How to Self-Practice English Language Learning
This is an excellent Nova Scotia Learning Resource.
Showing posts sorted by date for query self study. Sort by relevance Show all posts
Showing posts sorted by date for query self study. Sort by relevance Show all posts
Thursday, August 15, 2024
Wednesday, July 12, 2023
How to Study English as a Second Language PLAN
First step " Choose your Goal" for learning English as a Second Language
Goals are your motivation. Goals can remind you of purpose and direction. Why do you need English as a second or third language. What do you wish to accomplish with English as a second language? Studying ESL requires thousands of hours of real effort - you need motivation and endurance to be able to study or work using the English language with native speakers.
Top 15 Goals for studying English as a second language
- Immigrate into an English speaking country
- Get hired at a first job
- Be hired at a better company
- Be promoted in your company
- Sell and market your products to English speaking countries
- Be able to operate a business completely in English.
- Publish an authoritative business, scientific journal article in English
- Be admitted and study in a North American university.
- Be admitted and study in a North American university graduate program.
- Travel independently in English speaking countries.
- As an Artist, perform for English speaking audiences
- Enjoy entertainment produced by English speaking artists
- Use English instructions for computer applications. Surf the net in English
- Score 950 on the Toeic test or 280 on the new Toefl exam
- Study English Literature in the original text
Second step: "Select the best Learning Methods" - how you learn most efficiently
Examples of questions to determine "how you learn best"
- What English can you learn the most while studying alone?
- What English can you learn the most by studying in a group?
- Can you listen once and remember the pronunciation and vocabulary?
- Does it help to see pictures of nouns or action verbs demonstrated?
- Do you have to write and repeat words to memorize vocabulary?
- How many times and ways must you use a word to "know" its proper context?
- How often do you have to repeat lessons?
- Can you create and use mnemonics to remember lists
- Can you benefit using accelerated English language learning methods
- Does music or games help you to relax, making learning easier?
Third step "Form a Plan" use the best learning stages to reach study Goals
An example of a two year study plan with four stages to learn English:
- (First stage - 6 months)
Start with picture dictionaries to begin vocabulary, use the ESL in Canada or Sentencemaster 1000 most used words list as the initial core vocabulary, start to study pronunciation by watching English TV, listen to taped conversations, for 1 - 2 hours each day. - (Second stage - 6 months)
Add grammar, use the Blueprint for English Grammar Summary for the most important English Grammar points, start to study English punctuation, spelling, vocabulary studies, start to read newspapers/magazines, begin a vocabulary diary to add to your initial 1000 words the for 1 - 2 hours each day - (Third stage - 6 months)
Add one hour of English conversation classes everyday for 6 months, review grammar and vocabulary, add to vocabulary diary each day. - (Fourth stage - 6 months)
Travel to Canada for 400 hours of English conversation classes, perform some volunteer work, take a special interest course and travel using English. - (After the Two Year Plan)
Continuing ESL education program with one English conversation class per week or start your own English Conversation Club, watch English News on TV, read English newspapers do your favourite hobby using English.
Fourth step "create a Cost & Benefit Analysis for your Plan"
- What FREE English learning resources are available on the internet?
- What FREE English learning resources are at the library, community or cultural centers?
- What FREE English Learning clubs offer conversation classes?
- What FREE English Language exchange clubs offer conversation classes?
- Compare the costs of books, texts, tapes, Cd's for self-study.
- Analyze the cost of instruction by tutors in a small group of 3 or 4
- Analyze the cost of instruction at local English schools
- Analyze costs of foreign travel and accommodation to study English abroad.
Fifth step "Start your Plan"
Email for help to plan your trip to study "English as a Second Language" ESL in Canada
Sunday, July 09, 2023
Accelerated English Language Learning Strategies
While language is one of the most important products of human evolution, it uses only a few of the many skills and senses available to our minds.
Our brains evolved to interpret, code and store very complex stimuli such as images, colors, structures, sounds, smells, tastes, touch, positions, emotions and language. The "Theory of Multiple Intelligences" asserts that there are 8 types of intelligence: interpersonal, intrapersonal, logical-mathematical, verbal-linguistic, spatial, bodily-kinesthetic, musical-rhythmic and naturalist.
In the traditional classroom environment most first and second language lessons always present in only one format - as words printed on a page with traditional instruction by grammar translation and rote memorization.
Accelerated English Learning language lessons attempts to correct this imbalance by including activities which allow for the activation of the other intelligences such as: sports which involve movement, use of colour on worksheets, creating songs and music, manipulation of objects with arts and crafts.
"Accelerated English Language Learning" is a very broad term in language education and encompasses many different strategies, procedures, techniques, methodologies and approaches.
Some "Accelerated English Language Learning" methods include: mind maps, reading to music, multiple intelligences theory, various memory techniques, mood music to influence the emotional and mental state of learners, learning environment setting, rhymes to aid learning, using patterns, neuro-linguistic programming and the use of activities, arts, crafts, sports and dramatic presentations.
One "Accelerated English Language Learning" strategy is the use of mnemonics as a memory tool. Mnemonics help students improve their memory. They help language students remember facts, order or the structure of information. The three fundamental building blocks of mnemonics are imagination, association and location.
Imagination is used to create and strengthen "word-image associations". The more vividly you imagine and visualize a situation, the more effectively the memory is stored for later access and use.
Association is the method by which you link items to be remembered to a way of remembering it. You can create associations by linking them using the same color, smell, shape, or feeling. You can create associations by placing them together, on top, merged, wrapped or interacting in a humorous fashion.
Location provides a context into which you can place information as a unit and a way of separating one mnemonic from another. For example, by setting one mnemonic in Toronto and another similar mnemonic with images of Vancouver, we can separate them with no danger of confusion. You can build the images and atmosphere of these cities into your mnemonics to strengthen the feeling of location.
Second language learning takes a lot of time and effort and motivation. Students who use the "Accelerated Learning" strategies and methods with the assistance of a professional tutor will learn more, save time, save money and enjoy English Language learning.
Learn English as a Second language with the ESL in Canada Study English Plan with Accelerated Language Learning Strategies, self-study, free English classes, professional tutors and accelerated learning English language methods. Email : eslincanada@gmail.com
Thursday, June 29, 2023
The 3 most Important Factors that determine English Language Learning Success.
The first Factor is knowing yourself as a student.
There are some key questions you should know as they are part of the first factor that determines your English Language Learning Success
How many times do you have to write and repeat English words to memorize them, put them into your vocabulary and "know" the word in proper context.
How often do you have to repeat lessons to keep your vocabulary intact?
What English can you learn best when studying alone, with a group or with a tutor?
Can you benefit using accelerated English language learning methods such as mnemonics to remember lists.
Does music or games help you to relax making learning easier?
Does realia or field trips stimulate and integrate your English language learning?
You need to know how you learn and retain information and be able to use English as a language.
The Second factor is What English do I study.
The best way to know what English to study is to form a goal.
Top Goals for studying English as a second language
Immigrate into an English speaking country
Get hired at a first job
Be hired at a better company
Be promoted in your company
Sell products to English speaking countries
Operate a business completely in English.
Publish articles in English
Study in a North American university.
Study in a North American university graduate program.
Travel independently in English speaking countries.
Perform for English speaking audiences
Enjoy entertainment produced by English speaking artists
Use English instructions for computer applications.
Surf the net in English
Score 950 on the Toeic test or 280 on the new Toefl exam
Study English Literature in the original text
When you have your goal - then you can plan what English you need or work with an educational consultant to set up a comprehensive plan of English language studies for you.
The Third factor is creating the time to properly study enough English to reach your Goal.
An example is the time to score high on the new TOEFL or TOEIC English tests
Students require a vocabulary of between 8,000 and 10,000 words to score high on the new TOEFL, TOEIC, AP, IELTS and Cambridge tests. Students must have studied and practiced English for 2500 to 5000 hours counting school classes and self study. To score high students require all four English skills (reading, writing, speaking, listening), technical language structure knowledge (grammar) and the application of the grammar knowledge in the active productions of speaking and writing.
When you have your goal - your plan of English studies and necessary time - you can be successful as a student learning English as a second language.
More information is available at:
Thursday, September 19, 2013
Supervised Self-Study ESL English Language Programs
Everyone has used a self-study program to learn. A self-study program can be part of an overall program or the entire method of study. A self-study program can be by yourself - with a partner or even a small group.
Self-study is very successful with subjects or skills that require lots of practice or lots of repetions or repetitions with small variations.
Music, sports and languages can all be learned and practiced using periods of self-study to practice and perfect the knowledge the skills and the variations.
Why Start a Self-Study Program
Most schools charge from $800 to $1200 a month for a typical 100 hour ESL English language class program. Students learn new information for about 20 minutes and then practice or repeat information for the remaining period.
Students can join a supervised ESL English language self-study program with an excellent qualified and experienced self-study coach for about $200. for a month program.
Most schools use standard general information books and students are usually completely bored by the content.
An excellent qualified and experienced self-study coach can suggest how interesting topics and content can be used to study the English language. Students are not bored.
An excellent qualified and experienced self-study coach can suggest free classes and language exchanges, free work placements for practice and free study resources available in the community.
How to Start a Self-Study Programs
First decide - are you going to study alone or with a partner or with a small group.
Second decide - what books, websites, TV shows, CD's, videos, workbooks to start with.
Third decide - will you self-test as you learn or use a tutor to test and suggest.
Fourth decide - how to practice - language exchange - small group - free classes.
email us about self-study eslincanada@gmail.com
Friday, March 22, 2013
Supervised Self-Study ESL English Language Programs
Everyone has used a self-study program to learn. A self-study program can be part of an overall program or the entire method of study. A self-study program can be by yourself - with a partner or even a small group.
Self-study is very successful with subjects or skills that require lots of practice or lots of repetions or repetitions with small variations.
Music, sports and languages can all be learned and practiced using periods of self-study to practice and perfect the theory, the skills and the variations.
Schools do not like Self-Study Programs
Think about it. Most "NEW" music and language information takes about 30 minutes. Then the student has to practice for about 5 hours to integrate and perfect the new knowledge. If students only attended class for 30 minutes every 3 or 4 days the schools would be broke. The schools have to charge students for the 30 minutes of new information and the five hours of practice to pay for their expensive rent and flashy advertising.
Schools do not like Self-Study Programs because they can not make any money from them.
For additional information about English language self-study programs go to:
http://www.eslincanada.com/english/supervisedeslprograms.php
Self-study is very successful with subjects or skills that require lots of practice or lots of repetions or repetitions with small variations.
Music, sports and languages can all be learned and practiced using periods of self-study to practice and perfect the theory, the skills and the variations.
Schools do not like Self-Study Programs
Think about it. Most "NEW" music and language information takes about 30 minutes. Then the student has to practice for about 5 hours to integrate and perfect the new knowledge. If students only attended class for 30 minutes every 3 or 4 days the schools would be broke. The schools have to charge students for the 30 minutes of new information and the five hours of practice to pay for their expensive rent and flashy advertising.
Schools do not like Self-Study Programs because they can not make any money from them.
For additional information about English language self-study programs go to:
http://www.eslincanada.com/english/supervisedeslprograms.php
Tuesday, May 31, 2011
Supervised Self-Study ESL English Language Programs
Everyone has used a self-study program to learn. A self-study program can be part of an overall program or the entire method of study. A self-study program can be by yourself - with a partner or even a small group.
Self-study is very successful with subjects or skills that require lots of practice or lots of repetions or repetitions with small variations.
Music, sports and languages can all be learned and practiced using periods of self-study to practice and perfect the knowledge the skills and the variations.
Why Start a Self-Study Program
Most schools charge from $800 to $1200 a month for a typical 100 hour ESL English language class program. Students learn new information for about 20 minutes and then practice or repeat information for the remaining period.
Students can join a supervised ESL English language self-study program with an excellent qualified and experienced self-study coach for about $200. for a month program.
Most schools use standard general information books and students are usually completely bored by the content.
An excellent qualified and experienced self-study coach can suggest how interesting topics and content can be used to study the English language. Students are not bored.
An excellent qualified and experienced self-study coach can suggest free classes and language exchanges, free work placements for practice and free study resources available in the community.
email: eslincanada@gmail.com
Tuesday, March 31, 2009
Natural Language Processing Workshop RANLP-09
We are pleased to announce the workshop on Natural Language Processing methods and corpora in translation studies, lexicography, and language learning, to be held in conjunction with the main RANLP-09 conference in Borovets, Bulgaria, on 17-18 September 2009.
Motivation
Corpora are now indispensable tools in research and everyday practice for translators, lexicographers, second language learners. Specialists in these areas share a general goal in using corpora in their work: corpora provide the possibility to find and analyse linguistic patterns characteristic of various kinds of language users, monitor language change, and reveal important similarities and divergences across different languages.
For professional translators corpora present an invaluable linguistic and cultural awareness tools. For language learners, they serve as a means to gain insights into specifics of competent language use as well as to analyse typical errors of fellow
learners. For lexicographers, corpora are key for monitoring the development of the vocabularies of languages, making informed decisions as to lexicographic relevance of the lexical material, and for general verification of all varieties of lexicographic data.
While simple corpus analysis tools such as concordancers have been long in use in these specialist areas, in the past decade there have been important developments in Natural Language Processing (NLP) technologies: it has become much easier to construct corpora and powerful NLP methods have become available that can be used to analyse corpora not only on the surface level, but also on the syntactic, and
even semantic, pragmatic, and stylistic levels.
This workshop aims to bring together the developers and the users of NLP technologies for the purposes of translation, translation studies, lexicography, terminology, and language learning in order to present their research and discuss new possibilities and challenges in these fields.
Topics
Submissions are invited for the following topics of interest to the workshop:
- NLP methodologies for processing parallel and comparable corpora
- Context-sensitive dictionary look-up
- Corpus-based study and identification of cognates and false friends
- Compilation and use of corpora in translation studies
- Corpus-based study of properties of translated text: translation universals, phraseology, lexical and grammatical patterns
- Corpora in translator training
- Translation of terms and collocations using corpora
- Bilingual concordancing in translation applications
- NLP methods for Computer-Aided Translation
- Compilation of specialised terminologies
- Compilation of corpora for bilingual lexicography
- Detection of gaps in bilingual dictionaries
- Corpus-based estimation of lexicographic relevance
- Term and collocation extraction
- Discovery of illustrative examples and definitions of words and word senses in corpora
- Reading and writing aid applications for language learners
- Automated text glossing in Computer-Aided Language Learning (CALL)
- Corpus-based design of assessment materials in CALL
- Error detection and error analysis in CALL
- Detection of first-language interference in learner corpora
Important dates
Submission deadline: 10 June 2009
Acceptance notification: 20 July 2009
Final copies due: 24 August 2009
Submission instructions
Papers must be submitted in PDF format as e-mail attachments to Iustina Ilisei at iustina.ilisei@gmail.com. The e-mail should use the subject header “RANLP-2009 workshop”.
Format
Authors are invited to submit full papers on original, unpublished work in the topic area of this workshop. Papers (in PDF format conforming to the RANLP 2009 stylefiles) should not exceed 8 pages. The RANLP 2009 stylefiles are available at:
http://lml.bas.bg/ranlp2009/submissions.htm
As reviewing will be blind, the papers should not include the authors' names and affiliations. Furthermore, self-references that reveal the authors' identities should be avoided. Papers that do not conform to these requirements will be rejected without review.
Reviewing
Each submission will be reviewed by at least two members of the Program Committee. Reviewers will be asked to provide detailed comments, and to score submitted papers on the following factors:
- Relevance to the workshop
- Significance and originality
- Technical/methodological accuracy
- References to related work
- Presentation (clarity, organisation, English)
Accepted papers policy
Accepted papers will be published in the workshop proceedings. By submitting a paper at the workshop the authors agree that, in case the paper is accepted for publication, at least one of the authors will attend the workshop; all workshop participants are expected to pay the RANLP-2009 workshop registration fee.
Workshop webpage
http://pers-www.wlv.ac.uk/~in0963/ranlp/
Programme Committee
Marco Baroni (University of Trento)
Jill Burstein (Educational Testing Service)
Michael Carl (Copenhagen Business School)
Gloria Corpas Pastor (University of Malaga)
Le An Ha (University of Wolverhampton)
Patrick Hanks (Masaryk University)
Marie-Claude Homme (Université de Montréal)
Federico Gaspari (University of Bologna)
Adam Kilgarriff (Lexical Computing)
Ruslan Mitkov (University of Wolverhampton)
Roberto Navigli (University of Rome 'La Sapienza')
Miriam Seghiri (University of Malaga)
Pete Whitelock (Oxford University Press)
Richard Xiao (Edge Hill University)
Federico Zanettin (University of Perugia)
Organising Committee
Iustina Ilisei – University of Wolverhampton
Viktor Pekar – Oxford University Press
Silvia Bernardini – University of Bologna
+++++++++++++++++++++++++
New Blog URL
http://eslincanada.blogspot.com/
Motivation
Corpora are now indispensable tools in research and everyday practice for translators, lexicographers, second language learners. Specialists in these areas share a general goal in using corpora in their work: corpora provide the possibility to find and analyse linguistic patterns characteristic of various kinds of language users, monitor language change, and reveal important similarities and divergences across different languages.
For professional translators corpora present an invaluable linguistic and cultural awareness tools. For language learners, they serve as a means to gain insights into specifics of competent language use as well as to analyse typical errors of fellow
learners. For lexicographers, corpora are key for monitoring the development of the vocabularies of languages, making informed decisions as to lexicographic relevance of the lexical material, and for general verification of all varieties of lexicographic data.
While simple corpus analysis tools such as concordancers have been long in use in these specialist areas, in the past decade there have been important developments in Natural Language Processing (NLP) technologies: it has become much easier to construct corpora and powerful NLP methods have become available that can be used to analyse corpora not only on the surface level, but also on the syntactic, and
even semantic, pragmatic, and stylistic levels.
This workshop aims to bring together the developers and the users of NLP technologies for the purposes of translation, translation studies, lexicography, terminology, and language learning in order to present their research and discuss new possibilities and challenges in these fields.
Topics
Submissions are invited for the following topics of interest to the workshop:
- NLP methodologies for processing parallel and comparable corpora
- Context-sensitive dictionary look-up
- Corpus-based study and identification of cognates and false friends
- Compilation and use of corpora in translation studies
- Corpus-based study of properties of translated text: translation universals, phraseology, lexical and grammatical patterns
- Corpora in translator training
- Translation of terms and collocations using corpora
- Bilingual concordancing in translation applications
- NLP methods for Computer-Aided Translation
- Compilation of specialised terminologies
- Compilation of corpora for bilingual lexicography
- Detection of gaps in bilingual dictionaries
- Corpus-based estimation of lexicographic relevance
- Term and collocation extraction
- Discovery of illustrative examples and definitions of words and word senses in corpora
- Reading and writing aid applications for language learners
- Automated text glossing in Computer-Aided Language Learning (CALL)
- Corpus-based design of assessment materials in CALL
- Error detection and error analysis in CALL
- Detection of first-language interference in learner corpora
Important dates
Submission deadline: 10 June 2009
Acceptance notification: 20 July 2009
Final copies due: 24 August 2009
Submission instructions
Papers must be submitted in PDF format as e-mail attachments to Iustina Ilisei at iustina.ilisei@gmail.com. The e-mail should use the subject header “RANLP-2009 workshop”.
Format
Authors are invited to submit full papers on original, unpublished work in the topic area of this workshop. Papers (in PDF format conforming to the RANLP 2009 stylefiles) should not exceed 8 pages. The RANLP 2009 stylefiles are available at:
http://lml.bas.bg/ranlp2009/submissions.htm
As reviewing will be blind, the papers should not include the authors' names and affiliations. Furthermore, self-references that reveal the authors' identities should be avoided. Papers that do not conform to these requirements will be rejected without review.
Reviewing
Each submission will be reviewed by at least two members of the Program Committee. Reviewers will be asked to provide detailed comments, and to score submitted papers on the following factors:
- Relevance to the workshop
- Significance and originality
- Technical/methodological accuracy
- References to related work
- Presentation (clarity, organisation, English)
Accepted papers policy
Accepted papers will be published in the workshop proceedings. By submitting a paper at the workshop the authors agree that, in case the paper is accepted for publication, at least one of the authors will attend the workshop; all workshop participants are expected to pay the RANLP-2009 workshop registration fee.
Workshop webpage
http://pers-www.wlv.ac.uk/~in0963/ranlp/
Programme Committee
Marco Baroni (University of Trento)
Jill Burstein (Educational Testing Service)
Michael Carl (Copenhagen Business School)
Gloria Corpas Pastor (University of Malaga)
Le An Ha (University of Wolverhampton)
Patrick Hanks (Masaryk University)
Marie-Claude Homme (Université de Montréal)
Federico Gaspari (University of Bologna)
Adam Kilgarriff (Lexical Computing)
Ruslan Mitkov (University of Wolverhampton)
Roberto Navigli (University of Rome 'La Sapienza')
Miriam Seghiri (University of Malaga)
Pete Whitelock (Oxford University Press)
Richard Xiao (Edge Hill University)
Federico Zanettin (University of Perugia)
Organising Committee
Iustina Ilisei – University of Wolverhampton
Viktor Pekar – Oxford University Press
Silvia Bernardini – University of Bologna
+++++++++++++++++++++++++
New Blog URL
http://eslincanada.blogspot.com/
Wednesday, April 18, 2007
Accelerated Language Learning Strategies
Accelerated Language Learning Strategies
While language is one of the most important products of human evolution, it uses only a few of the many skills and senses available to our minds.
Our brains evolved to interpret, code and store very complex stimuli such as images, colors, structures, sounds, smells, tastes, touch, positions, emotions and language. The "Theory of Multiple Intelligences" asserts that there are 8 types of intelligence: interpersonal, intrapersonal, logical-mathematical, verbal-linguistic, spatial, bodily-kinesthetic, musical-rhythmic and naturalist.
In the traditional classroom environment most first and second language lessons always present in only one format - as words printed on a page with traditional instruction by grammar translation and rote memorization.
Accelerated Learning language lessons attempts to correct this imbalance by including activities which allow for the activation of the other intelligences such as: sports which involve movement, use of colour on worksheets, creating songs and music, manipulation of objects with arts and crafts.
"Accelerated Learning" is a very broad term in language education and encompasses many different strategies, procedures, techniques, methodologies and approaches. Some "Accelerated Learning" methods include: mind maps, reading to music, multiple intelligences theory, various memory techniques, mood music to influence the emotional and mental state of learners, learning environment setting, rhymes to aid learning, using patterns, neuro-linguistic programming and the use of activities, arts, crafts, sports and dramatic presentations.
One "Accelerated Learning" strategy is the use of mnemonics as a memory tool. Mnemonics help students improve their memory. They help language students remember facts, order or the structure of information. The three fundamental building blocks of mnemonics are imagination, association and location.
Imagination is used to create and strengthen "word-image associations". The more vividly you imagine and visualize a situation, the more effectively the memory is stored for later access and use.
Association is the method by which you link items to be remembered to a way of remembering it. You can create associations by linking them using the same color, smell, shape, or feeling. You can create associations by placing them together, on top, merged, wrapped or interacting in a humourous fashion.
Location provides a context into which you can place information as a unit and a way of separating one mnemonic from another. For example, by setting one mnemonic in Toronto and another similar mnemonic with images of Vancouver, we can separate them with no danger of confusion. You can build the images and atmosphere of these cities into your mnemonics to strengthen the feeling of location.
Second language learning takes a lot of time and effort and motivation. Students who use the "Accelerated Learning" strategies and methods with the assistance of a professional tutor will learn more, save time, save money and enjoy learning.
Learn English as a Second language with the ESL in Canada Study English Plan with Accelerated Language Learning Strategies, self-study, free English classes, professional tutors and accelerated learning English language methods.
Original Post
ESL in Canada Directory
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
While language is one of the most important products of human evolution, it uses only a few of the many skills and senses available to our minds.
Our brains evolved to interpret, code and store very complex stimuli such as images, colors, structures, sounds, smells, tastes, touch, positions, emotions and language. The "Theory of Multiple Intelligences" asserts that there are 8 types of intelligence: interpersonal, intrapersonal, logical-mathematical, verbal-linguistic, spatial, bodily-kinesthetic, musical-rhythmic and naturalist.
In the traditional classroom environment most first and second language lessons always present in only one format - as words printed on a page with traditional instruction by grammar translation and rote memorization.
Accelerated Learning language lessons attempts to correct this imbalance by including activities which allow for the activation of the other intelligences such as: sports which involve movement, use of colour on worksheets, creating songs and music, manipulation of objects with arts and crafts.
"Accelerated Learning" is a very broad term in language education and encompasses many different strategies, procedures, techniques, methodologies and approaches. Some "Accelerated Learning" methods include: mind maps, reading to music, multiple intelligences theory, various memory techniques, mood music to influence the emotional and mental state of learners, learning environment setting, rhymes to aid learning, using patterns, neuro-linguistic programming and the use of activities, arts, crafts, sports and dramatic presentations.
One "Accelerated Learning" strategy is the use of mnemonics as a memory tool. Mnemonics help students improve their memory. They help language students remember facts, order or the structure of information. The three fundamental building blocks of mnemonics are imagination, association and location.
Imagination is used to create and strengthen "word-image associations". The more vividly you imagine and visualize a situation, the more effectively the memory is stored for later access and use.
Association is the method by which you link items to be remembered to a way of remembering it. You can create associations by linking them using the same color, smell, shape, or feeling. You can create associations by placing them together, on top, merged, wrapped or interacting in a humourous fashion.
Location provides a context into which you can place information as a unit and a way of separating one mnemonic from another. For example, by setting one mnemonic in Toronto and another similar mnemonic with images of Vancouver, we can separate them with no danger of confusion. You can build the images and atmosphere of these cities into your mnemonics to strengthen the feeling of location.
Second language learning takes a lot of time and effort and motivation. Students who use the "Accelerated Learning" strategies and methods with the assistance of a professional tutor will learn more, save time, save money and enjoy learning.
Learn English as a Second language with the ESL in Canada Study English Plan with Accelerated Language Learning Strategies, self-study, free English classes, professional tutors and accelerated learning English language methods.
Original Post
ESL in Canada Directory
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Tuesday, October 24, 2006
Archives December 2001 Stay in School
Hello Everyone - Seasons Greetings and Happy New Year
This is the time we reflect on the past and announce new programs. We started some interesting programs in 2001, conducted some studies to learn more and have made additional plans for the year 2002.
We have three articles for the newsletter:
Statistics say Stay in School
Homestay Tutor
ESL teacher in North America.
* * * * * * * * * * * * * * * *
Statistics say Stay in School
We are quoting statistics from the HRDC site for Occupations: College
and Other Vocational Instructors (4131)
-English as a second language teacher
-instructor - language school
-language instructor, language school
-teacher, English as a second language
-tutor, modern languages - language school
The statistics show:
78,000 people were employed in 1998, an increase of 30.6% from 1988 employment gains of 16.6% from 1988 to 1993 and 12.0% from 1993 to 1998. In comparison, employment in all occupations grew 12.3% over the same ten years, and 8.2% over the last five years.
Other statistics indicate 26% work part-time, compared to an average of 19% for all occupations 10% are self-employed, compared to an average of 17% for all occupations. Currently, chances of finding work in these occupations are rated "Fair", since employment opportunities and earnings are both at average levels. Technological change is making itself felt in the classroom through the increased use of computers and the use of more sophisticated multi-media for presentations and testing.
Teachers should consider taking an English Master's University (1 or 2 years) Program of Study. The program is offered at universities in every province except PEI. Some universities offer a co-op program, combining work and study. The program is offered in both official languages in Quebec and Ontario. Prerequisites: An honours undergraduate degree in English or a related discipline.
Earnings:
After two years in the labour force, they were the highest paid of all master's graduates in the humanities. They earned 29% more than similar graduates at the bachelor's level. Currently, chances of these graduates finding work in occupations in which they usually look for work are "Fair", since recent unemployment rates and earnings in the intended occupations were about the same as the economy-wide averages. Over the next five years, this outlook is not expected to change, although the number of job openings available to newcomers is expected to slightly exceed the number of new job seekers.
These graduates are expected to have more success when searching for jobs as community college teachers, writers, journalists and professionals in public relations and communications. Employment opportunities are expected to be more plentiful in the education, business services and provincial government sectors of the economy.
The conclusion is to finish your BA and plan to complete an MA so that you are qualified for the best jobs.
Original Post: December 2001 ESL in Canada Directory
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ESL in Canada Blog URL
http://eslincanada.blogspot.com/
This is the time we reflect on the past and announce new programs. We started some interesting programs in 2001, conducted some studies to learn more and have made additional plans for the year 2002.
We have three articles for the newsletter:
Statistics say Stay in School
Homestay Tutor
ESL teacher in North America.
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Statistics say Stay in School
We are quoting statistics from the HRDC site for Occupations: College
and Other Vocational Instructors (4131)
-English as a second language teacher
-instructor - language school
-language instructor, language school
-teacher, English as a second language
-tutor, modern languages - language school
The statistics show:
78,000 people were employed in 1998, an increase of 30.6% from 1988 employment gains of 16.6% from 1988 to 1993 and 12.0% from 1993 to 1998. In comparison, employment in all occupations grew 12.3% over the same ten years, and 8.2% over the last five years.
Other statistics indicate 26% work part-time, compared to an average of 19% for all occupations 10% are self-employed, compared to an average of 17% for all occupations. Currently, chances of finding work in these occupations are rated "Fair", since employment opportunities and earnings are both at average levels. Technological change is making itself felt in the classroom through the increased use of computers and the use of more sophisticated multi-media for presentations and testing.
Teachers should consider taking an English Master's University (1 or 2 years) Program of Study. The program is offered at universities in every province except PEI. Some universities offer a co-op program, combining work and study. The program is offered in both official languages in Quebec and Ontario. Prerequisites: An honours undergraduate degree in English or a related discipline.
Earnings:
After two years in the labour force, they were the highest paid of all master's graduates in the humanities. They earned 29% more than similar graduates at the bachelor's level. Currently, chances of these graduates finding work in occupations in which they usually look for work are "Fair", since recent unemployment rates and earnings in the intended occupations were about the same as the economy-wide averages. Over the next five years, this outlook is not expected to change, although the number of job openings available to newcomers is expected to slightly exceed the number of new job seekers.
These graduates are expected to have more success when searching for jobs as community college teachers, writers, journalists and professionals in public relations and communications. Employment opportunities are expected to be more plentiful in the education, business services and provincial government sectors of the economy.
The conclusion is to finish your BA and plan to complete an MA so that you are qualified for the best jobs.
Original Post: December 2001 ESL in Canada Directory
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
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