle, or end of a sentence. Right. So, let me check. At the beginning... This is with a sub clause at the beginning. "Having smashed his phone, he bought a new one." He's smashed his phone, he's not had a good day. Okay, so that's with the sub clause at the beginning. We've got that. "How, Benjamin, do we have a sub clause in the middle?" Well, you start the main clause, so I start: "He", okay? I'm putting my subject. "He", now we have the sub clause. "He, having smashed his phone, bought a new one." Okay? So we start putting the main clause, then we put a little bit of extra information, and then we have the main information, the main clause. You could also have a sub clause at the end. "He bought a new phone, having smashed his old one." Okay? Now, the verb: "to be", I understand that Japanese people do have difficulty with using the verb "to be" because there seems to be no direct equivalent, so I'm just going to show you how we conjugate this verb. "I am happy.", "He is a good person.", "I am", "He is". "She is proficient at English." Okay? Meaning good. "You are Japanese." I know in Japanese it's slightly rude to say: "You", but in English it is widely acceptable. "We are happy that you are watching this video.", "They are noisy." My next area for today's lesson: Unreal conditionals. I know that this doesn't particularly make sense in Japanese. I will try to explain it as best as I can. "If I had known", okay? So what I'm about to say... I'm talking about me lying in bed this morning. Okay? And I'm thinking... So I'm thinking back... Okay? Because now... Now, what is it? Say it's 7 o'clock, it's 7pm, the time we are recording this right now. I'm thinking about 7am. So it's now 7pm, I'm thinking about 7am. If back then I had seen to the future... If back then I had known what was going to happen then, I would have just stayed there. In a sentence context: "If I had known that my phone was going to smash, I wouldn't have got out of bed." Okay? So it's quite a weird cycle. So I'm thinking: "What if back then I knew the future?" Obviously, you know. […]
learn english conversation: Environment and Pollution
 
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English Conversation app: http://bit.ly/ytconvapp learn english conversation: Environment and Pollution visit us for more: http://goo.gl/HnwRe
Views: 189707 ESLConversation
HOW I GOT 44 IB POINTS (straight 7s!) | TIPS & ADVICE | THIS IS MANI
 
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- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ­- - - - - - - - - ✰ L I N K S ✰ SUBSCRIBE: https://www.youtube.com/channel/UC3TD7PqzopTRpmwdqNXPASQ?sub_confirmation=1 📷 Follow me on Instagram: http://instagram.com/manindersachdeva HEAVEN ON EARTH: https://www.reddit.com/r/IBO/ MY FAVOURITE STUDY GUIDES: IB EE Revision Guide: http://amzn.to/2li3Ypf IB TOK Guide: http://amzn.to/2ChCgm3 IB Econ Study Guide: http://amzn.to/2C6SwHn IB Physics Study Guide (Oxford one of course ;): http://amzn.to/2CfJUgZ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ­- - - - - - - - - ✰ I N F O R M A T I O N ✰ Hey everyone, I hope that you're all doing well x As I attempt to study for university exams, I thought what better what to procrastinate than by telling you to go and study :P After receiving lots of comments about the IB, my subject and how to do well, I thought I'd make this video and answer all of your questions. If you're doing the IB, I know it's tough, but don't worry, with the right determination and motivation, I'm sure you'll achieve your goals! If you enjoyed this video, please give this video a thumbs up and let me know if there's anything else you'd like me to make in the comments below! PLEASE don't forget to subscribe! Lots of love, Mani x P.S: Subject I took in the IB: HL Mathematics HL Physics HL Economics SL English Lit/Lang SL Spanish B SL Computer Science - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ­- - - - - - - - - ✰ P R O D U C T I O N ✰ 📹 Cameras Used in this Vlog: ╰ Canon G7X Mark ii: http://amzn.to/2xiIb84 💿 Final Cut Pro X 🎼 https://soundcloud.com/lakeyinspired - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ­- - - - - - - - - ✰ F A Q ✰ How old are you? - 19 What editing software do you use for your videos? - Final Cut Pro X What camera do you use? Canon G7X Mark ii Where are you from? - London, England What/Where do you study? Computer Science and Philosophy at Oxford
Views: 55378 ThisIsMani
Decoding - Part 3: Tutoring Using Phonics by Analogy
 
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Please help by evaluating this video at: https://www.surveymonkey.com/r/M72KZJL An adult literacy tutor and an adult literacy student practice a decoding strategy called Phonics by Analogy. The adult literacy student uses parts of known words (word patterns) to identify unfamiliar words by analogy, or rhyming. For example: What sounds do the letters o and g say? (og) If the letters o and g say og, what do the letters b, o and g say? (bog) If the letters b, o and g say bog, what do the letters f, o and g say? (log) Practicing this phonics strategy will help the adult literacy student identify words while reading and spell words while writing. Part 3 of 6 parts
British Council - General English Courses - Pronunciation Segment
 
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Our pronunciation segments are short, mini-lessons contained in each of our General English Elementary and Pre-Intermediate courses. They have been developed specifically for Vietnamese learners, helping you with this difficult area of English. This clip shows one of our pronunciation segments in action. Note: To view the video at the highest quality, please select higher resolution option by clicking the gear under the right side of the video player, and select 720p option.
Views: 164731 britishcouncilvn
Learner Strategies (Video About Myself)
 
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It describes about me and 3 strategies which I use to learn English
Views: 9 progunzguitar94
IELTS Reading Tips: True False Not Given
 
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Essential IELTS Reading tips for True, False, Not Given Questions. Learn the best techniques to deal with both TFNG and YNNG. This lesson offers practice exercises and highlights common problems students face in IELTS reading. There is a list given of the 10 most important tips. Pleas note, all my materials have been written by myself to help students grasp the techniques needed for IELTS. You can find more practise exercises for free on this page: http://ieltsliz.com/ielts-reading-lessons-information-and-tips/ On this page, you can find a link to an authentic IELTS reading test: http://ieltsliz.com/useful-websites-and-resources-for-ielts/
Views: 2357181 IELTS Liz
Introducing new vocabulary to young learners
 
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Ritsuko Nakata, co-author of Let's Go, shares a fun and effective way to introduce new vocabulary to young learners. For more free videos, webinars, articles, sample lessons and advice, visit the Let's Share page at http://oxford.ly/eltshare
Inquiry Learning
 
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References: Reynolds, R. (2012) Teaching History, Geography & SOSE in the Primary School. 2nd Ed. Victoria: Oxford University Press. Marsh, C. & Hart, C. (2011) Teaching the Social Sciences and Humanities in an Australian Curriculum, 6th ed, Malaysia, Pearson. Board of Studies NSW (2012). Australian Curriculum: K-10 History Syllabus Version 2.0. Sydney: Board of Studies NSW Roulston, M. (2009). The inquiry learning guide : Using the Inquiry Process to Nurture Higher Order Thinking. Invercargill, N.Z. : Essential Resources. Teresa, C. (2009). Engaging Students Through Inquiry-Oriented Learning and Technology. US: Rowman & Littlefield Education.
Views: 3654 Peter Li
Dr Day: From intensive to extensive reading
 
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Presentation by Dr Richard Day from Oxford Day 2007
Views: 16664 Noel Woodward
Catherine Walter: Learning Grammar and Pronunciation: What Do We Know, and What Can We Do About It?
 
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Catherine Walter, English language teacher, teacher educator and materials developer, the Chair of the British Council’s English Language Advisory Group. TOPIC «LEARNING GRAMMAR AND PRONUNCIATION: WHAT DO WE KNOW, AND WHAT CAN WE DO ABOUT IT?» E-merging Forum – is an annual international event that brings together teachers of English, international experts and world famous plenary speakers to discuss and share challenges and best practice. E-merging Forum 5 was held on March 12–14, 2015. Read more about the event here - http://www.britishcouncil.ru/en/emerging-forum Кэтрин Уолтер ТЕМА ВЫСТУПЛЕНИЯ: «ИЗУЧЕНИЕ ГРАММАТИКИ И ПРОИЗНОШЕНИЯ: ЧТО МЫ ЗНАЕМ ОБ ЭТОМ, И КАК МОЖНО ЭТИ ЗНАНИЯ ПРИМЕНИТЬ» E-merging Forum — крупнейшее международное мероприятие для преподавателей английского языка в России с участием ведущих спикеров из Великобритании и России, посвященное обсуждению передового опыта в области преподавания английского языка. E-merging Forum 5 состоялся 12 -14 марта 2015 года в Москве. http://www.britishcouncil.ru/emerging-forum #emf5
#2018TEF - DAY 1 - How is artificial intelligence transforming society and the translation industry?
 
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Roundtable discussion AI can make important contributions to technical progress in society. It can help shape business and generally make our lives easier. What innovative technologies, strategies and competencies are needed for the beneficial use of AI to address society's needs? What about the pitfalls? What about ethics? How does AI affect translation and the future of the language industry? Is the translation industry different from other industries? The aim of this session is to paint the broader context in which the discussion on humans, data and translation will take place during the rest of the Forum. Chair: Ana GUERBEROF Participants: - Lucia SPECIA, Professor of language engineering at the University of Sheffield (natural language processing, machine learning and computational linguistics) - Rose LUCKIN, Professor of Artificial Intelligence at University College London - Alison B. LOWNDES, NVIDIA Corporation, responsible for Artificial Intelligence Developer Relations (Deep learning, AI, image recognition)
11+ exam: English – Comprehension | Bond 11+
 
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11+ exam tutor Alvon Stewart works through a series of 11+ exam comprehension questions and shows you how to help your child infer the correct answer using clues available in a text. Get more advice and support on the English 11+ exam: https://www.bond11plus.co.uk/english Learn Objectives: 1. To begin to understand the different types of comprehension question that may be asked in an 11+ test. 2. To begin to become familiar with identifying meaning where the precise answer may not be provided.
Views: 35630 Oxford Education
Teaching 21st Century Skills: Oxford Discover Sample Lesson Level 1 (Part 4)
 
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http://oxelt.gl/oxforddiscover Teach 21st Century Skills with confidence in the English language classroom. Teacher and Oxford Discover author Kathleen Kampa delivers a lesson from the course, developing students' 21st century skills along with their English. Students are encouraged to improve their Communication, Collaboration, Creativity and Critical Thinking skills through a variety of structured classroom activities from Oxford Discover. Education around the world is having to come to terms with these 21st century skills - attempting to ensure that our children will grow into knowledgeable and responsible members of their local and global communities, fully equipped with the skills that they need to succesfully interact with them. And the English language classroom is no different. Visit oxelt.gl/oxforddiscover for more information.