TESOL & Cultural PerceptionsWhy do

TESOL & Cultural Perceptions
Why do Thai students say ‘how’ when they know the word is ‘house’?
Gatbonton 2005, found that learners who had achieved a high degree of accuracy in pronouncing the second language were sometimes perceived as being less loyal to their ethnic group than those whose second language speech retained a strong ‘foreign accent’ Such perceptions can affect learners’ desire to master the second language, especially in contexts where there are conflicts between groups or where power relationships imply a threat to one groups identity.
(It has been my experience that . . .)
 It is the role of the teacher to motivate the students.
 The effective teacher must use every opportunity to engender a “can do” mentality in their students.
 Language acquisition should be approached as a natural process of growth and development rather than a subject to be studied.
 If the teacher thinks that English is difficult and does not use the language then so too will the students.
 Native teachers have the best understanding of cultural influences, both positive and negative, that may affect second language acquisition.
Conclusion
 Personality and communication are inextricably linked. Since teaching is a communicative process, it can be seen that personality is an intrinsic part of teaching.
 Understanding one’s personality type can enable more effective communication.
 The MBTI is the most popular method of evaluating personality for research into teaching.
 Teachers who are aware of the different personality types can use more effective techniques with their students.
 Although certain personality types may be more suited to teaching than others, it has been shown that every teacher makes a unique contribution to the classroom environment, or to put it simply, every teacher brings something to the table.
 The teacher must have a positive attitude towards themselves, their students, and the subject to be effective.
 Awareness of the role that personality and attitude play in effective teaching can enhance the teacher’s performance.


Glossary
 A Catch-22, coined by Joseph Heller in his novel Catch-22, is a logical paradox wherein an individual finds him or herself in need of something which can only be had by not being in need of it. en.wikipedia.org/wiki/Catch-22_(logic)
 bring something to the table (idiom)
to contribute something useful to a discussion, project, etc

Results (English) 1:

TESOL & Cultural PerceptionsWhy do Thai students say ' how ' when they know the word is ' house '?Gatbonton 2005, found that learners who had achieved a high degree of accuracy in pronouncing the second language were sometimes perceived as being less loyal to their ethnic group than those whose second language speech retained a strong ' foreign accent ' Such perceptions can affect learners ' desire to master the second language, especially in contexts where there are conflicts between groups or where power relationships imply a threat to one groups identity. (It has been my experience that...) It is the role of the teacher to motivate the students. The effective teacher must use every opportunity to engender a "can do" mentality in their students.  Language acquisition should be approached as a natural process of growth and development rather than a subject to be studied.  If the teacher thinks that English is difficult and does not use the language then so too will the students. Native teachers have the best understanding of cultural influences, both positive and negative, that may affect second language acquisition. Conclusion Personality and communication are inextricably linked. Since teaching is a communicative process, it can be seen that personality is an intrinsic part of teaching. Understanding ones personality type can enable more effective communication. The MBTI is the most popular method of evaluating personality for research into teaching.  Teachers who are aware of the different personality types can use more effective techniques with their students. Although certain personality types may be more suited to teaching than others, it has been shown that every teacher makes a unique contribution to the classroom environment, or to put it simply, every teacher brings something to the table. The teacher must have a positive attitude towards themselves, their students, and the subject to be effective. Awareness of the role that personality and attitude play in effective teaching can enhance the teacher performance.Glossary A Catch-22, coined by Joseph Heller in his novel Catch-22, is a logical paradox wherein an individual finds him or herself in need of something which can only be had by not being in need of it. en.wikipedia.org/wiki/catch-22_(logic) bring something to the table (idiom) to contribute something useful to a discussion, project, etc

Results (English) 3:

TESOL&文化观念
为什么泰国学生说“怎样”时，他们知道这个词是“家”？
gatbonton 2005，发现学习者说第二语言实现了高的精确度有时被视为他们的民族比那些第二语言保留浓厚的“外国口音”这种认知可以影响学习者掌握第二语言欲望不忠诚，特别是在上下文中有群体之间的冲突或权力关系意味着一个群体的身份威胁。
（这是我的经验。
..）是教师的作用，调动学生的积极性。
有效的教师必须利用一切机会来形成一个“学生做”的心态。
语言习得应当作为一个自然的生长发育过程而不是一个需要研究的课题。
如果老师认为英语是困难的和不使用语言也能让学生母语教师。
文化影响的最好的理解，正面的和负面的，可能会影响第二语言习得。
结论
个性和沟通有着千丝万缕的联系。由于教学是一种交际过程，可以看出，人格是教学的一个内在组成部分。
了解一个人的人格类型，使能更有效地沟通。MBTI
是评价研究教学个性的最流行的方法。
教师了解不同性格类型的学生可以使用更有效的技术。
虽然某些人格类型的人会比别人更适合于教学，它已经表明，每一位教师对课堂环境的一个独特的贡献，或者简单地说，每个老师桌上带来的东西。
教师必须对自己，有一个积极的态度，他们的学生，和主题是有效的。
意识，个性和态度发挥有效教学可以提高教师的绩效的作用。


词汇
进退两难，是由约瑟夫海勒小说小说，一个逻辑悖论其中一个人发现他或她在这只能通过不需要需要。恩。维基百科。org / Wiki / catch-22_（逻辑）
带来一些表（成语）
能有助于讨论，项目有用
，等