Effects Of Warm Up In Learning Second Language

Effects Of Warm Up In information Second linguistic processThe Effects of Warm up in Learning Second LanguageAbstractOne of the ship layal to go over the language better is having a good crank up bodily process. This writing aims to investigate the effectuate of solid up as a layer room action in culture hour language. It is going to mother a critical direct, and over view of some books and essays about this drill. This wallpaper at exds to provide the definition of warm up as an activity so atomic number 53r the lesson. Then, it is going to discover that how could warm up affect the schooling change? It is probably going to find that having a good warm up activity answers students to set for the vernal lesson.Key words Warm up activity, second language, learning processIntroductionWarm up is one of the good methods for ESL students to learn the second language better. This paper introduces the concept of warm up as an activity which attracts students attention and helps them to focus on the topic.literary go offAn raise way of starting a lesson could be victimization activities called warm-up activities or ice-breakers (Robertson Acklam, 2000). Teacher could start warm up activity by using some games, asking questions and having discussions which all should be upholdd to to the topic or lesson.A warm up activity could help a teacher to recognize the different types of students learning style. check to Crdenas (2001), Students learn best when they can address knowledge in ways that they trust. They volition learn best through doing rather than reflecting. Therefore, teacher could affair different styles like play, demonstration, discussion, and totally we could say by action.A warm up activity helps students to dress aside any distractions which atomic number 18 in their mind and focus on topic, and it helps ESL students to think in target language. According to Peterson (2010), Beginning your lesson plans with a five minute wa rm up can serve to focus your students on the topic, open up creative view and help to apply the learning in new ways.Purpose of the studyThis paper assesses the impact of warm up on ESL students and aims to examine the make of this activity on the learning process. It is going to examine these questions 1) what are the effects of warm up activity? , and 2) how could warm up affect the learning process? Which offers two hypotheses 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may conscionable helps ESL students to put aside any distractions and maybe after awhile they exit swallow whatever they learned. Therefore, this paper is going to explore the answers of these two questions and then it will discover which hypotheses are right.MethodIn advance this paper mentions two questions which are going to explain in this section. This paper by using critical review about warm up provides the following answers to these questions1) What are the effects of warm up activity?This paper propounds five of the essence(predicate) effects for warm up which are explained below.1) Create a matey environment.A brief warm up activity can work out a relationship between the students and the learning materials (Hasan Akhand, 2013).Warm up works as an ice breaker it helps students to be comfortable with the environment and their classmates.2) Attract students attention.Walqui (2006) states, by focusing students attention on the main ideas, teacher first prepares the students for engaging them in interactive projects to practice (p.169). A five or ten minute warm up attracts the students attention toward the lesson and besides being physically in the class it helps them being mentally in the classroom, too.3) Activate the students primer knowledge.Rumelhart (1980) states, we comprehend something only when we can relate it to something we already know-only when we can relate the new experience to a n existing knowledge structure (as cited in Carrell, 1983, p.82). Students mogul forget the things which they consent learned from the last class or session. Hence, a warm up activity could activate their background knowledge things they already know or learned.4) Think in English and focus on the topic.Kay (1995) claims that warm ups are different types of activities which help the students begin to think in English, review previously introduced materials and become interested in the lesson (as cited in Velandia, 2008, p. 11). A warm up activity could help ESL students to start thinking in second language and forget any distractions and focus on the new topic or lesson.5) Increase students participation.Warm-up activities like joke, game, and puzzle embed a confirming learning environment and make the students comfortable to record in the classroom (Joshi, 2006). When a teacher uses warm up, because of its enjoyable and interesting feature, students attends to participate or t ake place in that activity. Students like to be involved in such an amazing warm up activity it builds a sense of community inside them.Now this paper answers the second question which is2) How could warm up affect the learning process?Learning process is facilitated through building a positive relationship with the students. A fun or interesting class largely depends on the teachers as their personality and doctrine method motivate the students to raise a positive attitude towards learning (Krishnan Hoon, 2002).Because of all those effects that warm up activity has on ESL students, it is obvious that warm up task could affect the learning process, too.Following is a diagram which displays the effects of warm up task briefly.Diagram effects of warm up activityDiscussion/ finisThis paper, in the purpose of the study, states two hypotheses 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL stude nts to put aside any distractions and maybe after awhile they will forget whatever they learned.The first one is acceptable because it is correct and actual, however the second one is reject able because it could help students to put out any distractions but when we use warm up activity, it is a review of what they learned. Hence, they could not forget whatever they learned.In sum up, this paper gets to the request that warm up activity is the best way for thinking in target language, setting for the new lesson, focusing on the topic, and attracting the attention. Therefore, it should be short, interesting, think to the topic, and be at the students level or slightly above (i+1) to have their effect in learning the second language.ReferencesAkther, A. (2014). percentage of Warm-up application in Language Classroom A Tertiary Scenario. Retrieved from http//dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf? term=1Hasan, M. K., Akhand, M. M. (2013). Strategies for Enha ncing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 (2), 1-14. Retrieved from http//www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdfPakdel Estaikhbijari, Z. Khodareza, M. (2012). The Effects of Warm-up Tasks on the Iranian EFL Students Writing Ability. Retrieved from http//www.ccsenet.org/journal/index.php/ies/ condition/viewFile/11691/10636Peterson, D. (2010). Warm-Up Exercises. Online Available http// www.TeachingJobs.com (September 17, 2010)Velandia, R. (2008). The Role of Warming Up Activities in girlish Students Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from http//www.redalyc.org/pdf/1692/169214143002.pdfWalqui, A. (2006). Scaffolding Instruction for English Language Learners A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159- 180. Retrieved from http//www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pd fJoshi, M. (2006). Diversity in Lecture-Delivery. Journal of NELTA, 11 (1-2), 1-151. Retrieved from http//nelta.org.np/uploads/files/2006.pdfKrishnan, L. A., Hoon, L. H. (2002). Diaries listening to voices from the multicultural classroom. ELT Journal, 56 (3), 227-239. Retrieved from http//eltj.oxfordjournals.org/content/56/3/227.full.pdf+ hypertext mark-up language?sid=c6d03ada-4f81-4786- 819c-78335f7f594aCrdenas, M. L. (2001). Responding to Childrens Learning Styles. How, 8, 17-22.Robertson, C., Acklam, R. (2000). Action Plan for Teachers a guide to teaching English. London, UK BBC World Service.Kay, C. (1995). Scott Foresman English series. Baltimore, Maryland Scott Foresman.Carrell, P. L. (1983). Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign language, 1 (2), 81-92. Retrieved from http//nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf