wordpress-themes.org wordpress themes wordpress themes

Why did it not work for you? “Personally, I have noticed that it is much easier to learn this way, for instance, when I was a student, I spent two years studying English language and then during the third year we had lectures about British history where I learned new historical facts but at the same time you unconsciously learn new grammar rules and vocabulary along with the pronunciation and contextual usage of the words; that is what makes it work, it is easier to remember grammar rules and vocabulary in this way than it would be learning random words and rules “ (Yeynier). “In my experience practical language skills teaching is quite useful. It is easier to practice what you have learned when you practice it in that way. This kind of knowledge is easier to remember and closer to real life situations “(Lianne). “Practical language skills teaching has proved relevant to me because my students seem to enjoy it more and at the same time they remember the things learned more easily, which makes it a win-win situation for both students and teachers “ (Daniel). “The concept of practical language skills teaching has always been useful to me but combining it with other methods. I have always used to support the rest of the classes and it has had excellent results for me when I take other subjects, somehow related to the content of the semester, and use them in practical language skills lessons” (Fernando). “I have worked with videos and I have integrated the other skills with them. The course helped a lot. I was great to realize that what I have been doing for a few years was not crazy at all “(Lisbet).
The authors assert that the contributions from the community of practice have been invaluable to the drive to answer the main research questions and hypotheses from Section 1.4. All students have been engaged in applying their acquired English language skills during simultaneous translation sessions during academic and business presentations held at the UO over a period of time. This provided them with valuable opportunities to apply in real life what they learned in the classroom and language laboratory environments and to validate and review the English language teaching approaches currently employed at the UO. These insights have strengthened the presentation of the qualitative data from this research and provided important inputs to the presentation of the analysis and interpretation to emphasize the qualitative nature and to the constructivist interpretivist research approach of this current research. The inputs from the community of practice and the authors’ own extensive experiences have provided important insights and contributions to develop and suggest what the effective approaches and effective English language teaching skills are within a proactive thinking and acting language department at the UO in Santiago de Cuba.