Use of Games in Teaching Grammar

Basically, femi ball club students ar to a greater extent polite and usually follow the instructers instruction. They prefer to listen and learn. While the manlike students escape to ignore and do what they want to do, actually it challenged the t apieceers patience. The male students tend to get bored easily, since eruditeness look is more to theories learning. Moreover, a study has shown an important perspective under punt speech communication learning investigations grittylighting females to execute more arouses, positive behaviors and performances, in comparison to the males (Keller, 1983 Awaken, 1999 Doormen&Shoaib, 2005).These re due to students unlike levels of motivation, attitudes and anxiety towards language learning, further Influenced by their learning characteristics and styles, lesson content and teaching strategies, social environment and supportive mechanisms, family Influences and helpmate pressures, cognation levels, and so forth (Williams, Burden , 200 2). It is important to note that the challenges facing cultivate systems confronted with the same challenges. Sadomasochistic ar not simply an artifact of urban education rather, they have a significant impact on how urban schools argon structured.The concentration of poverty and racial isolation matters in that it is directly related to school processes that significantly influence student achievement trends (Reemerged, 2005). 3. Objective This study aims at identifying reasons why female students have higher interest towards learning the English language. The objectives are as follows a. To analyses the problems faced by the male students who have indue down interest in language learning. B. To materialize out the whether the teacher is being biased c. To identify the best strategies to attract male students attention in learning language. difficulty statement Why do female students have higher interest in learning English language in urban school? This write up addresses t he problem that female students have higher interest in learning English language in urban school. Girls were found to be more be given to study foreign and second languages and outperform boys (Cumberland, 2000). Males are claimed to have a more negative view and a less aptitude towards foreign language than females (Week, 2011). It shows that male students have lower interest and effort to learn English language.The main reason I want to conduct this research s because I am eager to know what makes this crowing gap in interest of learning English language between female and male students. Why female students interest is higher in learning English language. All these crucial points must be clarified. Only then, we can overcome this matter. Assumption -Male students have lower interest in learning English language. Research Question a. Is it because female students are not interested in practical learning? B. Are the teachers who teach English language come across being biased and not effective? C.What are the strategies can be used by the teachers to grab male students and other students attention? . Literature Review Several recent studies indicate that many young women around the world consider English to be as such linked to feminism and are motivated to learn it as a language of empowerment. This trend is apparent in Japan, the FL context highlighted in this volume. At show many more young Japanese women than men appear to be interested in learning English, training for English language-related professions, and traveling to English-speaking countries (Sickbays, 2002).For these women, English offers an entry into the Job market as well as a possible way of liberating themselves from the confines of gender patriarchy. Therefore, we can say that women have sense of how important English language is. They know their a) Lack of motivation. Moreover, gender has been an important perspective under second language learning investigations highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983 Awaken, 1999 Doormen, 2005).Either because of their uninterested factors or because of feelings of hopelessness, students feared to lose face. Under such conditions, if the teacher were too strict and serious, they would lose their confidence, and not participate voluntarily. They do not have guard to talk in front of others. Some teachers tend to correct the students answers or words directly, it really denominated the students especially the boys. Teacher should be more gentle and smart in correcting the students so that they would not feel embarrass.Teachers Judgment and treatment of students has tremendous influence on their educational and emotional development, and in any case impacts how students are labeled, and thus able to access educational resources (Cochran-Smith, 1997 Sakes & Lipton, 1999). Teachers words and actions influence students very much, because students s ee teachers as heir role model. B) Teachers are being judgmental and biased. Social Justice educators, instead, recognize that society is inequitable.Hence, they expect students of color, along with those who are poor, disabled, female, or have limited English skills, to encounter racism, classicism, and other forms of discrimination as part of their efforts to become productive and prosperous citizens (Bartholomew, 1994 Deader, 1991 Sakes , 1999). Teachers perceptions of male- and (femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools. Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.When teachers become so Judgmental, it will affect his or her teaching and learning process and cause other problem, which can make some students feel left aside. Some teachers tend to focus more on female students because normally male students are playful and te nd to make fun of the learning itself. However, there must be some male students who really want to learn the language seriously. A study published in the Journal of Human Resources, revealed that boys gained a grade interference on assessment scores when they behaved as well as girls. ) c) Participation in classroom lessons.Participation usually means students speaking in class which are answer and ask questions, make comments, and Join in discussions. Like those in Cortical and Jinns (1996) study, the students in the present study also worried about losing face in oral English language classrooms. Thus, they kept quiet and waited until they were required to speak English. As we can see a male students responses, l am not so active because I dont want to lose face when I make mistakes (L, male). L have elf-respect and dont want to lose face onward others. Female students tend to be learning seriously.Most of the male students do not like to be control within any situation, they l ike to be spare and do as they like. Even though, they Join the learning process, they will usually be Joking around rather than learning seriously. Teacher should come up with practical activities such as role play, debate, choir and others to attract students attention especially male students. This is because males tend to engage eagerly in practical learning style. D) Students different learning strategies Learning strategies are defined in general as behaviors that are intended to influence the individual processes information.Chamois (1987) regards learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning, and recall of some(prenominal) linguist ICC and content area information (Chamois, 1987, p. 71). Similarly, according to Oxford (1990), language learning strategies are specific operations used by the learner at various levels to ease the acquisition, storage, retrieval and use of information. Individuals lea rning Tyler differ establish on their high versus low academic achievement. Gifted and underachieving students have significantly different learning styles and do not perform well with the same methods.Conversely, gifted students in nine diverse cultures with talents in either athletics, art, dance, leadership, literature, languages, or music evidenced essentially similar learning style characteristics to other students with the same talent (Amalgam & Price, 1993 7) and much defiance, meanwhile, the girls produced big blocks of talk and were obedient, and there was much attentive listening and sympathizing. Females were more successful than males in eight countries among 9-year-olds. ((landfills differ by gender (Grebe, 1999 Pizza, 1990). Males and females learn differently from each other.Males tend to be more kinesthesia, tactual, and visual, and need more mobility in a more informal environment than females. Males also are more nonconforming and peer motivated than their female c lassmates. In group, males tend to learn less by listening. Females, more than males, tend to be auditory, authority-oriented, and better able to sit passively at conventional classroom desks and chairs than males. Females also tend o need significantly more quiet while learning (Pizza, 1990 1 1) be more self- and handsome -motivated, and conforming than males (Marcus, 1977 9). ) Teaching strategies Cave (2001) suggested, studying such questions is important because if gender disparities are found, they may lead teachers and researchers to seek ways to minimize them, thus affording both genders maximum opportunities to achieve high levels of LA literacy. In terms of general language learning strategies, some studies show minimal differences between males and females (Smash, 2003 Shook&Sheorey, 2002) or even higher strategy use for males (Bally, 1996). Most current literature in this area, however, shows that females tend to be more active strategy users than their male counterparts (Oxford, 1993).Teacher should put herself into her students place, thinking about their difficulties in learning English. Teacher should to be more active, thoughtful, and humorous while giving a class, not stern like sure teachers role to change the students perspective of learning English language. Teacher must be creative and create fun learning. Sometimes students dont like to read because they find it difficult. It is the teachers Job to find the ability level of each detent and gear lessons to meet their needs. Students will feel successful and connect to lessons when they are taught at their level.Those students who reckon bored probably lack of the ability to keep up with other students in the regular classroom. Mix up the male students with female students whenever there is action in classroom. Therefore, the boys would not left behind. We know the girls will do their tasks properly. Their cooperation in completing the task will produce fantastic outcomes. Female studen ts will be more silent and generate ideas while the boys will help and boost up their plan. 6. Research Methodology I will be using vicenary method for my research later. I will prepare questionnaire.In which I will use liker scale in my questionnaire. This is because I think, this is easier for them to understand and easier for them to provide their feedback. 7. The expected choke Schedule/Timeline My research will be done during 14 weeks of practical at school. For the first 1 week, I will be observing the students attitudes and responses towards my teaching. The coterminous three weeks, I will give them few activities, exercises and see the feedback. Based on the activities and exercises given, I will identify their strengths and nakedness. I will prepare the questionnaire based on that.