The paper “ Influence of Dialect Features on Connection between Teachers and Students” is a spectacular variant of research proposal on English. According to research scholars, usage of dialect features tends to have substantial implications on the relationship between teachers and students. In addition, dialects features might have a substantive influence on the performance levels of the students in accordance with the course objectives. This makes it ideal for the researchers to determine the relationship between dialect features and performance levels, as well as the improved connection between students and teachers in pursuit of educational goals and targets.
The purpose of this research is to examine how the usage of dialect features can help a teacher to connect with his or her students. In the course of achieving this purpose, the study will focus on the following aims: To determine how a teacher can use dialect features to connect with his or her students To determine the influence of usage of dialect in affecting the student’ s perception of a teacher To determine the relationship between dialect features and performance levels of the students To assess how teachers can effectively use dialect features to enhance grasping and understanding of the concepts by the students Background InformationAccording to George Bernard Shaw, Britain and the United States are two nations divided by a common language.
Culturally, the two entities are further apart, but just how similar is the English spoken in Britain and American English. It is true that there are plenty of differences between the English spoken in the United Kingdom and the United States. The first thing to point out is that the Brits and Americans have the potentiality of understanding each other perfectly and efficiently.
Anecdotally, some American citizens find certain British dialects harder to understand. On the other hand, Brits tend to be more used to American English because of the exposure through movies and music. In the course of learning English, the choice of whether to learn British or American English proves to be much less important or significant in comparison to the choice of study destination (Trentman, 2011). There are diverse dialect features in the case of the United States and Great Britain because of the opportunity to develop language over time.
It is the obligation of teachers to help students appreciate the culture and heritage behind dialect features and language, especially when that language does not adhere to the rules of Standard English (Shafiro, Khamis-Dakwar, Kharkhurin, 2013). This approach provides the perfect platform for the increase in the performance levels of the students while adhering to their educational goals and targets in diverse learning institutions across the globe. Similarly, students have the opportunity to utilize these concepts to connect with their teachers while seeking to acquire their educational goals and targets at the end of the academic period.
The study will focus on the usage of dialect features among international students in the case of Australia. This will provide substantial opportunity to understand the implications of dialect features on the connection between teachers and students, as well as improvement of the level of performance of the students pursuing educational goals and targets at the end of the academic period.
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