The Effects of Warm up in Learning Second Language

Abstraction

One of the ways to larn the linguistic communication better is holding a good warm up activity. This paper aims to look into the effects of warm up as a category room activity in larning 2nd linguistic communication. It is traveling to hold a critical survey, and over position of some books and essays about this activity. This paper attends to supply the definition of warm up as an activity before the lesson. Then, it is traveling to detect that how could warm up impact the acquisition procedure? It is likely traveling to happen that holding a good warm up activity helps pupils to put for the new lesson.

Cardinal words: Warm up activity, 2nd linguistic communication, larning procedure

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Introduction

Warm up is one of the good methods for ESL pupils to larn the 2nd linguistic communication better. This paper introduces the construct of warm up as an activity which attracts pupil 's attending and helps them to concentrate on the subject.

Literary reappraisal

An interesting manner of get downing a lesson could be utilizing activities called warm-up activities or ice-breakers ( Robertson & A ; Acklam, 2000 ) . Teacher could get down warm up activity by utilizing some games, inquiring inquiries and holding treatments which all should be related to the subject or lesson.

A warm up activity could assist a instructor to acknowledge the different types of pupil 's learning manner. Harmonizing to Cardenas ( 2001 ) , `` Students learn best when they can turn to cognition in ways that they trust. They will larn best through making instead than reflecting '' . Therefore, instructor could utilize different manners like drama, presentation, treatment, and wholly we could state by action.

A warm up activity helps pupils to set aside any distractions which are in their head and focal point on subject, and it helps ESL pupils to believe in mark linguistic communication. Harmonizing to Peterson ( 2010 ) , `` Get downing your lesson programs with a five minute warm up can function to concentrate your pupils on the subject, open up originative thought and aid to use the acquisition in new ways '' .

Purpose of the survey

This paper assesses the impact of warm up on ESL pupils and purposes to analyze the effects of this activity on the acquisition procedure. It is traveling to analyze these inquiries: 1 ) what are the effects of warm up activity? , and 2 ) how could warm up impact the acquisition procedure? Which offers two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned. Therefore, this paper is traveling to research the replies of these two inquiries and so it will detect which hypotheses are right.

Method

In progress this paper mentions two inquiries which are traveling to explicate in this subdivision. This paper by utilizing critical reappraisal about warm up provides the following replies to these inquiries ;

What are the effects of warm up activity?

This paper propounds five of import effects for warm up which are explained below.

Make a friendly environment.

A brief warm up activity can construct a relationship between the pupils and the acquisition stuffs ( Hasan & A ; Akhand, 2013 ) .Warm up plants as an ice ledgeman ; it helps pupils to be comfy with the environment and their schoolmates.

Attract pupil 's attending.

Walqui ( 2006 ) provinces, `` by concentrating pupil 's attending on the chief thoughts, teacher first prepares the pupils for prosecuting them in synergistic undertakings to pattern '' ( p.169 ) . A five or ten minute warm up attracts the pupil 's attending toward the lesson and besides being physically in the category it helps them being mentally in the schoolroom, excessively.

Activate the pupil 's background cognition.

Rumelhart ( 1980 ) provinces, `` we comprehend something merely when we can associate it to something we already know-only when we can associate the new experience to an bing cognition construction '' ( as cited in Carrell, 1983, p.82 ) . Students might bury the things which they have learned from the last category or session. Hence, a warm up activity could trip their background cognition ; things they already know or learned.

Think in English and concentrate on the subject.

Kay ( 1995 ) claims that warm ups are different types of activities which help the pupils begin to believe in English, reappraisal antecedently introduced stuffs and go interested in the lesson ( as cited in Velandia, 2008, p. 11 ) . A warm up activity could assist ESL pupils to get down believing in 2nd linguistic communication and bury any distractions and concentrate on the new subject or lesson.

Increase pupil 's engagement.

Warm-up activities like gag, game, and perplex set up a positive acquisition environment and do the pupils comfy to take part in the schoolroom ( Joshi, 2006 ) . When a instructor uses warm up, because of its gratifying and interesting characteristic, pupils attends to take part or take topographic point in that activity. Students like to be involved in such an astonishing warm up activity ; it builds a sense of community inside them.

Now this paper answers the 2nd inquiry which is:

How could warm up impact the acquisition procedure?

Learning procedure is facilitated through constructing a positive relationship with the pupils. A merriment or interesting category mostly depends on the instructors as their personality and learning method actuate the pupils to raise a positive attitude towards larning ( Krishnan & A ; Hoon, 2002 ) .

Because of all those effects that warm up activity has on ESL pupils, it is obvious that warm up undertaking could impact the acquisition procedure, excessively.

Following is a diagram which displays the effects of warm up undertaking briefly.

Diagram: effects of warm up activity

Discussion/conclusion

This paper, in the intent of the survey, states two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned.

The first 1 is acceptable because it is right and existent, but the 2nd 1 is reject able because it could assist pupils to set away any distractions but when we use warm up activity, it is a reappraisal of what they learned. Hence, they could non bury whatever they learned.

In amount up, this paper gets to the point that warm up activity is the best manner for believing in mark linguistic communication, puting for the new lesson, concentrating on the subject, and pulling the attending. Therefore, it should be short, interesting, related to the subject, and be at the pupils level or somewhat above ( i+1 ) to hold their consequence in larning the 2nd linguistic communication.

Mentions

1. Akther, A. ( 2014 ) .Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from hypertext transfer protocol: //dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf? sequence=1
2. Hasan, M. K. , & A ; Akhand, M. M. ( 2013 ) .Schemes for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 ( 2 ) , 1-14. Retrieved from hypertext transfer protocol: //www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf
3. Pakdel Estaikhbijari, Z. & A ; Khodareza, M. ( 2012 ) .The Effects of Warm-up Tasks on the Persian EFL Students ' Writing Ability. Retrieved from hypertext transfer protocol: //www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636
4. Peterson, D. ( 2010 ) .Warm-Up Exercises. [ Online ] Available: hypertext transfer protocol: // www.TeachingJobs.com ( September 17, 2010 )
5. Velandia, R. ( 2008 ) .The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from hypertext transfer protocol: //www.redalyc.org/pdf/1692/169214143002.pdf
6. Walqui, A. ( 2006) . Scaffolding Instruction for English Language Learners: A Conceptual Model. The International Journal of Bilingual Education and Bilingualism, 9 ( 2 ) , 159- 180. Retrieved from hypertext transfer protocol: //www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf
7. Joshi, M. ( 2006 ) .Diverseness in Lecture-Delivery. Journal of NELTA, 11 ( 1-2 ) , 1-151. Retrieved from hypertext transfer protocol: //nelta.org.np/uploads/files/2006.pdf
8. Krishnan, L. A. , & A ; Hoon, L. H. ( 2002 ) .Diaries: hearing to ‘voices’ from the multicultural schoolroom. ELT Journal, 56 ( 3 ) , 227-239. Retrieved from hypertext transfer protocol: //eltj.oxfordjournals.org/content/56/3/227.full.pdf+html? sid=c6d03ada-4f81-4786- 819c-78335f7f594a
9. Cardenas, M. L. ( 2001 ) .Reacting to Children 's Learning Styles. How, 8, 17-22.
10. Robertson, C. , & A ; Acklam, R. ( 2000 ) .Action Plan for Teachers a usher to learning English. London, UK: BBC World Service.
11. Kay, C. ( 1995 ) .Scott Foresman English series. Baltimore, Maryland: Scott Foresman.
12. Carrell, P. L. ( 1983 ) .Some Issues in Analyzing the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign linguistic communication, 1 ( 2 ) , 81-92. Retrieved from hypertext transfer protocol: //nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

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