WorldWideScience
1

English Language Teaching Profile: Bangladesh.  

Science.gov (United States)

This profile of the English language teaching situation in Bangladesh discusses the role of English in the community and within the educational system. The amount of time devoted to English is discussed, as well as the syllabus used, the teaching staff, teacher training, and teaching materials. English instruction outside the educational system is…

British Council, London (England). English-Teaching Information Centre.

2

Vocabulary Teaching in English Language Teaching  

OpenAIRE

Vocabulary is one of the three essential components that constitute language knowledge, and vocabulary teaching is an essential part in English language teaching. In this paper, we discuss some vocabulary teaching strategies, so as to help the memorizing of vocabulary and enhance the efficiency of vocabulary teaching and learning.

Qi Pan; Runjiang Xu

2011-01-01

3

Vocabulary Teaching in English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Vocabulary is one of the three essential components that constitute language knowledge, and vocabulary teaching is an essential part in English language teaching. In this paper, we discuss some vocabulary teaching strategies, so as to help the memorizing of vocabulary and enhance the efficiency of vocabulary teaching and learning.

Qi Pan

2011-11-01

4

English Language Teaching Profile: India.  

Science.gov (United States)

This profile in outline form examines the English language teaching situation and the role of English in India. The profile considers these issues by region, that is, the eastern, southern and northern regions of the country. For each region, the following topics are covered: the role of English; English within the educational system, including a…

British Council, London (England). English-Teaching Information Centre.

5

Teaching English as an International Language  

Science.gov (United States)

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

Selvi, A. F.; Yazan, B.

2013-01-01

6

Teaching language arts to English language learners  

CERN Document Server

This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

Vásquez, Anete; Smith, Philip C

2013-01-01

7

ENGLISH LANGUAGE TEACHING METHODS –AN OVER VIEW  

OpenAIRE

The paper addresses the brief history of English language teaching (ELT) methods in general and the type of ELT methods. It also presents the recent research on English language teaching methods and the debates that move towards the post-method pedagogy in second language teaching/learning. The paper deals with the brief summary of the methods and approaches in language teaching from Grammar-translation method to Communicative Language Teaching. It also looks the debate on post-method pedagogy.

Karunakaran, Dr T.; Suresh Babu, M.

2013-01-01

8

LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING  

OpenAIRE

This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase Engli...

Murni Mahmud

2010-01-01

9

Identity, Literacy, and English-Language Teaching  

Science.gov (United States)

In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners' engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed…

Norton, Bonny

2010-01-01

10

Jazz Chants in English Language Teaching  

OpenAIRE

In this paper, we introduce the theoretical background of Jazz Chants and its definition, and then discuss the application of Jazz Chants in English Language Teaching, esp. the methods, including the definition of Jazz Chants, the methods which could be applied in the teaching, how to teach different chants to the students in different ages, and its effects in language acquisition.

Jin Zhang

2011-01-01

11

Evangelical Christians and English Language Teaching  

Science.gov (United States)

Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports…

Varghese, Manka M.; Johnston, Bill

2007-01-01

12

English Language Learners: Teaching Strategies that Work  

Science.gov (United States)

This unique new perspective and method for teaching English Language Learners is the proven result of the author's community organizing career and his successful career in the classroom. Great teaching is about facilitating intrinsic motivation and self-directed learning. It's about giving students the opportunity to learn by doing and encouraging…

Ferlazzo, Larry

2010-01-01

13

TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE  

Directory of Open Access Journals (Sweden)

Full Text Available In the last two decades, legal English has attracted increasing interest and awareness, especially because English is predominantly the language of international legal practice. Legal English must be seen in the overall context of English for Specific Purposes , as it shares the important elements of need analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, Legal English implies the definition of a specific language corpus, usages of various teaching strategies and emphasis on particular kinds of communication in a specific context.The article aims to highlight some aspects of teaching legal English by a non-native teacher who is not an expert in law. It particularly focuses attention on the development of basic communication skills and the use of lexical approaches in successful language acquisition in legal English.

BADEA ELENA CODRUTA

2012-05-01

14

English Language Teaching: Teaching of Hedges  

Directory of Open Access Journals (Sweden)

Full Text Available A hedge is a mitigating word or sound used to lessen the impact of an utterance. It can be an adjective, for example, ‘Small potato me is not as strong as you’; or an adverb: ‘I maybe can swim faster than you’, while it can also consist of clauses, that it could be regarded as a form of euphemism which should be taught as a main topic in English class of schools around the world. For instance, in Hong Kong schools, based on my observation while teaching in a number of primary and secondary English courses as a tutor, students report that their school teachers usually emphasize the teaching of all cohesive devices in terms of skills of writing while they neglect to explain the importance of the use of hedges in order to show euphemism. In this study, I would adopt Corpus Linguistics, a division of applied linguistics, as methodology to discover a great deal of hedges employed by so-called native speakers of English, for promoting the idiomatic usage of hedges in writing, nevertheless in speaking, so as to help teachers gain resources and inspiration in teaching to students the appropriate English hedges as a consequence of the author’s hard effort while revealing from the selected corpora of this paper.

Charles Ko

2014-05-01

15

English Language Teaching: Teaching of Hedges  

OpenAIRE

A hedge is a mitigating word or sound used to lessen the impact of an utterance. It can be an adjective, for example, ‘Small potato me is not as strong as you’; or an adverb: ‘I maybe can swim faster than you’, while it can also consist of clauses, that it could be regarded as a form of euphemism which should be taught as a main topic in English class of schools around the world. For instance, in Hong Kong schools, based on my observation while teaching in a number o...

Charles Ko

2014-01-01

16

English language teaching textbooks content, consumption, production  

CERN Document Server

English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process.

Harwood, Nigel

2013-01-01

17

How to Enhance Culture Teaching in English Language Classes  

OpenAIRE

Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of culture teaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on culture teaching in English language teaching (ELT).

Baohe Zhao

2011-01-01

18

Role-play in English Language Teaching  

OpenAIRE

Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers...

Feng Liu; Yun Ding

2009-01-01

19

English language teaching some aspects recollected  

CERN Document Server

ELT is in a flux, but certain exploratory and empirical studies reported a decade or two ago have potential for adaptation. The articles in the volume not only offer a substantive and methodological perspective for teachers and educators in relevant facets of ELT but also present international and comparative dimensions of applied language teaching practices. The contributing teacher-researchers reflect on learners' proficiency and their performances, errors in the usage of conjunctions, idiomatic expressions, vocabulary learning, rhetorical structures in everyday English use, functional appli

Singh, RK

2008-01-01

20

TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE  

OpenAIRE

In the last two decades, legal English has attracted increasing interest and awareness, especially because English is predominantly the language of international legal practice. Legal English must be seen in the overall context of English for Specific Purposes , as it shares the important elements of need analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, Legal English implies the def...

BADEA ELENA CODRUTA

2012-01-01

21

Teaching English as a Foreign Language in China.  

Science.gov (United States)

The history and current status of teaching English as a foreign language (TEFL) in China, including problems, solutions, and overall objectives of TEFL, are discussed as well as teaching methods used in middle schools, colleges, and universities. (Author/CB)

Keqiang, Wang

1986-01-01

22

Essay: Programs for Teaching English Language Learners  

Science.gov (United States)

Today's K-12 American classrooms are rich with students from families of diverse cultural, socioeconomic, and linguistic backgrounds. An increasingly important dimension of diversity in contemporary schools is language and, in particular, the relative proficiency students have in English and other languages when they enter school, whether at the primary, elementary, or secondary level. Language is the key to academic success because it provides access to the curriculum. In schools within the United States, that key is English. In this chapter, the authors discuss programs and approaches for educating students who come to school with limited proficiency in English.

Donna Christian, Center for Applied Linguistics

2008-01-01

23

Cultural Diversity in English Language Teaching: Learners’ Voices  

OpenAIRE

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised cont...

Nguyen Duc Chinh

2013-01-01

24

Botswana English: Implications for English Language Teaching and Assessment  

Science.gov (United States)

Concerted efforts to characterise Botswana English (BE), though still referred to as "a variety in development", have validated its existence. However, the teaching and assessment of English in the high schools do not seem to have responded to the development of this variety. This paper discusses the viability of using Standard British English as…

Alimi, Modupe

2011-01-01

25

Incorporating English Language Teaching through Science for K-2 Teachers  

Science.gov (United States)

English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…

Shanahan, Therese; Shea, Lauren M.

2012-01-01

26

TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM  

OpenAIRE

Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing...

Rodriques, Marku Monis And M. V.

2012-01-01

27

PLATE : Project in language assessment for teaching in English  

DEFF Research Database (Denmark)

Copenhagen Business School (CBS) finds itself needing to address the issue of English-medium instruction for its increasing number of foreign exchange and full degree students. With internationalisation as a main pillar of the institution’s agenda, there are concerns whether the teaching faculty’s level of English is sufficient for the increasing number of courses offered in English each semester. This paper addresses these concerns and describes a pilot project initiated in 2003 at CBS to gauge the overall English language proficiency of those teaching content courses in English. Through the Project in Language Assessment for Teaching in English (PLATE) language professionals from CBS’s Language Center observe teachers and provide feedback using evaluation criteria from the Common European Framework for Reference (CEFR) supplemented by some additional criteria which take the LSP nature of academic teaching and lecturing into account.

Kling, Joyce; Hjulmand, Lise-Lotte

2008-01-01

28

Teaching Mathematics and English to English Language Learners Simultaneously  

Science.gov (United States)

Learning to talk in the mathematics register while learning English as a second language can provide a significant challenge for ELL students. Teachers can employ a variety of strategies to help ELL students with these tasks.

David Slavit

29

Role of New Emerging Technology in English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available English is a language which has vast scope and influences the whole personality of an individual. There is no doubt that English has become a universal language. Today language teachers are frequently making use of technology. The use of technology not only helps in improving the basic skills but also positively contributes in the development of high thinking skills. The use of technologies such as PowerPoint and interactive white board is attracting the students in classroom. Teachers can teach students basic grammatical rules from the English language exercises available on the Internet. Students can use on line dictionaries, pronouncing dictionaries to improve their communication skills. Students can learn English through language games, video, audio clips, text on internet and other internet language learning software. This paper intends to maximize the positive effect of new emerging technology in teaching English language and to minimize the negative effects of emerging technology in English language teaching. New media usually includes: online news, websites, 3-D and virtual reality environments and effects, highly interactive user interfaces, mobiles, presentation and computing capabilities, telephones, online communities, live internet broadcasting and print media. Our general aim is to explore the design and use of new emerging technology in English language teaching. New emerging technology makes learning atmosphere pleasant and conductive. It replaces our traditional class rooms into smart class rooms.

Dr. Madhvi Rathore

2013-10-01

30

Principles and Practices of Teaching English as an International Language  

CERN Document Server

This book critically examines current ELT practices visàvis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language, and presents diverse approaches for preparing competent users of English in international contexts.

Matsuda, Aya

2012-01-01

31

Principles and Practices for Teaching English as an International Language  

CERN Document Server

What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well

Alsagoff, Lubna; Hu, Guangwei; Renandya, Willy A

2012-01-01

32

A Teacher's Perspective: Programs for Teaching English Language Learners  

Science.gov (United States)

In their essay, "Programs for Teaching English Language Learners," page 129, Fred Genesee and Donna Christian take an in-depth look at some of the most frequently used educational approaches for teaching students who are learning English. They describe two distinct types of programs: those that promote proficiency in English as quickly as possible and those that develop students' proficiency in their first language while simultaneously promoting their acquisition of English. Mary Rizzuto, a science curriculum instructional specialist for the Needham Public Schools in Needham, Massachusetts, shares her perspective.

Mary Rizzuto, Needham Science Center, Needham (Massachusetts) Public Schools

2008-01-01

33

English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers  

Science.gov (United States)

English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching

Allison, Barbara N.; Rehm, Marsha L.

2011-01-01

34

CHARACTERISTICS AND ADVANTAGES OF MUDDIEST POINT IN ENGLISH LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this research was to determine how and to what extent some of modern techniques, such as Muddiest Point technique, may affect the teaching of English and the quality of knowledge of foreign languages. Effects of the Muddiest Point technique was tested on English language teaching. The research was conducted in Grammar School in Sremski Karlovci, Department of Modern Languages. The study included 48 students, 24 students in the experimental and 24 in the control group. To collect data for the research quantitative method was used. Quantitative data were obtained by statistically analysing the immediate- post retention test. The results of the study suggest that implementing the technique Muddiest Point in the teaching of English has positively affected learning and improved students’ language skills.

???? ?. ???????

2014-01-01

35

Integrating Indigenous Cultures into English Language Teaching  

Science.gov (United States)

One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better…

Barfield, Susan C.; Uzarski, Joelle

2009-01-01

36

Testing a Model of Teaching for Anxiety and Success for English Language Teaching  

Science.gov (United States)

Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study…

Önem, Evrim; Ergenç, Iclal

2013-01-01

37

Teaching English as a foreign language for dummies  

CERN Document Server

Making Everything Easier! Teaching English as a Foreign Language for Dummies Learn to:Put an EFL course programme together from scratchLet your students loose in skills classes - from reading to listeningDeliver grammar lessons in a logical and intuitive wayCope with different age groups and capabilities Your one-stop guide to a career that will take you places If you thought that teaching a language that''s second nature to you would be easy, think again! Explaining grammar, or teaching correct pronunciation while simultaneously developing your own skills as a teacher can be a huge challenge.

Maxom, Michelle

2009-01-01

38

Crossing Borders to Teach English Language Learners  

Science.gov (United States)

A teacher's identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an…

Haworth, Penny

2008-01-01

39

ICT and Teachers’ Attitude in English Language Teaching  

OpenAIRE

The waves of globalization and the advent of IT have given some impacts to the teaching of English in Malaysia. ICT equipment has been integrated in English classes since it has been proven to help the students in their learning process. This study seeks to find out whether the teachers are in fact ready for this newer innovation. It checks on the teachers’ attitude towards the use of ICT in English language teaching and the extent to which teachers use the available ICT equipment. A survey...

Gopala Krishnan Sekharan Nair; Rozlan Abdul Rahim; Roszainora Setia; Aileen Farida binti Mohd Adam; Norhayati Husin; Elangkeeran Sabapathy; Razita Mohamad; Shahidatul Maslina Mat So’od; Nurul Izatee Md Yusoff; Razifa Mohd Razlan; Nur Amalia Abd Jalil; Elina Faradilla Nurul Huda@ Ariffin; Norhafiza Abu Seman

2012-01-01

40

Incorporating English Language Teaching Through Science for K-2 Teachers  

Science.gov (United States)

English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in J Res Sci Teach 45(6):726-747, 2008; Stoddart et al. in J Res Sci Teach 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas. Teachers require higher quality and new forms of professional development to learn and meet the needs of their students. This study examines the impact of one professional development model that explicitly embedded language learning strategies into science inquiry lessons. It also demonstrates how teachers involved in the PD program improve their self-efficacy about language instruction embedded in content and how they interpret and implement the methodology.

Shanahan, Therese; Shea, Lauren M.

2012-06-01

41

THE USE OF MULTI – MEDIA IN ENGLISH LANGUAGE TEACHING  

OpenAIRE

Multimedia teaching method has been used in college English teaching wider and wider. It has contributed a lot to higher teaching quality. Chalk and Talk teaching method is not enough to teach English effectively. We should change our teaching ideas and recognize its impersonal attribute as one kind of teaching method. Thus we can utilize modern education technology reasonably to fulfill the target of college English teaching.

ARVIND VASANTRAO DESHMUKH

2012-01-01

42

Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language  

OpenAIRE

This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. ...

John Airey

2011-01-01

43

English Language Teaching (ELT in Iranian Universities in Brief  

Directory of Open Access Journals (Sweden)

Full Text Available In this article ELT in Iranian universities will be briefly introduced with its problems which are related mainly to lack of the most university instructors training, class settings; textbooks and more than all applied teaching approaches that usually operate theoretically rather than practically. To know a language means to use it efficiently.  Since English is not used as a second language in Iranian Society, therefore, it should be taught/learnt for its application and we see this problem adequately in Iranian Language instructional system.  This problematic issue can be reduced or removed from the system through a fit and suitable practiced way of teaching. Having identified and argued the problems, the authors forward some useful and applicable recommendations and finally the conclusions will end the article.

Hossein Jamshidi Avanaki

2013-12-01

44

Considering Emotions in Critical English Language Teaching Theories and Praxis  

CERN Document Server

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students' and teachers' emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning? What do complex and shifting emotions, such as hope, disa

Benesch, Sarah

2012-01-01

45

Non-Native English-Speaking Teachers, Context and English Language Teaching  

Science.gov (United States)

This article contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. To help to redress this, the article explores, from their…

Hayes, David

2009-01-01

46

Principles and Practices of Teaching English as an International Language. New Perspectives on Language and Education  

Science.gov (United States)

This book critically examines current ELT practices vis-a-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language (EIL), and presents diverse approaches for preparing competent users of English in international contexts.…

Matsuda, Aya, Ed.

2012-01-01

47

ICT and Teachers’ Attitude in English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The waves of globalization and the advent of IT have given some impacts to the teaching of English in Malaysia. ICT equipment has been integrated in English classes since it has been proven to help the students in their learning process. This study seeks to find out whether the teachers are in fact ready for this newer innovation. It checks on the teachers’ attitude towards the use of ICT in English language teaching and the extent to which teachers use the available ICT equipment. A survey was conducted at 8 primary schools in Miri, Sarawak. A total of 60 teachers of English were selected and given a set of questionnaire. It was found that teachers have a satisfactory attitude towards the use of ICT and the teacher’s level of ICT use is also satisfactory. Furthermore, a significant relationship was found when the attitude towards ICT was investigated with three different variables, which are the actual level of its use, the teachers’ age and the experience in attending ICT workshop. It is hoped that more future research should be carried out in a wider sampling so that the findings can be generalized.

Gopala Krishnan Sekharan Nair

2012-10-01

48

Teaching English as a Foreign/Second Language in Nepal: Past and Present  

Science.gov (United States)

In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques…

Bista, Krishna

2011-01-01

49

Factors Affecting English Language Teaching and Learning in Higher Education  

Directory of Open Access Journals (Sweden)

Full Text Available This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study’s findings show that many factors hinder the quality of English teaching and learning: uninteresting teaching style; insufficient time for communicative activities; grammar-driven teaching; unreasonable time-management; unclear instructions; large class sizes; teachers’ limited ability in classroom organization; unequal students’ English levels; inadequate lesson preparation; teachers’ limited use of teaching aids and technology; and students’ lack of confidence in using oral English in class activities. Based on these results, recommendations are given to improve the quality of non-major English teaching and learning, at HUTECH University in particular and in Vietnamese higher education in general.

Hong Thi Nguyen

2014-07-01

50

Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language  

Directory of Open Access Journals (Sweden)

Full Text Available This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words. In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material. The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.

John Airey

2011-10-01

51

Wuxing Theory Reflecting in English as Foreign Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The theory of five elements, the core of Chinese ancient philosophical framework is the holistic view of thinking as the simplest concept in Chinese traditional culture. Researches on this theory applied in linguistic study are still blank. This paper attempts, from the yin-yang perspective of five elements generated in foreign language teaching practice, to explain and demonstrate the correspondent relationship among five teaching elements in EFL, to explain the phenomenon of internal changing and reinforcing each other, over-restricting and point out that the construction of "five-element teaching theory", a mode of thinking, is beneficial for promoting effective Foreign language teaching.

Bulei Zuo

2013-12-01

52

The Role of Language Corpora in Teaching English as a Foreign Language in Poland  

OpenAIRE

The study is a corpus-informed experiment addressing the effects of explicit instruction on English language learners’ collocational competence. Two groups of L1 Polish learners of English as a foreign language received two different forms of teaching: enriched input (the enriched group) and enriched input plus chunking practice (the enriched plus group). The enriched input group read texts containing target collocations and completed exercises focused on general vocabulary w...

Szudarski, Pawe?

2011-01-01

53

An Analysis of Spoken Language and Written Language and How They Affect English Language Learning and Teaching  

OpenAIRE

Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays in China, more and more people are learning English as a second language. What is the effective method of learning a foreign language becomes their chief concern. Basically speaking, four modules are involved in the process of second language acquisition. They are listening, reading, writing and speaking. In English language teaching and ...

Bei Zhang

2013-01-01

54

Corpus Linguistics, the World Wide Web, and English Language Teaching  

OpenAIRE

This article explores how the Web can serve as a resource for teaching modality in English to prospective teachers of ESL, EFL and ESP. The first section demonstrates how texts taken from two different registers on the Web can be used to teach epistemic modality (e.g. how modal verbs such as may and could express notions of probability and certainty). The second section explores how the Michigan Corpus of Academic Spoken English (MICASE) can be searched to study deontic modality, specifically...

Meyer, Charles F.

2006-01-01

55

A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments  

Science.gov (United States)

As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

Altay, Ismail Firat

2010-01-01

56

Instructional Models and Strategies for Teaching English Language Learners  

Science.gov (United States)

This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners (ELLs). The authors begin by outlining key contextual factors that decision-makers should take into account when making instructional choices for English language learners, then follow with a brief…

Moughamian, Ani C.; Rivera, Mabel O.; Francis, David J.

2009-01-01

57

English as a Third Language - The teaching of English to bilingual children in Danish primary schools  

OpenAIRE

In this report I wish to investigate whether or not bilingual children in Denmark are faced with specific challenges in the Danish primary school when learning English as a third language. My focus is bilingual children whose parents primarily speak a different mother tongue than Danish, which means that the children have learned Danish in institutional settings such as kindergarten and school. I am interested in looking into what specific challenges these children and especially their teache...

Hodal, Trine

2005-01-01

58

Role of New Emerging Technology in English Language Teaching  

OpenAIRE

English is a language which has vast scope and influences the whole personality of an individual. There is no doubt that English has become a universal language. Today language teachers are frequently making use of technology. The use of technology not only helps in improving the basic skills but also positively contributes in the development of high thinking skills. The use of technologies such as PowerPoint and interactive white board is attracting the students in classroom. Teachers can te...

Dr. Madhvi Rathore; Neha Singhvi

2013-01-01

59

Transformative New Teaching: Adolescent English Language Learners' Multidimensional Language and Identity Development  

Science.gov (United States)

In the highest of need for a transformative new pedagogy with adolescent English Language Learners, I designed and conducted this qualitative case study to answer the questions on the in-depth meaning of innovative teaching practices in new times. Grounded in the sociocultural perspectives, and in accordance with the qualitative case study…

Kim, Namsook

2011-01-01

60

Teaching English to Speakers of Other Languages A Teacher Education Handbook  

CERN Document Server

Are you teaching or training to teach English to adult speakers of other languages? This books blends together research, theory and practical pedagogy and links this directly with the context of teaching English to adults. It includes reflective tasks, which encourage you to develop and apply your theoretical knowledge to your own experiences.

Paton, Anne

2009-01-01

61

Sociolinguistic Approach In English Language Teaching: A Critical Assessment  

OpenAIRE

Today, English is recognized as an associate official language of the Union of India. It is the only language which is a window to the world of knowledge for Indians. In every sphere of life whether social, political, academic, cultural or economic, it holds a significant value. It has played a very important role in building modern India. It enjoys a previleged position. Higher Education in science, medicine, engineering, technology etc. is not possible without English. Higher studies in any...

Madhulika

2012-01-01

62

Corpus Linguistics, the World Wide Web, and English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available This article explores how the Web can serve as a resource for teaching modality in English to prospective teachers of ESL, EFL and ESP. The first section demonstrates how texts taken from two different registers on the Web can be used to teach epistemic modality (e.g. how modal verbs such as may and could express notions of probability and certainty. The second section explores how the Michigan Corpus of Academic Spoken English (MICASE can be searched to study deontic modality, specifically how the expressions should and might want to are used by teachers and advisors to give advice to students. The discussion demonstrates that teaching grammar is most effective when it is based on real data rather than contrived and decontextualized examples in grammar books.

Charles F. Meyer

2006-10-01

63

Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms  

Science.gov (United States)

Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

Colombo, Michaela

2011-01-01

64

Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning  

Science.gov (United States)

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

2013-01-01

65

THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE, BRITISH ACTIVITIES 1967/68.  

Science.gov (United States)

THIS REPORT HAS BEEN COMPILED FROM VARIOUS SOURCES BY THE ENGLISH-TEACHING INFORMATION CENTRE OF THE BRITISH COUNCIL FOR THE NINTH INTERNATIONAL CONFERENCE ON SECOND LANGUAGE PROBLEMS, HELD IN TUNIS, APRIL 1968. (SEE "TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES, UNITED STATES ACTIVITIES--1967," PUBLISHED BY THE CENTER FOR APPLIED LINGUISTICS.)…

British Council, London (England).

66

Exploring the Meta-Pragmatic Realm in English Language Teaching  

Science.gov (United States)

As the speakership of English worldwide continues to grow, English language teachers are required to devise ways to prepare their learners for communicating successfully across cultures. As pragmatics is particularly tied up with culture, the ways in which individuals from different cultures will orient to pragmatic phenomena in their interaction…

McConachy, Troy

2013-01-01

67

The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca  

OpenAIRE

The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must ne...

Mansfield Gillian; Poppi Franca

2012-01-01

68

Teaching Reading to English Language Learners Insights from Linguistics  

CERN Document Server

Written specifically for K–12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected—linguistics and literacy—with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate w

Lems, Kristin

2009-01-01

69

Foreign Language Teaching Reform and Improvement of College English Teaching Quality  

OpenAIRE

With the development of China’s reform and opening, it is quite necessary for Chinese college students to improve their English competence, hence calling for reform in current college English teaching and strengthening practical English teaching. After analyzing the problems in China’s English teaching, this article puts forward some solutions.

Yinghao Jin; Guochen Jin

2009-01-01

70

Complete English as a Foreign Language Teach Yourself  

CERN Document Server

The best-selling complete course for a fun and effective way to learn English as a foreign language. This ISBN is for the paperback book. The corresponding audio support (ISBN: 9781444105483) is also available. The book and audio support can also be purchased as a pack (ISBN: 9781444102376).

Stevens, Sandra

2010-01-01

71

Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills  

OpenAIRE

With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of Geosciences (Beijing) (CUGB). The purpose of this paper is to provide experimental evidence about whether NALT Model can enhance undergraduate English ski...

Chunyan He

2013-01-01

72

PROFESSIONALLY-ORIENTED TEACHING OF THE ENGLISH LANGUAGE TO STUDENTS-DESIGNERS / ???????????????-??????????????? ???????? ??????????? ????? ?????????-??????????  

Directory of Open Access Journals (Sweden)

Full Text Available Vocational teaching of the English language enables a future designer to obtain skills and knowledge, which provide personal competitiveness and chances of success in professional activity. The article is concerned with professionally-oriented approach to teaching the English language. The author analyses various view-points existing among scientists in pedagogy. The paper also stresses that communication in a foreign language becomes the important element in professional activity of future specialists / ???????????????-??????????????? ???????? ??????????? ????? ???? ??????????? ???????? ????????? ?????????? ?????? ? ??????, ?????????????? ?????? ????????????????????? ? ????? ?? ????? ? ???????????????? ????????????

Romanova Olga Nikolaevna / ???????? ????? ??????????

2014-03-01

73

Research on English Language Teaching Practice in Open Distance Learning  

Directory of Open Access Journals (Sweden)

Full Text Available A new stage of development for modern distance education has been entered in China. The main signs are: One of the main tasks is a Plan of Action for the revitalization on modern distance education project as the 21st century education; the project of open educational pilot has been implemented by all Radio & TV University systems. Under such an educational situation, modern distance education pilot project developed in the English undergraduate students, in March 2000 in Changji. With the guidance of CCTV and Changji People's Government, 42 of undergraduate English students were recruited at the same year in August, the school began in September. Under the modern distance educational conditions, Teachers of TVU how to teach? Students how to learn? A variety of media technology how to combine the application? Distance learning how to improve the system of support services? And so on, new problems need to be recognized and explored by the TVU educators of the long-distance educational practice for decades. Practice is needed for theoretical guidance, theory is also needed to enrich in the practice of refining. According to the combination of experimental work, Xinjiang Changji TVU is led by the Ministry of Education in Xinjiang Institute of Research Group, research and experiment of English teaching mode is being carried out.

Yingling Gu

2011-03-01

74

Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners  

Science.gov (United States)

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G.

2009-01-01

75

Innovation in Higher Education in China: Are Teachers Ready to Integrate ICT in English Language Teaching?  

Science.gov (United States)

This paper describes a study of ICT-related teacher development in the context of a national reform of College English teaching in China. The reform, in which emphasis was placed on use of information and communications technology (ICT) in classroom teaching and self-access learning, had challenged teachers of English as a foreign language to…

Hu, Zhiwen; McGrath, Ian

2011-01-01

76

Prepositional clusters: investigative-oriented learning and English language teaching  

OpenAIRE

This thesis attempts to do three things. Firstly, it attempts to bring a new contribution to knowledge about fixed idiomatic expressions in English, by demonstrating that the overall meaning of such expressions need not always be conveyed by the presence of lexical words. Linguistic observation of natural and authentic language use has shown the existence of fixed idiomatic expressions consisting solely of grammatical words and possessing a particular overall meaning. Some of these expression...

Tan, Melinda Mui Leng

2000-01-01

77

A Socio-Political View of English Language Teaching in the Chinese Context  

Directory of Open Access Journals (Sweden)

Full Text Available In spite of the urgent need for research into the socio-political contexts of the teaching and learning of English as a second/foreign language, the predominant paradigm of inquiry into EFL in the Chinese context still focuses on the functional aspects of second language education. In order to provide a critical understanding of the larger context of the hegemony of “global English,” this paper examines the teaching and learning of English in China as an integral part of the politics of the global spread of English as well as the political and ideological apparatuses of the third-world/postcolonial culture in China. Informed by Foucault’s archaeological/genealogical methods, I trace the history of English language teaching in China, from colonial contexts in the 19th century to postcolonial conditions of English language teaching at the beginning of the 21st century. I argue that the teaching and learning of English in a third-world/postcolonial country is never a simple transparent process with clear-cut meanings. The ambiguous legacy of English language teaching, embedded in colonial/postcolonial relations, defines and complicates the connection between local specificities and the global context of the hegemony of English.

Yaying Zhang

2008-12-01

78

Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney  

Science.gov (United States)

Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2014-01-01

79

Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney  

Science.gov (United States)

Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2015-03-01

80

An Analysis of Spoken Language and Written Language and How They Affect English Language Learning and Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays in China, more and more people are learning English as a second language. What is the effective method of learning a foreign language becomes their chief concern. Basically speaking, four modules are involved in the process of second language acquisition. They are listening, reading, writing and speaking. In English language teaching and learning, mastering these four modules means a lot. Speaking and writing skills, as the productive modules, are usually more difficult for learners. In this essay, from the origin and functions of language, the correlation and disparities between speaking and writing skills are analyzed and possible ways of improving these two skills in second language acquisition are explored and suggested.

Bei Zhang

2013-07-01

81

Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy  

Science.gov (United States)

Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

Choi, Yoonjung

2013-01-01

82

Genre-Based Language Teaching Approach & University English Teaching for Different Majors  

Directory of Open Access Journals (Sweden)

Full Text Available Through the introduction and comparative analysis on the Grammar Translation Method and Communicative Approach, the present paper proposes that under the current Chinese educational circumstances, the two methods should be localized in order to adjust to the characteristics of Chinese college English classroom teaching. By combination and further perfection, the Grammar Translation Method and Communicative Approach can serve as college English classroom teaching methods with outstanding Chinese characteristics, which enable the students to improve their language competence and communicative competence, thus the transfer from teacher-centeredness and student-centeredness to learning-centeredness can be achieved.
Key words: The Grammar Translation Method, The Communicative Approach, College English Classroom Teaching
Résumé: A travers la présentation et la comparaison de la traduction grammaticale et de la communication, le présent article propose qu’il faut contextualiser ces deux méthodes pour les adapter à l’E/A de l’anglais universitaire chinois et aux étudiants chinois tout en accentuant la caractéristique chinoise. Ces deux méthodes, après la combinaison, le greffage, l’amélioration, pourraient devenir la méthodologie d’E/A de l’anglais universitaire à la chinoise, qui contribuera à élever le niveau linguistique et communicatif des étudiants et à réaliser la transition du centrage sur l’enseignant et l’étudiant au centrage sur l’étude.
Mots-clés: traduction grammaticale, communication, E/A de l’anglais universitaire
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Dong YANG

2007-12-01

83

Principles and Practices for Teaching English as an International Language. ESL & Applied Linguistics Professional Series  

Science.gov (United States)

What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of…

Allsagoff, Lubna, Ed.; McKay, Sandra Lee, Ed.; Hu, Guangwei, Ed.; Renandya, Willy A., Ed.

2012-01-01

84

English Language Teaching in Brunei: A View through a Critical Lens  

Science.gov (United States)

The small sultanate of Brunei, located on the island of Borneo in the South China Sea, introduced bilingual education shortly after independence. As a consequence, Brunei's Ministry of Education outsourced much of its English language teaching requirements to qualified expatriate teachers. Despite over 25 years of systemic English language

Barry, Clayton

2011-01-01

85

Moodling English Language Education  

Science.gov (United States)

This paper aims to emphasize the importance of using Moodle in foreign language learning and teaching by reviewing relevant literature and introducing a Moodle-based environment aiming to help English learners to practice their English by themselves. Firstly, the use of Moodle in education and more specifically in English Language Teaching is…

Coskun, Abdullah; Arslan, Abdullah

2014-01-01

86

Teaching Life Sciences to English second language learners: what do teachers do?  

Scientific Electronic Library Online (English)

Full Text Available South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school pha [...] se study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could use to assist English second language learners. Focus group interviews were held with Life Science teachers in an attempt to determine what the impact of teaching Life Sciences to English second language learners is and what teachers can do to assist English second language learners master concepts and terminology. The findings and recommendations of this research are reported here.

Johanna G, Ferreira.

87

The intercultural dimension in language teaching: perspectives from the teaching of English and French  

Directory of Open Access Journals (Sweden)

Full Text Available The twin Masters programmes offered by the Hellenic Open University (HOU in Teaching English and French as Foreign Languages share many characteristics. For example, they address the continuing development of teachers whose professional home is located in foreign language education in the shared socio-cultural Greek context. However, as well as sharing some similarities, each programme has its own particularities regarding the content and ways of exploring it. For those who collaborated in the development of these programmes, such particularities and similarities stimulated an ongoing concern with the appropriacy of the emerging approaches on each programme. In this article, we explore the theme of appropriate methodology with a particular focus on the module on each programme which addresses the intercultural dimension of language teaching. These explorations identify some of the particularities and similarities in this topic area. They also enable us to speculate about the broader theme of appropriate methodology as it applies to these two programmes and their similar spheres of professional practice.

George Androulakis

2011-02-01

88

An Evaluative Study of Some Online Websites for Learning and Teaching English as a Foreign Language  

Science.gov (United States)

Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and…

Aly, Mahsoub Abdul-Sadeq

2008-01-01

89

Teaching English as a Second Language Students To Paraphrase What They Read.  

Science.gov (United States)

Paraphrasing (the reading and rewriting of text material), though widely used as an alternative method of assessing comprehension, may also be viewed as an instructional technique and may be useful in the teaching of English as a Second Language. Teaching students to rewrite (paraphrase) what they read, a skill akin to summarizing, demonstrates…

Charry, Myrna B.

90

Sino-English Culture Difference and Teaching in Foreign Language Education  

Directory of Open Access Journals (Sweden)

Full Text Available In the foreign education, the importance of teaching of foreign culture has been widely recognized. How to teach culture in foreign language education is faced by language educators all over the world. The question is very complicated since the answer relies on our understanding of the relation between the home culture and foreign culture, the relation between language and culture. This article deals with the deep connotation of English culture. It sets forth the differences between Chinese and English culture in such aspects as attitudes to compliments and business activities. It also concerns several options for the teaching of foreign culture in language programmes. As a conclusion, it points out that the English teachers in China should focus on cultivating the students’ cultural creativity in foreign language education.

Shuying An

2011-07-01

91

A Research on Second Language Acquisition and College English Teaching  

OpenAIRE

It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition researc...

Changyu Li

2009-01-01

92

Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature  

Directory of Open Access Journals (Sweden)

Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the ELTdepartment were found to be highly concerned about technology, their counterparts studying at the langauge and literature department were not interested in the issue. The study also reveals that despite EIL’s large space in the literature (Cogo, 2012; Sowden, 2012, it was not found as a major concern for the prospective teachers. Methodology was also the least rated concern for the prospective teachers at both departments on the contrary to the well-accepted literature.

mustafa naci kayao?lu

2013-07-01

93

Teaching grammar, structure and meaning exploring theory and practice for post-16 English language teachers  

CERN Document Server

Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains:· an evaluation of current approaches to the teaching of grammar and linguistic form· a revised pedagogy based on principles from cognitive sci

Giovanelli, Marcello

2014-01-01

94

Storytelling as a teaching strategy in the English language classroom in Iceland  

OpenAIRE

This thesis takes sources from existing literature, personal experiences and a classroom-based study aimed at discovering how storytelling can be adapted in the ninth and tenth grade to help achieve the goals of the National Curriculum (2007) of Iceland in regards to English language teaching, Communicative Language Teaching (CLT), and specifically, to improve students’ skills in writing and speaking. My findings are based on action research design targeted at exploring the benefits of ...

Patience Adjahoe Karlsson

2012-01-01

95

Internet-Assisted Technologies for English Language Teaching in Turkish Universities  

Science.gov (United States)

Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL…

Celik, Serkan

2013-01-01

96

Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context  

Science.gov (United States)

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The…

Solak, Ekrem

2014-01-01

97

The Impact of Using Technology in Teaching English as a Second Language  

Directory of Open Access Journals (Sweden)

Full Text Available This paper aims to highlight the role of using modern technology in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Among these techniques are online English language learning web sites, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video-clips. A case study has been done to appreciate the response of typical English language classroom students for using technology in the learning process. Upon this practical study, the paper diagnoses the drawbacks and limitations of the current conventional English language learning tools, and concludes with certain suggestions and recommendations.

Bassma Basheer Nomass

2013-01-01

98

Teaching English Language Arts to Francophone Program Students, Grades 3 to 9: Bridging the Francais and English Language Arts (ELA) Programs of Study.  

Science.gov (United States)

This document is the first in a 3-part collection titled "Teaching English Language Arts (ELA) to Francophone Program Students" to be used primarily by ELA teachers in their efforts to ensure that francophone program students build on their established French language skills when learning English. It is designed to show that a strong correlation…

Alberta Learning, Edmonton. Direction de l'education francaise.

99

A Proposed Program to Develop Teaching for Thinking in Pre-service English Language Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Students’ thinking is an integral part of English language pedagogy. Teachers need the pedagogical competence to teach thinking effectively. This research suggests a program to develop the teaching skills for thinking of pre-service teachers (fourth-year college students in the English Department of the Faculty of Education at Princess Noura University in Riyadh, Saudi Arabia. The program aims to provide the knowledge, skills, and experience necessary for preparing teachers of thinking to invite, maintain, and enhance students’ thinking in the EFL classroom. A classroom observation checklist was developed to assess teaching for thinking skills, to understand the student teachers progress in developing such skills. The program was pilot tested on five fourth-year student teachers during their field experience. Data analysis and results of the pilot test have shown that the proposed program can be effective in developing the pre-service English language teachers’ skills in teaching for thinking.

Huda U Alwehaibi

2012-06-01

100

Teaching Life Sciences to English second language learners: what do teachers do?  

OpenAIRE

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could u...

Ferreira, Johanna G.

2011-01-01

101

An Analysis of English Language Teaching Coursebooks by Turkish Writers: "Let's Speak English 7" Example  

Science.gov (United States)

It is known that English language coursebooks written by Turkish writers is widely used in Turkey although much research is needed to assess their quality as educational materials. In this research study, opinions of 7th grade students' and teachers' on "Let's Speak English 7" were studied through teacher and student questionnaires containing…

Tekir, Serpil; Arikan, Arda

2007-01-01

102

Positive Transfer Samples from the Bridge Language English in Learning and Teaching German  

Directory of Open Access Journals (Sweden)

Full Text Available It has been observed that the teaching and learning of a second foreign language (L3 in Turkey has gradually gained great importance recently. Studies on this subject are more based on methodological approaches. Our study focuses on the reasons why English - thaught as second language- should be taken into consideration while teaching German as a third language. This has been achieved by using a comperative methodology. The most crucial side of this study is showing how to facilitate learning German language by making positive transfer from English comperatively.As the result of this comperative study, it was concluded that similar structures initially have to be studied in order to transfer between two relative European languages. It should also be kept in mind that this comperative study will result in gaps- that is no matching between the languages in question. Since there are no articles in the Turkish language, it is thought that a comperative study on this subject between the two European languages will be of greater use in teaching german to Turkish students. English which has been the first foreign language taught in Turkey is of utmost use in serving as language bridge between German and Turkish.

Hüseyin ARAK

2010-01-01

103

Genre-Based Language Teaching Approach & University English Teaching for Different Majors  

OpenAIRE

Through the introduction and comparative analysis on the Grammar Translation Method and Communicative Approach, the present paper proposes that under the current Chinese educational circumstances, the two methods should be localized in order to adjust to the characteristics of Chinese college English classroom teaching. By combination and further perfection, the Grammar Translation Method and Communicative Approach can serve as college English classroom teaching methods with outstanding Chine...

Yang, Dong

2007-01-01

104

Teaching English Through Action.  

Science.gov (United States)

A complete teaching guide is presented for teaching English as a second language (ESL) according to the Total Physical Response (TPR) approach as was researched by James J. Asher of San Jose (California) State University. The method is based on the following premises: (1) understanding the spoken language should be developed far in advance of…

Segal, Bertha

105

The native-speaker fever in English language teaching (ELT: Pitting pedagogical competence against historical origin  

Directory of Open Access Journals (Sweden)

Full Text Available This paper discusses English language teaching (ELT around the world, and argues that as a profession, it should emphasise pedagogical competence rather than native-speaker requirement in the recruitment of teachers in English as a foreign language (EFL and English as a second language (ESL contexts. It establishes that being a native speaker does not make one automatically a competent speaker or, of that matter, a competent teacher of the language. It observes that on many grounds, including physical, sociocultural, technological and economic changes in the world as well as the status of English as official and national language in many post-colonial regions, the distinction between native and non-native speakers is no longer valid.

Anchimbe, Eric A.

2006-01-01

106

THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

Angela Strelchonok

2013-10-01

107

Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition  

OpenAIRE

The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore? learners will leap forward from their cognitive level.
...

Zou, Ai-min; Wang, Mei-ning; Gao, You-mei

2007-01-01

108

Reading without Words: Using the Arrival to Teach Visual Literacy with English Language Learners  

Science.gov (United States)

This article highlights the use of Shaun Tan's "The Arrival" to teach literacy to English Language Learners in social studies classrooms. The featured text is a book that displays the complexity of migration within a text that does not feature a single written word. The author describes a variety of mini-lessons geared towards…

Mathews, Sarah A.

2014-01-01

109

Reaching English Language Learners in Every Classroom: Energizers for Teaching and Learning  

Science.gov (United States)

Reach all of your English language learners with the effective and engaging approaches in this book. It's filled with practical tools, strategies, and real-world vignettes that will help you teach reading and writing to a diverse student population. The book features "Mental Energizers," aptitudes that will help sustain your commitment as you work…

Arechiga, Debbie

2012-01-01

110

How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success  

Science.gov (United States)

This book provides practical strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Syrja offers educators the latest information on working with ELLs (including using formative assessments) and provides a wealth of classroom-tested models and measures. These tools have…

Syrja, Rachel Carrillo

2011-01-01

111

A Passage from Linguistics to English Language Teaching: Students' Experiences and Expectations  

Science.gov (United States)

Linguistic courses in ELT (English Language Teaching) departments, in some ways, may create obstacles due to their firm theoretical framework. Therefore, this study is concerned with the main problems for the students taking linguistic courses in ELT Department at Trakya University in Turkey. The purpose of the study is to investigate the…

Ogeyik, Muhlise Cosgun

2010-01-01

112

Managing Change in English Language Teaching through a Journey of Learning: A Case Study from China  

Science.gov (United States)

In the last two years, English language teaching at the level of basic education in China has been changing very fast due to the new Standard Curriculum. The paper takes a school in the northwest of China as an example, illustrating the process of implementing the Curriculum, summarizing the work the school has done, the problems encountered and…

Ping, Wang

2010-01-01

113

Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching  

Science.gov (United States)

Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT [English Language Teaching] instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional…

Saglam, Asli Lidice Gokturk; Sert, Semih

2012-01-01

114

Toward Constructing a Theory of Teaching English as a Foreign Language (1): Preliminary Consideration.  

Science.gov (United States)

This paper is an attempt to claim that teaching English as a foreign language (TEFL) can be an autonomous discipline and that it needs to be a single discipline instead of bits and pieces of related sciences put together. A workable theory of TEFL could have its basis on the general framework of communication. What is needed is an integrated…

Kaneda, Michikazu

1972-01-01

115

Chinese Teaching English as a Foreign Language (TEFL) Academics' Perceptions about Research in a Transitional Culture  

Science.gov (United States)

Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study…

Bai, Li; Millwater, Jan; Hudson, Peter

2012-01-01

116

Recent Important Developments in Secondary English-Language Teaching in the People's Republic of China.  

Science.gov (United States)

Reports on reforms in English language teaching (ELT) in the People's Republic of China since the mid-1980s. Begins with a brief review of ELT during the Cultural Revolution and in the immediate following years to provide a background against which more recent developments can be examined. Examines recent important developments in curriculum…

Hu, Guangwei

2002-01-01

117

English Teaching in China.  

Science.gov (United States)

Gives a brief introduction to the history and the present Teaching English-as-a-Foreign-Language (TEFL) situation in China, and puts forward an analysis of methodological trends for he coming years. (Author/VWL)

Deyun, Song

2000-01-01

118

Using English Language to Teach ICT Courses in Selected Malaysian Secondary Schools  

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Full Text Available This study is aimed to investigate the situation of Information and Communications Technology (ICT course taught in English language in secondary schools in Pahang, Malaysia. From a social point of view the study examines teachers’ attitude towards and applications of computer to further reveal the chances of their use of English language in the classroom. The objective data is collected from school teachers by using questionnaires and interviews. The data analysis is conducted through T-test the statistic results show that a good master of computer skills, a good knowledge of English language, more vitally, a clear awareness of the importance from the perspective of teachers, facilitate the teaching of computers in English language in the classroom. Thus, it suggests that in order to successfully integrate computers in education, the education system needs to be changed or to be adjusted accordingly.

Zaenab S. Abdul Majeed

2012-05-01

119

THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING  

OpenAIRE

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic...

Angela Strelchonok; Iveta Ludviga

2013-01-01

120

Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation  

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Full Text Available The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conducted in a class consisting of 50 learners of Preparatory Year English Programme at Jazan University, Saudi Arabia. The results showed that learners preferred PowerPoint Presentations over traditional methods of lecture delivery and had positive attitudes towards PowerPoint presentations and lecturers who use them in their lessons. The result of this study conforms to previous studies to find the efficacy of PowerPoint presentations in university classroom instruction.

Abraham Oommen

2012-10-01

121

The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca  

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Full Text Available

The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.

 

Debido a los procesos de globalización, la función del inglés como herramienta internacional o como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global. En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés chino y llevando a cabo actividades sencillas de concordancias.

Mansfield Gillian

2012-04-01

122

The Evolution of English Language Teaching during Societal Transition in Finland--A Mutual Relationship or a Distinctive Process?  

Science.gov (United States)

This study describes the evolution of English language teaching in Finland and looks into the connections of the societal and educational changes in the country as explanatory factors in the process. The results of the study show that the language teaching methodology and the status of foreign languages in Finland are clearly connected to the…

Jaatinen, Riitta; Saarivirta, Toni

2014-01-01

123

Ecolinguistic approach to foreign language teaching on the example of English  

OpenAIRE

The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.

Wiertlewska, Janina

2011-01-01

124

Varieties as the Starting Point of Second Language Acquisition: Focus on Irish English in Teaching and Learning German  

OpenAIRE

The subject matter of the present paper is Irish English as the starting point of teaching and learning German as a second language. This symbiosis of the study of the varieties of English and the study of second language acquisition (SLA) adds an aspect to the latter which has been widely neglected. Second language teaching usually starts with a look at the unfamiliar features in the target language (L2) and then focuses on their dissimilarities with familiar features in the m...

Boettner, Markus

2013-01-01

125

Learn and Unlearn: Drama as an Effective Tool in Teaching English Language and Communication  

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Full Text Available It is argued that learning the importance of positive reinforcement and unlearning the de-motivating and unfruitful experiences of one’s life can help students cope up with the existing inhibition about learning a foreign language and, in turn, can motivate them to do something productive and creative. In this respect, the role of drama, in EFL classroom, has been debated and recommended for achieving the intended effects. However, it has also been suggested that the motive of teaching a foreign language like English, through drama, is not to make the young learners professionals in acting but to provide an aid to learn and rehearse the language in its given framework. Exploring such arguments in support of the use of drama in EFL classroom, the present paper highlights the benefits of using drama as a teaching methodology so as to help the students in speaking in English and help them think ‘out of the box’. The practical application of the language in real-life situations is also suggested and recommended based upon the findings of the study. As the use of drama, in EFL classroom, has many benefits for EFL learners, attempt has also been made to investigate, discuss and explore different techniques and methods through which drama can be successfully introduced and incorporated in the foreign language classrooms for effective, motivating and interesting teaching and learning.

Shibani Banerjee

2014-03-01

126

TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE  

OpenAIRE

The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an in...

Alberth Alberth

2013-01-01

127

Angles on the English-Speaking World : English in Denmark; Language Policy, Internationalization and University teaching  

DEFF Research Database (Denmark)

Volume 9 takes up the questions – national, sociolinguistic, strategic, economic and educational – which arise in relation to the increasing use of English alongside national or vernacular languages, focusing on its use as the language of instruction in Danish Universities. Inevitably, this also makes globalization a theme of this issue. The dilemmas of the universities, however, have a special character within this wider issue, partly because they are in the frontline of globalization processes, and partly because they are regarded as having new and enhanced social significance in the post-industrial society. In addition to the academic articles in this issue there is a series of ‘position statements’ written by some of the major participants in the Danish debate on language policy in the universities. They were invited to state in about 500 words their essential views on the theme. Their contributions give some of the flavor of the argument that has been going on with increasing intensity in Denmark for the past ten years.

2009-01-01

128

Language of Instruction vs. Instructed Language. : A Systematic Review of Research of What Language to Use in the Teaching of English as a Second/Foreign Language.  

OpenAIRE

The aim of the current thesis is to investigate the role of the students’ first language in English as a second language teaching by means of a review of articles written on the topic between 1990 and 2013. It will identify the importance of using the L1 during the L2/FL learning and teaching process from both students’ and teachers’ perspective and it will then compare them. It will outline the reasons, the strategies and the advantages coming from using students’ mother tongue as a ...

Serone, Luisiana

2013-01-01

129

Teacher education for teaching English as a foreign language to children in Japan  

OpenAIRE

The Course of Study which was introduced in Japanese elementary schools in 2002 prescribed English as a foreign language (EFL) activities as a part of international understanding in the "Period of Integrated Study". By 2008, EFL will be a required subject in Japanese elementary schools. This thesis discusses some of context and methodology that will be needed to train in-service teachers at Japanese elementary schools so that they will be able to teach EFL despite overwhelming difficulties. J...

Sato, Yoshifumi

2006-01-01

130

PODCASTING TO PROVIDE TEACHING AND LEARNING SUPPORT FOR AN UNDERGRADUATE MODULE ON ENGLISH LANGUAGE AND COMMUNICATION  

OpenAIRE

ABSTRACTThis paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students’ learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through...

Palitha EDIRISINGHA,; Chiara Rizzi, Cepad; Nie, Ming; Rothwell, Libby

2007-01-01

131

Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies  

OpenAIRE

This is a partial report on junior and senior high school Japanese teachers of English and changes in their beliefs and practices after attending a 4-month program of language and pedagogical study in Canada. Findings from this case study suggest that this group of Japanese teachers could effectively apply what they had learned abroad if they were not bound by practical constraints, external influences, or if they were teaching specifically communication-oriented classes.

Melodie Cook

2009-01-01

132

ONLINE COURSE SUPPORT IN DISTANCE LEARNING: Student Evaluation of English Language Teaching Bachelor of Arts Program  

OpenAIRE

Hereby in this study; the opinions of the senior students, who took course support through web based asynchronous communication methods in the academic year 2007–2008 at the Open Education Faculty, English Language Teaching Bachelor of Arts Program (OEF ELT BA) at Anadolu University, about the general online courses are presented. According to the results of the study favorable and unfavorable aspects of online courses for OEF ELT BA students are defined and amendatory precautions are propo...

Sakar, Nurhan

2009-01-01

133

Negotiating between Restrictive Language Policies and Complex Teaching Conditions: A Case Study of Arizona's Teachers of English Learners  

Science.gov (United States)

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that…

Mackinney, Erin; Rios-Aguilar, Cecilia

2012-01-01

134

Computers in the Teaching of English as a Foreign Language: Access to the Diversity of Textual Genres and Language Skills  

Science.gov (United States)

In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of information and communication technologies in the education and professional practice of English teachers in Brazil in the context of the 21st century.

Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

135

A Perspective-Based Reading of Culture in English Language Teaching: From the Conventional Perspective to the Intercultural Language Teaching Perspective  

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Full Text Available This paper reviews culture as perceived in a number of language teaching perspectives. The term “culture” and its relation with language has been a center of interest in different fields of studies. Because the term “culture” is borrowed between disciplines, it is understood differently and altered in the process by the goals and traditions of the borrowers. As such culture remains an elusive concept for the language teacher. Here, I attempt to understand how culture has been understood in different English language teaching perspectives in the last fifty years. This reading helps understand how change in the teaching approach affects how culture is dealt with in class and in teaching materials.

Khaled Jebahi

2013-08-01

136

Re-Framing Literacy: Teaching and Learning in English and the Language Arts. Language, Culture, and Teaching Series  

Science.gov (United States)

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing--not frames in themselves--provides a creative and critical approach to English as a subject. "Re-framing Literacy" breaks new ground in the language

Andrews, Richard

2010-01-01

137

An Exploration of English Language Teaching Pedagogy in Secondary Yemeni Education: A Case Study  

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Full Text Available The teaching of English at the Yemeni public schools has been criticized as ineffective due to the poor level of the language competency of most school leavers though they spend six years studying English whose curriculum, according to Bose (2002, is largely based on the Communicative Language Teaching (CLT. In this respect, this paper mainly attempted to: 1 investigate Yemeni English teachers’ classroom teaching practices in secondary schools, (2 Explore the Yemeni teachers’ awareness of CLT, and 3 explore the constraints teachers face while implementing the CLT. The results of the study indicate that the Grammar Translation Method (GTM is the predominant pedagogy practiced by the EFL teachers participated in this study. The use of the mother-tongue, both by teachers and students were noticed to be the prevailing. The meanings of words are given in Arabic and the teachers do not focus on developing students’ fluency rather they focus on grammar. The results also show that the participants do not have a clear cut idea regarding the principles and concepts of CLT and are not clear about what they do in the classroom. The constraints faced by the participants while implementing CLT are also investigated and presented in the paper.

Yehia Ahmed Y. Al-Sohbani

2013-12-01

138

Teaching English Through Literature  

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Full Text Available This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking and language areas (i.e. vocabulary,grammar and pronunciation in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’ using andselecting literary texts. Moreover, literature and the teaching of language skills, benefits of differentgenres of literature (i.e. poetry, short fiction, drama and novel to language teaching and some problemsencountered by language teachers within the area of teaching English through literature (i.e. lack ofpreparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectivesdefining the role of literature in ESL / EFL, language teachers’ not having the background and trainingin literature, lack of pedagogically-designed appropriate materials that can be used by language teachersin a classroom context are taken into account.

Murat Hi?mano?lu

2005-04-01

139

Teaching English to Speakers of Other Languages in the United States, 1975: A Dipstick Paper. CAL-ERIC/CLL Series on Languages and Linguistics, No. 39.  

Science.gov (United States)

This report, prepared for the September 1975 UNESCO Meeting of Experts on the Diversification of Methods and Techniques for Teaching a Second Language, examines major achievements and recent trends of second language teaching in the United States. English is learned as a second language for several purposes - as a cultural acquisition, for…

Paulston, Christina B.

140

Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills  

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Full Text Available With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of Geosciences (Beijing (CUGB. The purpose of this paper is to provide experimental evidence about whether NALT Model can enhance undergraduate English skills more effectively than the traditional teaching model. In this study, an experimental study is conducted to get the data (students’ exam scores from experimental group and control group. Then a comparison method is utilized to analyze the experiment data that is the final examinations of every semester from the fall semester of 2005 to the fall semester of 2006 at CUGB. The results of a separate independent t-test demonstrate significant differences between experimental and control groups in mid-test and post-test with SPSS 11.5. Then a graphical model  Plane Analysis Model (Li & Xie, 1994 is used to analyze the statistical characteristics of both groups’ scores. The results show that the whole distribution of the experimental group’s scores in the post-test is totally in the best state. Above study results indicate NALT model is indeed more effective than the traditional classroom teaching model in improving undergraduate English skills. This study contributes to the better realization of the effect of NALT model, and urges researchers to deepen the study of this field in future.

Chunyan He

2013-05-01

141

Use of project activity in integrated teaching of the English and Kazakh languages to students of economics faculty  

OpenAIRE

In the work we gave the definition of the project activity and considered the use of the project activity in the integrated teaching of the English and Kazakh languages to students of the faculty of economics.

Gulnara Moldakhmetova

2009-01-01

142

Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition  

Directory of Open Access Journals (Sweden)

Full Text Available The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore? learners will leap forward from their cognitive level.
Key words: cognition, coherence of theme and rheme, English language teaching
Résumé: La cohésion réitérative thème/rhème dans le texte est un moyen important pour réaliser la cohésion et la cohérence du texte. C’est justement ces moyens de cohésion qui permettent de réaliser la progression thème/rhème et de composer ainsi un texte cohérent. L’application du mécanisme cohésif de thème/rhème dans l’enseignement textuel de l’anglais permet de montrer sa fonction comme outil textuel, de fournir un fil de pensée clair pour la rédaction et la lecture en anglais et d’approfondir ainsi la cognition des apprenant sur l’anglais.
Mots-clés: cognition, cohésion thème/rhème, enseignement textuel
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Ai-min ZOU

2007-06-01

143

Investigation of E-learning Acceptance in Teaching English Language Based on TAM Model  

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Full Text Available Electronic education and learning is one of accomplishments of mankind which has affected the world tremendously. Since 1990 advancement in technology has led to increasing integrity of electronic-learning courses and also language learning courses. The objective of this study is to examine acceptance of e-learning technology carried out by English teachers and students based on technology acceptance model (TAM. In order to achieve the objective of the research, the researcher has employed descriptive-survey method and also questionnaire and interview with English students and teachers who constitute population of the research. To test the hypotheses of the research, the researcher has employed Pearson correlation test along with SPSS software. The results of the research indicate lack of Perceived ease use and Perceived usefulness of e-learning technology in teaching English.

Farnaz Vali Moghaddam Zanjani

2012-12-01

144

Teaching more than english? : Gender roles in english language textbooks / Jeannine Richards  

Index Scriptorium Estoniae

Artiklis analüüsitakse soorolle inglise keele õpikutes "TipTop 5. Student's book" (S. Rixon, J. Moates. London; Basingstoke: Macmillan. Tallinn: Koolibri, 1996) ja "English Step 5" (I. Sotter, L. Vahtra. Tallinn: Koolibri, 1997)

Richards, Jeannine

2002-01-01

145

Using Original Methods in Teaching English Language to Foreign Students (Chinese in Indian Classroom  

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Full Text Available The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and passages, to read the comprehension passages and answer the questions, and to coach basic grammar and revising it. More over, beginners were also guided to learn technical words related to their respective disciplines (major subjects other than English words. For example, Chinese students posed a query to the faculty to explain on technical words and terms of their main subjects in English, for instance, B.Sc Computer Science (under graduate programme students wished to learn about the word data. Since, the English Oxford Dictionary meaning is ‘facts or statistics used for reference or analysis’, but in the field of Computer Science, the word means “information processed by a computer”. So, there arouse a need to help them in distinguishing the different meanings of the word. In addition to, many students were not familiar with English. Thus through the above said way of facilitating, they acquired a good knowledge by varied types of expressions to master their particular subjects. It was a moment to state that they had come from China to India to obtain the nuances of English language. They undertook and were gradually expertised at specific courses in English medium of instruction, perhaps to get degree. Teacher’s a few lesson plans (how the practices are conducted in listening, reading and writing skills as well as some parts in allotted syllabus (listening to songs, passages, writing a paragraph and essay, picture-story writing and write about yourself, reading the passage and writing were discussed in the current paper. Role of the teacher and student were explained in detail. Therefore, the abstract would portray how the beginners were trained, taught, convinced, persuaded and managed by a tutor to reach the goal of English language teaching to Chinese students.

Devimeenakshi. K.

2012-07-01

146

Teaching English Grammar Through Games  

OpenAIRE

This paper sought to review the literature on teaching English grammar encompassing an overview of grammar definitions and teaching grammar approaches, as well as definitions of games, classifications of games, the influence of using games on the language learners’ performance. Prior researches on teaching English grammar through games have also been examined.
Key words: English grammar; grammar teaching approach; game; technology

Nguyen Thi Minh Doan; Luu Trong Tuan

2010-01-01

147

Seeing English Language Teaching and Learning through the Eyes of Japanese EFL and ESL Students  

Science.gov (United States)

To uncover possible barriers to effective communication and learning, this study explored how college-level Japanese English language learners in English-as-a-second-language (ESL) and English-as-a-foreign-language (EFL) contexts viewed their English teachers and classroom activities. Analysis of 100 questionnaires incorporating quantitative and…

Saito, Hiromi

2004-01-01

148

ONLINE COURSE SUPPORT IN DISTANCE LEARNING: Student Evaluation of English Language Teaching Bachelor of Arts Program  

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Full Text Available Hereby in this study; the opinions of the senior students, who took course support through web based asynchronous communication methods in the academic year 2007–2008 at the Open Education Faculty, English Language Teaching Bachelor of Arts Program (OEF ELT BA at Anadolu University, about the general online courses are presented. According to the results of the study favorable and unfavorable aspects of online courses for OEF ELT BA students are defined and amendatory precautions are proposed. ELT BA began accepting student enrollments in 2000–2001 academic years. Aforesaid program is a Bachelor of Arts Program which is identical to the program offered by English Language Teaching Departments of faculties providing formal (face to face education. In this program web based asynchronous courses have been provided for junior and senior students since the academic year 2003–2004. Online courses are given by instructors from Faculty of Education ELT Department of Anadolu University. Data of the study were acquired from the questionnaires filled by 504 senior students enrolled in the academic year 2007–2008. These students were chosen among 1586 students who lived in Eski?ehir during their study. The results show that 58,2% of students have computer and internet connection in their houses. Students generally attend online courses once or twice a week. Attendance to online courses increases during examination terms. Students, who don’t believe in the contribution of online courses don’t attend those courses.

Nurhan SAKAR

2009-04-01

149

Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues & Answers. REL 2012-No. 122  

Science.gov (United States)

This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

2012-01-01

150

The impact of guided reflective practice on the teaching of English as a foreign language in higher education in Cyprus  

OpenAIRE

The present thesis is an in-depth examination of the potential of facilitating reflective practice in the educational world of Teaching English as a Foreign Language in Higher Education. More specifically, the current thesis investigates the impact of Guided Reflective Practice on the practice of five university teachers of English as a Foreign Language in Cyprus. Although language research increasingly acknowledges the importance of reflection in excavating the personal, individual and em...

Christodoulou, Niki

2013-01-01

151

English as a Foreign Language in a Bilingual Approach in Britain: Toward the Development of a Curriculum for the Teaching of English as a Foreign Language to Deaf Children.  

Science.gov (United States)

This article focuses on the complex dynamics and the practical demands of teaching English to deaf children for whom British Sign Language (BSL) is a preferred/dominant language. A model focusing on the relationship between English and BSL is presented, and implications for curriculum and teaching methods are drawn. (DB)

Swanwick, Ruth

1994-01-01

152

On Differences between General English Teaching and Business English Teaching  

OpenAIRE

With the accelerating rate of globalization, business exchanges are carried out cross the border, as a result there is a growing demand for talents professional both in English and Business. We can see that at present Business English courses are offered by many language schools in the aim of meeting the need for Business English talent. Many researchers argue that no differences can be defined between Business English teaching and General English teaching. However, this paper concludes that ...

Wenzhong Zhu; Fang Liao

2008-01-01

153

Conceptions of Teaching Held by the Instructors in English Language Teaching Departments  

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Full Text Available The aim of this study was to determine the university instructors’ conceptions of teaching in ELT departments at two universities in Turkey. The data was collected through qualitative research techniques. The participants were four instructors working in two different institutions in Turkey with doctorate degree on the same major from the same university. The analyses of the data collected through interviews and self-report were conducted through discourse analysis and text analysis by the researchers. The results of the study reveal that the type of the institution where the teachers work is not a strict factor shaping the way how the teachers teach and how they define some of the components of teaching. The results also reveal that having the same background of education does not lead to the same approaches and definitions of teaching.

Sedat Beceren

2012-07-01

154

Submission Letters across English Language Teaching and Mathematics: The Case of Iranian Professionals  

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Full Text Available Submitting an article to an English journal for publication requires enclosing an accompanying cover letter. Yet, the phraseology and rhetorical conventions of such letters are not comprehensively documented in literature. This article investigates two English corpora of genuine electronic submission letters to journal editors by Iranian English Language Teaching and Mathematics professionals. After gathering 200 e-mail correspondences of academics with journal editors worldwide, 60 messages (30 from each sent with the purposes of providing or requesting information were selected and analyzed for specific rhetorical patterns following Santos’ (2002 model. Eventually, the results were juxtaposed to a highly characteristic covering letter – provided in Okamura and Shaw (2000. With few exceptions in Math corpus, both corpora illustrate proper choices regarding phraseology. Concerning rhetoric, ELT submission emails are more compatible with those of English native academics, whereas Math messages carry the rhetorical patterns in Non-native academics’ messages. With the diversity that may exist in the generic structure and function of submission letters, further research investigating communicative purposes of e-mail genre is needed.

Alireza Jalilifar

2009-08-01

155

Problems with science teaching and learning for English Language Learners in one diverse elementary school  

Science.gov (United States)

This qualitative study centered on science instruction and learning that occurred in a Title I elementary school in a suburban district in southeast Texas. Twelve teachers were interviewed in order to understand their perceptions of their classroom practices in terms of science instruction and learning for English Language Learners (ELL). This study also analyzed information gathered from teacher lesson plan and classroom observations. The participants’ awareness of the instructional practices necessary for ELL student achievement in science was evident through analysis of interview transcripts. However, after observation of actual classroom instruction, it became apparent that the teaching and learning in most classrooms was not reflective of this awareness. This study proposes that this disconnect may be a result of a lack of quality professional development available to the teachers. The study also outlines and describes the characteristics of quality professional development and its relationship to focused instruction and continuous student improvement.

Rodriguez, Karen Margaret

156

Conceptions of Teaching Held by the Instructors in English Language Teaching Departments  

Science.gov (United States)

The aim of this study was to determine the university instructors' conceptions of teaching in ELT departments at two universities in Turkey. The data was collected through qualitative research techniques. The participants were four instructors working in two different institutions in Turkey with doctorate degree on the same major from the same…

Canbay, Orkun; Beceren, Sedat

2012-01-01

157

English Language Teaching and Learning during Holiday Camps: A Case Study from Malaysia  

OpenAIRE

Language holiday camps for children or adolescents who are learners of a second or additional language are a world-wide phenomenon. They are particularly popular in the USA, Canada and Britain for languages such as French, German and Spanish. Youth camps (also called summer camps) during the European school holidays to learn English or other languages have also enjoyed a long tradition. In Malaysia, English language holiday camps are prolific and have been running since the 1940s. With such p...

Ria Hanewald

2013-01-01

158

English Teaching in Mexico.  

Science.gov (United States)

Discusses teaching English in Mexico, a country with important social, cultural, and economic ties to the United States. Looks at the various English teaching situations as well as teacher education for teachers in Mexico. Concludes that the English teaching situation in Mexico reflects great diversity and growth, and that the knowledge of English

Salazar, Denise

2002-01-01

159

How do you say 'imperialism'? The English language teaching industry and the culture of imperialism in South Korea  

OpenAIRE

Foreign language acquisition provides a fascinating angle from which to analyze the nature and evolving dynamics of global transformation. This thesis examines the emergence and stratospheric growth of the English Language Teaching (ELT) industry in South Korea in the context of ongoing debates over the continued relevancy of theories of cultural imperialism. A case study of the Korean conglomerate YBMISi-sa, the overwhelming leader in the Korean ELT and English publishing industry, serves as...

Prey, Robert

2005-01-01

160

Conceptions of Teaching Held by the Instructors in English Language Teaching Departments  

OpenAIRE

The aim of this study was to determine the university instructors’ conceptions of teaching in ELT departments at two universities in Turkey. The data was collected through qualitative research techniques. The participants were four instructors working in two different institutions in Turkey with doctorate degree on the same major from the same university. The analyses of the data collected through interviews and self-report were conducted through discourse analysis and text analysis by the ...

Sedat Beceren; Orkun Canbay

2012-01-01

161

PODCASTING TO PROVIDE TEACHING AND LEARNING SUPPORT FOR AN UNDERGRADUATE MODULE ON ENGLISH LANGUAGE AND COMMUNICATION  

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Full Text Available ABSTRACTThis paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students’ learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through two focus groups, personal interviews (six students and an end of semester evaluation questionnaire (n=35. The paper describes the teaching and learning context and how the podcasts were integrated as part of the blended learning delivery. It discusses to what extent podcasts were able to achieve of the intended outcomes and the processes involved in achieving those outcomes. The findings led to development of a model for integrating podcasts in on-campus blended learning, and which can have potential applications in distance learning contexts. The model is based on three main features of podcasts identified as facilitating student learning: learner choice and flexibility offered by podcasts; tacit knowledge and experience of peers conveyed in discussions; and a sense of informality brought into formal learning.The research reported in the paper was carried out as part of a UK national research project entitled Informal Mobile Podcasting and Learning Adaptation (IMPALA with funding from the UK Higher Education Academy.

Palitha EDIRISINGHA,

2007-07-01

162

UNDERSTANDING THE REASONS BEHIND CHOOSING TO TEACH ENGLISH AS A FOREIGN LANGUAGE  

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Full Text Available This study reports on findings from an investigation into the reasons for year 1 students from the English Language Teaching Department at Çanakkale Onsekiz Mart University, Turkey, for choosing teaching as a field of study and future career. A questionnaire comprising of open-ended questions was employed to decipher the reasons of 96 participants. Content analysis of the emergent data revealed 20 reasons which were broadly categorized as intrinsic, extrinsic, and altruistic. Participants, in general, reported more intrinsic reasons than extrinsic reasons. Unlike those reported in the field, altruistic reasons were much fewer than other types of reasons. A further motivational clustering of students showed that the majority of students had a mixture of intrinsic and extrinsic factors. The data also indicated possible gender related differences. The study concludes that although student teachers are intrinsically motivated, this motivation may need to be maintained so as to be long term. Further, the study calls for measures to be taken to control possible methodological biases.

?smail Hakk? ERTEN

2014-05-01

163

Towards the Integration of Mobile Phones in the Teaching of English Language in Secondary Schools in Akure, Nigeria  

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Full Text Available The advent of ICT comes with its attendant students’ accessibility to information. Teaching these digital age 21st century learners requires adaptive and technological induced methods by educators.  The Global Satellite Mobile (GSM provides learners greater accessibility to the internet which makes it easier for them to learn under certain controlled situations. This paper, therefore, investigated the possibilities of using mobile technology in the teaching and learning of the English language in secondary schools. The data was obtained from a three-week field experiment involving an English teacher and purposively selected twelve Senior Secondary School II students of the Federal University of Technology, Secondary School, Akure. The participants took part in activities involving different digital formats in the teaching and learning processes. Also, the respondents were interviewed to assess their perception and attitude towards this mode of teaching English Language.  The paper analyses, within the framework of Communicative Language Teaching (CLT approach to teaching and the Constructivist Theory of Learning, the collected data. The analysis revealed that the students and the teacher found teaching and learning very flexible and essential to their needs in this 21st century. The paper concluded that M-learning promotes cooperative and collaborative learning through the enhancement of learners’ use of authentic English language that would make it possible for them to construct their own knowledge. The integration of M-learning in to the teaching of English in secondary schools would afford the learners the opportunity of having a method that is 21st century compliant and availing the learners the digital age benefits.

Ogunduyile Abimbola. O

2013-07-01

164

Culture Differences and English Teaching  

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Full Text Available Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important part in language teaching, which is widely acknowledged by English teaching circle. This thesis depicts the relationship between culture and language. As a result, the gap of cultural differences is one of the most important barriers in English teaching and study. Among the students, lacking of cultural background knowledge can, to a great extent, hold up the improvement of English teaching and become a noticeable problem. At present, the objective of English teaching has broken free from the traditional listening, speaking, reading and writing, and the demand for cultural background knowledge in language learning has been gradually concerned. Presentation of history of the country which has the target language, cultural background knowledge and customs is the proposed solution to the problem. This paper mainly discusses how to present cultural background knowledge and expose learners to it in the need of English teaching at Chinese schools so as to solve the problems caused by cultural differences, help learners grasp the crux of the language and develop their comprehensive English ability.

Jin Wang

2011-06-01

165

English Language Teaching: The Reflective Practices of an Oral Communication Class  

OpenAIRE

Malaysia has come to a point where second and third languages become part of the requirements to be employed especially in the multinational and international companies. After gaining its Independence, English becomes the second language in Malaysia, and Bahasa Melayu is recognised as the official language of the country. This move has greatly impacted the education sector in Malaysia, and one of the challenges is that younger generation lacks English language competency. This can be supporte...

Jowati Juhary

2014-01-01

166

A Study of the Use of Narratives in Teaching English as a Foreign Language to Young Learners  

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Full Text Available The article reports the findings of a survey, conducted among primary school English language teachers in Slovenia, aimed at revealing their attitudes towards the use of narratives in teaching English as a foreign language to children aged from eight to nine years (3rd and 4th grades respectively. The research results show that most teachers use narratives when teaching English, generally once or twice per month, and that teachers who do not use a course book in the classroom employ storytelling or story reading techniques more frequently than teachers who follow a course book in their teaching. Despite the fact that the teachers participating in the study are aware of the importance of narratives in teaching English as a foreign language to young learners, there is still a lot to be done concerning the selection of the narratives, the narrating techniques and the post-narration activities. Proper teacher training for teaching a foreign language to young learners could address most of these issues.

Mateja Dagarin Fojkar

2013-05-01

167

Leadership Practices to Support Teaching and Learning for English Language Learners  

Science.gov (United States)

With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

2015-01-01

168

Managing the teaching of critical thinking skills in English home language to second language speakers in the further education and training phase / P. Pillay  

OpenAIRE

The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the Na...

Pillay, Parvathy

2011-01-01

169

A Selected ERIC Bibliography on Teaching English as a Second Language to the Illiterate. CAL-ERIC/CLL Series on Languages and Linguistics, No. 25.  

Science.gov (United States)

This annotated bibliography consists of materials in the ERIC system that deal with teaching English as a second language to persons who are illiterate, or functionally illiterate, in their native language. The items in the bibliography were obtained by means of a computer search of "Currnt Index to Journals in Education" and "Resources in…

Joseph, Grace, Comp.; And Others

170

An analysis of English language teaching coursebooks by Turkish writers: "Let’s speak English 7" example  

OpenAIRE

It is known that English language coursebooks written by Turkish writers is widely used in Turkey although much research is needed to assess their quality as educational materials. In this research study, opinions of 7th grade students’ and teachers’ on Let’s Speak English 7 were studied through teacher and student questionnaires containing Likert-scale items, and an open-ended item for the teachers. Among 130 participants, 50 were English teachers 80 were seventh grade students studyin...

Serpil Tekir; Arda Ar?kan

2007-01-01

171

Disambiguating with Bourdieu: Unravelling Policy from Practice in the Teaching of Children with English as an Additional Language  

Science.gov (United States)

This article explores the use of Bourdieusian analysis for examining how policy and practice interact in the teaching of English and therefore in the development of children's language and literacy, in particular how. Bourdieusian analysis uncovers the ways in which teachers' practice has been influenced unconsciously by centralised…

Flynn, Naomi

2015-01-01

172

A Critical Review of Technology Use in English as Foreign Language Learning and Teaching: The TOJET Sample  

Science.gov (United States)

The relationship between technology and English as a foreign language (EFL) learning and teaching is one of the significant research areas, and the "Turkish Online Journal of Educational Technology" ("TOJET") publishes research papers on educational technologies addressing various topics related to education. This article aims to review 17 studies…

Aydin, Selami

2010-01-01

173

Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language  

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Full Text Available This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional Bucaramanga. During the research process the student-teachers were required to plan the course syllabus, create their own stories according to the children’s interests and likes, plan the lessons, and collect and analyze data. Although the student-teachers worked in different grade levels, the results of the study present similarities such as the children’s motivation when the stories were told or read, increased participation in the different activities, comprehension of the stories, and acquisition of the new vocabulary. Key words: Storytelling, story, reading, teaching, children Este artículo presenta los resultados de un estudio sobre el uso de historias para la enseñanza del inglés a niños en los grados primero, segundo y tercero. El estudio se llevó a cabo en una escuela pública de Bucaramanga, Colombia. La propuesta fue iniciada por un grupo de docentes en formación de la Universidad Cooperativa de Colombia, seccional Bucaramanga. Durante el proceso de investigación los docentes elaboraron e implementaron una propuesta de intervención, y además recolectaron y analizaron datos. Aunque los docentes trabajaron en diferentes grados, los resultados del estudio presentaron similitudes, tales como gran motivación de los niños al escuchar o leer las historias, alta participación en las diferentes actividades, comprensión de las historias y adquisición de vocabulario. Palabras clave: narración de historias, lectura de historia, enseñanza a niños

Porras González Nohora Inés

2010-05-01

174

The effect of dictionary training in the teaching of English as a foreign language  

OpenAIRE

The process of teaching any subject involves the use of all resources available to achieve efficient/effective result. When dealing with teaching foreign languages, we have noticed that such a traditional and apparently well-known tool as a dictionary is not so well-known nor used efficiently by students. Nevertheless, in our opinion, the dictionary should play an important role in the teaching-learning process. Therefore, we have carried out a research in our classroom in order to check that...

Cote Gonza?lez, Margarita; Tejedor Marti?nez, Cristina

2011-01-01

175

Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students  

OpenAIRE

The present study aims to investigate the elementary, secondary and high school students’ perceptions on a good language teacher. The participants are 365 Turkish school students who are learning English as a foreign language. The present study has revealed that most of the student groups generally differ in terms of issues related to teaching skills when compared with the issues related to the affective skills. In the present study it has been also found that what students expect from a g...

Ebru Melek Koç

2013-01-01

176

A Mixed Approaches Method Used to Investigate Teacher Cognition of English Language Teaching  

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Full Text Available This paper is a part in a bigger research project related to ELT quality in secondary schools in Vietnam since the implementation of the new series of English textbooks was officially passed by in 2006, and the innovated direction was paid to task-based language teaching (TBLT. The purpose of this paper is to make argumentation on why, what and how to use mixed approaches method to investigate two subdomains of teacher cognition - teacher perception and teacher belief. Firstly, an introduction in the research project and research questions about secondary school teacher perception of TBLT and teacher belief of textbooks is shortly made. Secondly, the question what the mixed approaches method are like is dealt with. Next, the question why the mixed approaches method should be used in investigating teacher cognition in general and teacher perception as well as teacher belief in particular is answered and illustrated by writer’s framework of research paradigm for the suitability and applicability. Lastly, the question how the mixed approaches method should be implemented to answer the research project questions is clarified and argued for its suitability.

Nguyen Viet Hung

2012-09-01

177

Diversity Matters: Japan's Domestic Diversity and the Role of English Language Teaching  

Science.gov (United States)

This article investigates how Japanese university students perceive Japan's domestic diversity and understand the role of English within that context. Surveys and interviews with Japanese students reveal how they reflect on their own experiences with diversity in their past English as a Foreign Language (EFL) classes and also help to explore…

Yamada, Mieko

2013-01-01

178

Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners  

Science.gov (United States)

The term "sheltered instruction" (SI) has become a widely used metaphor representing a common pedagogical intervention intended to help English language learners simultaneously gain English proficiency and academic content knowledge. While existing research places considerable emphasis on observable pedagogical techniques that characterize SI,…

Fritzen, Anny

2011-01-01

179

An investigation of the effectiveness of the modular general English language teaching preparatory program at a Turkish university  

Scientific Electronic Library Online (English)

Full Text Available Evaluating existing foreign language programs on a regular basis is essential because program evaluation leads to more effective programs. Therefore, this study aims to evaluate the modular intensive general English language teaching program applied at a university in Turkey by investigating student [...] s' and English instructors' perceptions of different program dimensions, such as the materials, teaching process, and assessment. The data were collected via questionnaires filled out by students and interviews with the English instructors at the preparatory program. The findings of the study show that the modular system should be discontinued as it has certain drawbacks and should be replaced by a more manageable and feasible system considering specific contextual constraints, such as the number of instructors, classrooms and teaching resources. Also, it was found that there are certain aspects of the curriculum that need to be improved in order to develop a more effective program. It is hoped that this study will lead to more evaluative studies in foreign language teaching programs.

180

Teaching science to English Language Learners: Instructional approaches of high school teachers  

Science.gov (United States)

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional approaches including, the structure of the school, working on instructional teams, collaborating and working with other teachers especially English teachers and including science teachers, and participating in various professional development activities. The findings indicated that the instructional approaches used by teachers were largely supported by literacy education and science education done at elementary level. Findings also revealed that teachers in this study encouraged their ELLs to participate in classroom conversations and involved them in answering open-ended questions. However, not all teachers in this study had the same repertoire of instructional strategies for their ELL students and some teachers demonstrated a better understanding of these approaches than others. All teachers perceived that the structure of the school as well as collaborating and working with other teachers, especially English teachers, as their main source of support in designing instructional approaches. This study suggests that teacher educators and professional development providers need to develop courses and programs to help high school teachers learn about how to design instructional activities that simultaneously promote both academic science and English literacy. Also, administrators need to create conditions at their schools that would allow teachers to interact, collaborate, and learn from each other.

Frank, Betty-Vinca N.

181

Learner-Centered Teaching: The Core of Effective Practices for Adolescent English Language Learners  

Science.gov (United States)

In this piece, a teacher educator and two secondary teachers describe how they implemented the Learners' Lives as Curriculum model (Weinstein, 2004) with adolescent English language learners using a unit from a pilot secondary curriculum titled Lives Unfolding (Weinstein & Cloud, 2007). They discuss the development and adaptation of the Names unit…

Cloud, Nancy; Lakin, Judah; Leininger, Erin

2011-01-01

182

Teachers as "Reform-Doers": Developing a Participatory Curriculum to Teach English as a Foreign Language  

Science.gov (United States)

In this article I investigate the process of an in-service programme for English-as-a-foreign-language (EFL) teachers in Argentina started in 2007. Teachers began to feel uneasy about the EFL curriculum for secondary education at the time, feeling that something should be done to develop a participatory curriculum to be implemented in the future.…

Banegas, Dario Luis

2011-01-01

183

The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices  

Science.gov (United States)

This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade level. The differences in the ways the teachers taught academic language provides important lessons for bilingual teachers who wish to support the academic success of the bilingual students.

Mercuri, Sandra Patricia

184

An analysis of English language teaching coursebooks by Turkish writers: "Let’s speak English 7" example  

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Full Text Available It is known that English language coursebooks written by Turkish writers is widely used in Turkey although much research is needed to assess their quality as educational materials. In this research study, opinions of 7th grade students’ and teachers’ on Let’s Speak English 7 were studied through teacher and student questionnaires containing Likert-scale items, and an open-ended item for the teachers. Among 130 participants, 50 were English teachers 80 were seventh grade students studying at a primary level State school. SPSS 13.0 was used to compute frequencies and percentages along with T-tests and One-way ANOVAs to calculate the possible differences in attitudes between different groups, including class, sex, age, experience, and education. The results suggest that both teachers and the students have rather negative feelings about Let’s Speak English 7, the teachers having more negative feelings towards it. The disconcerting problems with Let’s Speak English 7 demonstrated that in order to minimize the negative effects of the coursebook, a series of support materials were needed.

Serpil Tekir

2007-08-01

185

English Language Teaching in Spain: Do Textbooks Comply with the Official Methodological Regulations? A Sample Analysis  

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Full Text Available The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT. For that purpose, seven representative coursebooks of different educational levels and modalities in Spain – secondary, upper secondary, teenager and adult textbooks – were selected to be analysed. A full unit randomly selected from each coursebook was examined through the parameters of the communicative potential of the activities – measured on a scale from 0 to 10 – and the communicative nature of the methodological strategies implemented – measured on a dichotomous scale (yes/no. Global results per educational levels point to the prevailing communicative nature of all the materials, which was shown to be above 50%. The remaining non-communicative block was covered by activities focused on the formal features of language (grammar and vocabulary. This resulting degree of dissociation between official regulations and what is really found in teaching materials may be positive, since the learning of languages is complex and results from the intervention of multiple factors and learning styles, as is evidenced by the professional experience of teachers from different backgrounds and beliefs.

Aquilino Sánchez

2009-06-01

186

English Teaching Profile: Bahrain  

Science.gov (United States)

A profile of the state of English and English instruction in Bahrain covers the following topics: description of the role and status of English language use in industry and commerce, government, and education; the role of English at all levels of the educational system; the availability, characteristics, and qualifications of teachers of English;…

British Council, London (England). English Language and Literature Div.

187

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners  

Science.gov (United States)

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

188

Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers (Chapter One: Setting the Scene)  

Science.gov (United States)

The article presents Chapter One of my recent the book entitled, "Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers." The chapter deals with the new reality of Teaching English as a Foreign in this ICT-dominated age in which the Internet has been playing a vital role in changing the…

Abdallah, Mahmoud M. S.

2011-01-01

189

Challenges in Implementing Competency-based English Language Teaching at University Level  

OpenAIRE

Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency-based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. ...

Angelika Riyandari

2004-01-01

190

Investigation of E-learning Acceptance in Teaching English Language Based on TAM Model  

OpenAIRE

Electronic education and learning is one of accomplishments of mankind which has affected the world tremendously. Since 1990 advancement in technology has led to increasing integrity of electronic-learning courses and also language learning courses. The objective of this study is to examine acceptance of e-learning technology carried out by English teachers and students based on technology acceptance model (TAM). In order to achieve the objective of the research, the researcher has employed d...

Farnaz Vali Moghaddam Zanjani; Morteza Ramazani

2012-01-01

191

Teaching English Through Literature  

OpenAIRE

This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary,grammar and pronunciation) in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’...

Murat Hi?mano?lu

2005-01-01

192

Multilingual Language Policy and School Linguistic Practice: Globalization and English-Language Teaching in India, Singapore and South Africa  

Science.gov (United States)

This paper explores tensions in translating multilingual language policy to classroom linguistic practice, and especially the paradoxical role of and demand for English as a tool of decolonization for multilingual populations seeking equitable access to a globalizing economy. We take an ecological and sociolinguistic approach, depicting tensions…

Hornberger, Nancy; Vaish, Viniti

2009-01-01

193

Lacunas identified in syllabus design of English language teaching in Engineering Colleges: a study with special reference to Odisha, India  

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Full Text Available Many universities have introduced Humanities subjects into the engineering streams in tune with trends practiced globally. Engineers need to inculcate the spirit of humanities to acquire team spirit, critical thinking abilities and also problem-solving abilities for career advancement. Language skills empower engineers to face future challenges globally. In India also, Communicative English and Business English/ Professional English have been integrated into the Humanities stream of undergraduate programs in all Engineering colleges. Under this background, this empirical study examines the problems related to syllabus designed in the existing curricula of English language through questionnaire survey which was administered to 770 students of 20 engineering colleges. Ten items questionnaire objectively aimed to analyze three different aspects of the course designed for engineers. Firstly, to find out how the implementation of the syllabus matches the language learning needs of the students of the digital age. Secondly, to examine the teaching methodologies of four language skills of listening, speaking, reading and writing and finally to investigate how far the students preferred lab classes to theory classes. On the basis of the responses elicited, the aspects related to their immediate need of a learner centered curriculum are represented through graphical data for better interpretation. The research, thus, aimed at throwing light on the strengths and weaknesses of the existing system and the need to envisage a paradigm shift for preparing global engineers in the context of fast emerging situations around the world.

Dr. Priya. S

2014-12-01

194

Teaching English as a Second Language: The Role of Noticing the Gap  

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Full Text Available The role of consciousness in learning has dominated current debate on second language learning. This is now the focal point of recent research by philosophers, psychologists, language theorists, linguists and especially language teachers who carry the burden of pedagogical consequences. The singular question is – how can successful language learning be achieved? In this paper, attempt at answer is made through the appraisal of the effect of consciousness, awareness or noticing on learning. It is argued that an effective way of learning is to raise the awareness of a learner on a language item to cause him to notice it and subsequently learn or internalize its use. A number of factors influence noticing but this paper focuses on the gap between the observed input and the learners typical output. The aim is to provide remedy to performance errors via positive feedback. In the paper, ‘learner’ is used to refer to every second language user but immediate attention is paid to the teacher at the intermediate level of education. The aim of the study is to enhance the communicative ability of the teacher by highlighting his performance errors, raising his awareness of them through the concept of noticing and subsequently providing him with positive feedback. Ultimately, the study hopes to invigorate the teacher towards self development and thus position him to effectively create linguistic appetite in other learners rather than linguistic apathy. The study used selected secondary school teachers in Maiduguri and Benin, as case study. The study submits that noticing, raising the consciousness of learners on what is right or wrong usage is a useful way to enhance the learning of English as a second language in our schools in Nigeria.

Alexandra Uzoaku Esimaje

2012-03-01

195

A Perspective-Based Reading of Culture in English Language Teaching: From the Conventional Perspective to the Intercultural Language Teaching Perspective  

OpenAIRE

This paper reviews culture as perceived in a number of language teaching perspectives. The term “culture” and its relation with language has been a center of interest in different fields of studies. Because the term “culture” is borrowed between disciplines, it is understood differently and altered in the process by the goals and traditions of the borrowers. As such culture remains an elusive concept for the language teacher. Here, I attempt to understand how culture has been underst...

Khaled Jebahi

2013-01-01

196

Revisiting English Language Learning among Malaysian Children  

OpenAIRE

Despite learning English language for six years at elementary and five years at secondary levels, Malaysian students’ English language competency has always been the obstacle in securing success at university level as well as in job opportunities. Hence, various interventions have been taken in the teaching and learning process as well as changes in language policy. This paper calls for a revisit on Malaysia’s policy on teaching English English at primary schools. It discusses the finding...

Hamidah Yamat; Ross Fisher; Sarah Rich

2014-01-01

197

Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching  

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Full Text Available Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semi-structured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.

Asl? Lidice Göktürk Sa?lam

2012-07-01

198

The Teaching of English as an International Language in Japan: An Answer to the Dilemma of Indigenous Values and Global Needs in the Expanding Circle  

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This paper explores the ambivalent nature of Japanese attitudes toward English vis-a-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an…

Hino, Nobuyuki

2009-01-01

199

RELATIONSHIP BETWEEN ENGLISH LANGUAGE ANXIETY AND ENGLISH LANGUAGE COMPETENCE: A CORRELATION STUDY  

OpenAIRE

English language has become a global language with the advent of Globalisation. Naturally English language learning has got increased importance as English is the language for the global communication. English is a second language for Indian sand often mother tongue hampers the English acquisition of most of the Indians. NCF 2005 has underlined that significance of teaching of English as early as possible so that the learners may have a native speaker like fluency in English. Based on these g...

Biju, M. A.

2013-01-01

200

Teaching English as a Second Language Giving New Learners an Everyday Grammar  

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This guide examines the concepts that most often confound ESL students, whose confusion can generally be reduced to one very basic question: Why does English work that way? Focusing on the grammar of conversational speech, the book goes beyond simple description of the parts of speech, tenses and modes, and other topics of instruction to consider the cultural differences in language use (for native speakers of Japanese, for instance, the painting may be on the wall--but the wall is also on the painting) and even the neuroscience of our speech patterns. With 36 illustrations, an annotated bibli

McGarry, Richard

2012-01-01

201

On Adding Cultural Contents to English Teaching  

OpenAIRE

In order to put the achievement of Cross-cultural Communication reaches into foreign language teaching practice as soon as possible and to increase the cultural contents to English teaching, this paper would put forward the following three respects: Why to increase the contents of culture in English teaching, Which contents of culture should be added and how to increase cultural contents to English teaching.

Yanping Huang

2011-01-01

202

ACCA College English Teaching Mode  

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Full Text Available This paper elucidates a new college English teaching mode – “ACCA” (Autonomous Cooperative Class-teaching All-round College English Teaching Mode. Integrated theories such as autonomous learning and cooperative learning into one teaching mode, “ACCA”, which is being developed and advanced in practice as well, is the achievement of college English teaching reform, this new teaching mode will contribute a lot to the reform of college English teaching.

Renlun Ding

2008-12-01

203

ACCA College English Teaching Mode  

OpenAIRE

This paper elucidates a new college English teaching mode – “ACCA” (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, “ACCA”, which is being developed and advanced in practice as well, is the achievement of college English teaching reform, this new teaching mode will contribute a lot to the reform of college English teaching.

Renlun Ding

2008-01-01

204

The Representation of Arabs and Turks in the Libyan English Language Teaching Textbooks  

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Full Text Available One of Critical Discourse Analysis’s characteristics (CDA is describing discourse as a form of social practice where language use is construed as a socially influenced and influential factor that can utilise, produce, construct and shape social realities. CDA is committed to reveal connections between language use, power, and ideology with in any social practice. Therefore, this article seeks to explore how ‘the Orient’ is represented discursively in the English language textbooks used in Libyan schools. The article is confined to a passage is taken from the Social Sciences Year Two textbook. The study draws upon the discourse of Orientalism whilst the analysis is guided by an adapted framework of Fairclough's critical discourse analysis. The chosen passage reflects my particular position in relation to the discourse of Orientalism as described by Said in 1978. The article concludes, among other things, that the Arabs are collectively represented and discursively produced and constructed regardless the huge geographical space they live on. In addition, the Ottoman Empire is reduced discursively into the Turks. Language structures thus indicate a positive and limited picture of the Occident ‘Us’ and that ‘the Other’ ‘Them’ is presented in a negative and barbaric way. The study established that the role of the textbooks does not produce what they are supposed to. In this context, the authors need to dig deeply and reflect what they write upon the social reality of their target students and not from the lenses of the authors per se. In other words, ‘the Other’s social reality should not be manipulated or distorted.

Moftah A. S. Mohamed

2014-06-01

205

READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA  

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Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

Hadi Hadi

2006-01-01

206

On Interrelations between Language Teaching and Speech Teaching  

OpenAIRE

There exists a universal problem in college English teaching among most colleges in China: most teachers have laid too much emphasis on language teaching, but awfully neglected speech teaching. Thus the competence of language application and intercultural communication students urgently needed cannot be developed and the phenomenon of "deaf English" appeared. The amount of language teaching and speech teaching are out of rate. In order to change the situation, the current college English teac...

Xianmei Sun

2012-01-01

207

An Experience on the Integration of ICT into a Teaching-learning Methodology of English as a Foreign Language  

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Full Text Available In this paper, we present the use of free ICT materials to foster the communicative approach in an actual educational setting. Specifically, we show and discuss the outcomes of the exploitation of two websites’ content and resources inserted in our subject curriculum. This initiative has been put forward to work on listening skills as a means for attaining a twofold objective: i as the first step to favour communication from the addressee’s stance by further building their ability to recognize and reproduce Anglophone pronunciation and, ii secondly, to encourage self-learning through an Internet-based resource. Although it is widely recognised that in Foreign Language Teaching (FLT a common agreement has not yet been reached on what methodology is the ideal for every possible linguistic learning situation, it seems that there is general consensus within the teachers of English as a Foreign Language (EFL community to bestow value on the Communicative Approach. Under the European Higher Education Area (EHEA framework, the notion of “competence” (Hymes, 1972 has gained momentum in the teaching arena. Faced with this simultaneous responsibility and opportunity that the EHEA has brought about, we advocate the gradual integration of technology for language learning (CALL to develop a functional communicative competence.

Roberto Martínez Mateo

2012-03-01

208

On Interrelations between Language Teaching and Speech Teaching  

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Full Text Available There exists a universal problem in college English teaching among most colleges in China: most teachers have laid too much emphasis on language teaching, but awfully neglected speech teaching. Thus the competence of language application and intercultural communication students urgently needed cannot be developed and the phenomenon of "deaf English" appeared. The amount of language teaching and speech teaching are out of rate. In order to change the situation, the current college English teaching system should be changed in time mainly from the two aspects of the teaching mode and syllabus design to strengthen the amount of speech teaching. At the same time teachers should also pay attention to the role students play to mobilize their activity to develop their intercultural communicative competence. This thesis attempts to explore an effective way to balance language teaching and speech teaching to improve the quality of college English teaching, and to pursue its guiding and operational significance to college English teaching.

Xianmei Sun

2012-01-01

209

Cooperative Principle in Oral English Teaching  

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Full Text Available The Cooperative Principle by American linguist Grice is one of the major principles guiding people’s communication. Observing the Cooperative Principle will be helpful for people to improve the flexibility and accuracy of language communication. The ultimate aim of spoken English teaching is to develop students’ communicative competence. Therefore, it is significant to apply the Cooperative Principle to oral English teaching. This paper tries to prove the applicability of Cooperative Principle in spoken English teaching.

Mai Zhou

2009-07-01

210

“My Country in Europe”: A Content-based Project for Teaching English as a Foreign Language to Young Learners  

OpenAIRE

The present paper outlines the process of introducing a pilot EFL (English as a Foreign Language) project, which integrates content and language learning. It aimed at developing young learners’ language skills in English, through integrating English language learning with the subject of Geography. The project was piloted in two fifth grade (5th) classrooms of a Greek primary school. The results of the intervention project indicated the positive effects of the project on students’ ...

Korosidou, Eleni I.; Griva, Eleni A.

2013-01-01

211

50 Essential Lessons: Tools and Techniques for Teaching English Language Arts. [Multimedia Kit  

Science.gov (United States)

"50 Essential Lessons" is the result of the lessons Jim Burke learned while asking himself how to teach his students the skills they needed to succeed in school and in the larger world. Anchored in standards shared by a range of national literacy documents, these lessons focus on the core cognitive and personal skills--reading, writing, speaking…

Burke, Jim

2006-01-01

212

Teaching the Future: On the Use of Science Fiction in English Language Learning.  

Science.gov (United States)

Outlines the features of "pulpstyle" and its continuing influence on later science fiction. Considers some science fiction texts that explicitly address language issues. These ideas are related to practical techniques of using science fiction in the language classroom. (Author/VWL)

Stockwell, Peter

2001-01-01

213

Corpora in Language Teaching and Learning: Potential, Evaluation, Challenges. English Corpus Linguistics. Volume 13  

Science.gov (United States)

This book highlights the potential and the challenges of corpora in language education with a particular focus on the teacher's perspective. For this purpose, the study explores the relevance of the corpus approach to central paradigms underlying contemporary language education. Furthermore, a critical analysis investigates the persisting gap…

Breyer, Yvonne Alexandra

2011-01-01

214

Teaching Short Science Fiction Stories in English as a Foreign Language in Mexico.  

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This paper describes an advanced English course at a Mexican university entitled, "Short Science Fiction Stories in English." The course is based on an ecological, co-emergent approach in which the various components of curriculum action are understood to exist in a dynamic and mutually specifying relationship. With this conceptual approach, the…

Zoreda, Margaret Lee

215

Teaching English in Primary Schools in Vietnam: An Overview  

Science.gov (United States)

This paper examines the English language situation at primary school level in Vietnam from a language planning perspective. It examines language policy for foreign language teaching in Vietnam to provide a picture of the role of English in foreign language education. It analyses language-in-education policy, curriculum and teaching materials, and…

Hoa, Nguyen Thi Mai; Tuan, Nguyen Quoc

2007-01-01

216

Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges  

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Full Text Available This paper discusses the issues with EFL teaching in Saudi Arabia, including the reliance on traditional teaching methodologies and banning use of first languages in classrooms. As a result, these traditional teaching practices produce less proficient learners who have limited knowledge about proper linguistic use. In order to overcome these issues and have proficient learners who can effectively use the language, however, language teachers should understand an effective change is required. Kumaravadivelu’s framework (2006 is an opportunity for teachers to adopt new methods because it relies on global-level strategies, macrostrategies, that are general enough to allow teachers the opportunity to freely adjust their precise implementation in relation to individual teaching demands, along with more particular implementation tactics, microstrategies, that operationalize the macrostrategies in flexible and customizable ways according to perceived needs during the in-context process of teaching.

Afnan Masaoud Ahmad

2014-03-01

217

Problems Of Teaching English And Its Solutions  

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Full Text Available English language has attained the status of an international language and is almost a world language today. It maintains its stronghold at the entry level of choosing one's career. English has the status of a second language in India. As it is a foreign language, learning becomes challenging because of non availability of enough authentic resources. Teaching students to be proficient in a new language especially English has become one of the greatest priorities as well as one of the greatest challenges. Students learning a new language need as much support as possible.

Mital Josephbhai Macwan

2012-01-01

218

Advancing English Language Learning in China through Multimodal Content Area Teaching  

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Full Text Available During a ten-day teaching abroad experience in China, eight teachers from the United States implemented an interactive curriculum focusing on disciplinary literacy and authentic tasks. Employing multiliteracies and kidwatching, teachers encouraged Chinese students to compose while focusing primarily on communicating ideas rather than grammatical correctness. This article provides a one-student case study that serves as a representative example of the growth of 50 elementary-level students involved in the experience. Initially, Paul focused on writing correctness in response to prompts; his compositions were short and provided little detail. After we provided multimodal and interactive authentic experiences and encouraged risk-taking, Paul's representative compositions became more detailed and complex. The implications for engaging in this type of teaching experience underscore the benefits of providing students with authentic experiences that are multimodal and interactive while simultaneously encouraging risk-taking. The pedagogical growth that teachers made working with ELL students is also discussed.

Cheryl North

2014-12-01

219

Knowlege, Literacies and the teaching of reading English as a foreign language  

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Full Text Available This paper addresses some key issues cutting across disciplinary fields and influencing EFL reading teaching and research. Reading models have been informed by Information and Knowledge Management paradigms, gradually focusing on different components of prior knowledge and schemata. Lexis has proven to be determinant in cognitive models, as it provides direct access to concepts, stocked as semantic propositions. But schemata are built in the speaker’s mind according to the individual experiences, depicting reading acts as meaning creation on a socio-pragmatic basis. Secondly, the parallel evolution of the Literacy and Reading concepts calls up for multi-literacy approaches, which integrate digital competence into the learning goals, as technologies force changes in information, the way we access it, and on the pedagogical approaches to learning, and to EFL reading. The role of overt teaching, meta-cognitive strategies and individual factors, such as motivation or attitudes, continue being the focus of present and future research.

Françoise Salager-Meyer

2009-12-01

220

Knowlege, Literacies and the Teaching of Reading English as a Foreign Language  

OpenAIRE

This paper addresses some key issues cutting across disciplinary fields and influencing EFL reading teaching and research. Reading models have been informed by Information and Knowledge Management paradigms, gradually focusing on different components of prior knowledge and schemata. Lexis has proven to be determinant in cognitive models, as it provides direct access to concepts, stocked as semantic propositions. But schemata are built in the speaker’s mind according to the individua...

Françoise Salager-Meyer; Piedad Fernández Toledo

2009-01-01

221

Children's Literature in Traditional Arab Classrooms for Teaching English as a Foreign Language  

OpenAIRE

This research has shown that the use of authentic children’s literature is an effective and motivating ESL classroom strategy. However, this study investigated the use of children’s stories in EFL elementary classrooms where the teaching methods are very traditional and the resources are limited. This study was carried out in an elementary school in an Arab town in Israel. Approximately a hundred fifth and sixth grade pupils filled in a questionnaire expressing their attitudes towards bei...

Ruwaida Abu Rass; Susan Holzman

2010-01-01

222

Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching  

OpenAIRE

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of p...

Sandra du Plessis; Brenda Louw

2008-01-01

223

Teaching Language Minority Students through the Newspapers.  

Science.gov (United States)

The newspaper can be a stimulating and effective teaching resource in the English-as-a-Second-Language (ESL) classroom, bilingual classroom, or any class with limited-English-proficient (LEP) students. ESL teachers can use English-language newspapers to teach both basic language skills and content areas (math, science, social studies). Mainstream…

Olivares, Rafael; Lisi-Pawlak, Clorinda

224

“My Country in Europe”: A Content-based Project for Teaching English as a Foreign Language to Young Learners  

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Full Text Available The present paper outlines the process of introducing a pilot EFL (English as a Foreign Language project, which integrates content and language learning. It aimed at developing young learners’ language skills in English, through integrating English language learning with the subject of Geography. The project was piloted in two fifth grade (5th classrooms of a Greek primary school. The results of the intervention project indicated the positive effects of the project on students’ oral and written skills and their attitude towards foreign language learning. 

Eleni I. Korosidou

2013-03-01

225

Cultivating Passion in Teaching English Language Learners: A Critical Analytical Inquiry  

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In this theoretical dissertation my aim is to research the academic literature in the field of second language acquisition (SLA), compare it to the life experiences of past and/or present students, colleagues, children and myself to reflect and summarize my learning in the form of a conceptual framework that I have named, "Framework for…

Webbert, Victoria Vazquez

2007-01-01

226

Expressive Language and the Art of English Teaching: Theorizing the Relationship between Literature and Oral Narrative  

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How do teachers in diverse classrooms enact a transactional mode of literary response in their orchestration of classroom conversations about literature? This paper proposes that a theory of expressive language is central to answering this question and that the discourse genre of oral narratives may hold critical importance in accomplishing this…

Juzwik, Mary M.; Sherry, Michael B.

2007-01-01

227

A New Protocol for Teaching English Language Learners in Middle and Secondary Schools  

Science.gov (United States)

In the United States, the population of minority students in 2005 increased to 42 percent of public school enrollment (Echevarria & Short, 2010). English learners (ELs) are the fastest growing population of students enrolled in public school across the United States. California alone has 1.5 million ELs attending public schools (Echevarria, 2008).…

Luster, John

2011-01-01

228

Evaluation of English Language Teaching Departments of Turkish and Iranian Universities in Terms of Politeness Strategies with Reference to Request  

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Full Text Available The ultimate objective in post-method pedagogy is developing language learner’s communicative competence to enable them to participate in communication acts. Effective oral communication entails observation of a number of conversational principles and appropriate use of various strategies to avoid violation of mutually recognized rules, e.g. politeness strategies. Some researchers believe that politeness strategies have a number of universal Features (Goff man, 1967, 1971: Goody, 1978 a. In line with previous research studies, the present study set out to investigate whether nationality would influence the use of request politeness strategies by Iranian and Turkish EFL learners at the same proficiency level. Participants in this study included 448 students at four different levels of proficiency who were majoring in English language teaching at Gazi University in turkey and Islamic Azad University – Tabriz Branch. 224 Turkish students at four different grade levels and the same number of Iranian students participated directly in this phase of the research. Each grade level group consisted of 56 students. The researcher administered a questionnaire enquiring their preferences in selecting the proper forms of requests ( Blum - Kulka & Olshtain , 1985 .The statistical analysis revealed a strong correlation in intra-groups while the inter – group results displayed relatively significant differences . The Turkish participants used request politeness strategies more appropriately than Iranians which support the role of culture in the use of such strategies. The findings highlight the necessity of observing cultural background in teaching communication strategies such as request politeness strategies particularly in EFL contexts. Keywords: Politeness Strategies, Request, Cross-Cultural analysis, Communication Strategies, Cultural Background

Maryam Rafieyan

2012-09-01

229

EMPOWERMENT OF THE MARGINALIZED (UNDERPRIVELISED THROUGH ENGLISH LANGUAGE TEACHING/LEARNING  

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Full Text Available It is a common knowledge that, Amartye sen the outstanding economist and noble prize winner in economics, suggested two major areas of investments-education and Health, to uplift the country from the state of poverty, ill health, illeracy and unemployment ,into a modern financial, vibrant society. Accordingly both the U.G.C and state governments are investing massive funds into the development of educational infrastructure, like universities, quality – teaching personnel, educationalist are generating new venues of employment in the country, one of the basic question is that, frequently raised, whether all this investment and benefits are going to sections of society or whether they are reaching the under privileged and ignored sections of society or they are concerneded by a few privileged and advantageous groups.

ASHOK KUMAR .B. SURAPUR

2013-04-01

230

Corpora, classroom and context: the place of spoken grammar in English language teaching  

OpenAIRE

The main research question investigated in this thesis is: In an era when English is increasingly used in international contexts, how relevant are the grammatical findings of native speaker spoken corpora in the ELT classroom? In terms of original research data, the thesis draws, initially, on data from a large-scale quantitative survey into the attitudes of students and teachers to conforming to native speaker norms. The data from this survey shows that a desire to conform to native speak...

Timmis, Ivor

2003-01-01

231

A Study of Culture Teaching in College English Teaching  

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Full Text Available Language and culture are intertwined and language is an inseparable part of culture. Language, as the carrier of culture, is influenced and shaped by culture, it reflects culture and plays a very important role in it. Because of different cultural backgrounds, misunderstandings often arise among people who speak different languages even there are not any grammatical mistakes in their conversation, thus intercultural communication failure occurs. With the development of economic globalization, intercultural communication is greatly increasing. More and more foreign language educators have realized that we should attach more importance to culture in our foreign language teaching and a new term “culture teaching” is introduced. We should have correct attitudes towards language and culture, towards language teaching and culture teaching. At the same time, we should be fully aware that putting culture teaching in English teaching practice is still a challenging task and it still has a long way to go. Not only relevant scholars and experts but also common English language teachers should have a clear macroscopical grasp of culture teaching in order to cultivate students’, especially non-English major students’ intercultural communicative competence to catch up with the development of the world.

Liangguang Huang

2011-06-01

232

Learners Involvement in Materials Selection for Teaching English in Language Classroom at Aligarh Muslim University  

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Full Text Available The onset of the present paper throws light on materials selection and traditional outlook. Then the paper discusses four types of materials, more specifically, instructional, experiential, exploratory and elicitative materials and their use in language classroom. It discusses the role relationship between teachers, learners and materials in the present scenario at Aligarh Muslim University, keeping in consideration the requirements of the changing times. The paper aims to highlight the positive effects of learner’s involvement in Materials Selection process. The researcher has tried to analyze the findings on the basis of a questionnaire distributed among teachers and students at Undergraduate level. Some suggestions are recommended, on the basis of the findings from the data collected.

Sheema Fatima

2014-06-01

233

Language Training: English Training  

CERN Multimedia

General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

Françoise Benz

2004-01-01

234

Language Training : English Training  

CERN Multimedia

General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

Françoise Benz

2004-01-01

235

How to Teach Aural English More Effectively  

Directory of Open Access Journals (Sweden)

Full Text Available As a means of communication, listening plays an important role in people’s life. In foreign language classroom, listening comprehension has never drawn the same attention of educators as it now does. So it is a vital importance to teach aural English more effectively. In view of present situation of aural English teaching and wrong ideas about it, the problems in traditional aural English teaching have been discussed, including monotonous pattern of teaching, ineffectiveness of teachers’ roles, students’ passivity, orientation at exams instead of students’ abilities and so forth. Then suggestions are presented on how to teach aural English more effectively: first, diversifying patterns of teaching should throw the emphasis on teaching in authentic environments and interaction between listening and other teaching activities; secondly, teachers should design listening activities for the class, build good interaction in the class and cultivate more creative methods in their teaching to change their ineffective roles; thirdly, students’ passive roles in class should also be modified by harmonizing their extrinsic motivations and intrinsic motivations; finally, the relationship between exams and development of abilities should be coordinated by using different strategies in different cases. Yet, there still exist a lot of problems in aural English teaching. For example, how to use authentic recordings in aural English teaching? Is it necessary to have audio equipment in order to train listening skills? And how to build the listeners’ confidence in listeners? etc. Therefore, there is still a long way to go for EFL educators.

Huan Huang

2009-08-01

236

Language Variation and the Implication for Language Teaching  

OpenAIRE

Teaching English as a foreign language in China has many problems, among which the biggest one is students’ incompetence in language use. In order to help Chinese learners have a better idea of language use, this paper takes a sociolinguistic view at language variations and offers suggestions for language teaching.

Changjuan Zhan

2011-01-01

237

An Introduction to English Teaching, A Textbook for English Educators  

Science.gov (United States)

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

Lin, Grace Hui Chin; Chien, Paul Shih-chieh

2010-01-01

238

The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca  

OpenAIRE

The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheles...

Gillian Mansfield; Franca Poppi

2012-01-01

239

Creativity in Language Teaching  

OpenAIRE

One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in learners – particularly those involving studentcentred, interaction-based, and open-ended elements. Drawing on teacher narratives and ...

Richards, Jack C.

1985-01-01

240

Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners  

Science.gov (United States)

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

2010-01-01

241

‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate  

OpenAIRE

The focus of this paper is an analysis of the conceptualisation of language teaching and the construction of learners in the new National Senior Certificate grade 12 curriculum and examinations taken by students for whom English is an additional language. The paper examines the values, attitudes and beliefs, as well as the required levels of cognitive engagement and notions of reading and writing. The authors argue that the curriculum represents a significant improvement on the previous versi...

Moeain Arend; Rochelle Kapp

2011-01-01

242

On the Teaching of English Listening  

OpenAIRE

Language is a socializing tool. The fundamental purpose of English teaching is training the students to put English into practical social use. As the most common medium to acquire knowledge and develop a sensation for a language, accurate listening, is mandatory before accurate speaking. Only when the listener has listened to the instruction correctly, could the listener do according to the instruction; this demonstrates the social function of language.

Lu Yin

2012-01-01

243

On the Teaching of English Listening  

Directory of Open Access Journals (Sweden)

Full Text Available Language is a socializing tool. The fundamental purpose of English teaching is training the students to put English into practical social use. As the most common medium to acquire knowledge and develop a sensation for a language, accurate listening, is mandatory before accurate speaking. Only when the listener has listened to the instruction correctly, could the listener do according to the instruction; this demonstrates the social function of language.

Lu Yin

2012-02-01

244

Problems of Teaching English to Amerindian Children in Guyana.  

Science.gov (United States)

Describes phonology and grammar differences between Amerindian languages and English to show difficulties in teaching English as a second language to Amerindian children in Guyana. Suggests prerequisites and characteristics of English language teaching programs necessary for a well-grounded program. (BK)

Edwards, Walter F.

1981-01-01

245

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS  

Directory of Open Access Journals (Sweden)

Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

Yuliana Yuliana

2003-01-01

246

An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors  

OpenAIRE

Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capit...

Istifci, Ilknur; Lomidazde, Tamar; Demiray, Ugur

2011-01-01

247

Developing Academic Language in English Language Learners through Sheltered Instruction  

Science.gov (United States)

This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…

Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed

2012-01-01

248

Language Training: English Training  

CERN Multimedia

General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

Françoise Benz

2004-01-01

249

The English language  

CERN Document Server

Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings - all in the same volume. The innovative and flexible 'two-dimensional' structure is built around four sections - introduction, development, exploration and extension - which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained.Introducing English Language:is the foundational book in th

Mullany, Louise

2010-01-01

250

A Study of the Teaching of Culture in College English  

OpenAIRE

Language is a system of arbitrary vocal symbols used for human communication. It is closely and intricately related to culture. It is part of culture. And as carriers of culture, language reflects culture. This essay dwells on the digging of the relationship between the language teaching, especially English teaching, and culture teaching today, and tries to find a more suitable method of language teaching as well as culture teaching.

Decheng Jiang

2010-01-01

251

The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language towards Teaching English as a Lingua Franca (El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca)  

Science.gov (United States)

The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities…

Mansfield, Gillian; Poppi, Franca

2012-01-01

252

Transcultural Picture Word List: For Teaching English to Children from Any of Twenty-One Language Backgrounds.  

Science.gov (United States)

This instructional aid for elementary and secondary teachers of English as a second language recommends itself especially to those situations where a bilingual teacher and a formal bilingual program are not available. The first item presented is a letter to parents translated into each of the 21 languages covered. The letter urges the parents to…

Donaldson, Judy P.

253

Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers. ESL & Applied Linguistics Professional Series  

Science.gov (United States)

The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are…

Sayer, Peter

2012-01-01

254

A Seven-Step Instructional Plan for Teaching English-Language Learners to Comprehend and Use Homonyms, Homophones, and Homographs  

Science.gov (United States)

For English-language learners, comprehension can be hindered by a lack of understanding of homonyms, homophones, and homographs, but the right instructional strategies can alleviate this problem. Following a discussion of issues such as the importance of being aware of a student's literacy skills in his or her home language and the need to…

Jacobson, Julie; Lapp, Diane; Flood, James

2007-01-01

255

Cooperative Principle in Oral English Teaching  

OpenAIRE

The Cooperative Principle by American linguist Grice is one of the major principles guiding people’s communication. Observing the Cooperative Principle will be helpful for people to improve the flexibility and accuracy of language communication. The ultimate aim of spoken English teaching is to develop students’ communicative competence. Therefore, it is significant to apply the Cooperative Principle to oral English teaching. This paper tries to prove the applicability of Cooperative Prin...

Mai Zhou

2009-01-01

256

Teaching Language, Learning Culture.  

Science.gov (United States)

A discussion of language focuses on the relationship between language learning and culture learning. The first four chapters look at the cultural context of language learning, particularly in the language classroom. The second part examines culture learning through language teaching. The first chapter discusses lexical culture, or the vocabulary…

Swiderski, Richard M.

257

Teaching Word Stress to Turkish EFL (English as a Foreign Language) Learners through Internet-Based Video Lessons  

Science.gov (United States)

The purpose of this study is to elicit problem causing word stress patterns for Turkish EFL (English as a foreign language) learners and investigate whether Internet-based pronunciation lesson is superior to traditional pronunciation lesson in terms of enhancing Turkish EFL learners' accurate production of stressed syllables in English words. A…

Hismanoglu, Murat

2012-01-01

258

A Comparative Study Of The Use Of Infinitive In English And Albanian Language. Teaching English Grammar To Albanian Learners Based On A Comparison.  

Directory of Open Access Journals (Sweden)

Full Text Available Today, interest in developing courses that provide interdisciplinary perspectives is increasing. In this way, we could obviously illustrate and give exact comparisons for our learners of English as a second language, in order to avoid their misconception and later incorrect usage of exact grammatical patterns. Thus a detailed study particularly upon the key patterns of each language, especially the correct usage of verbs, is necessary not even for the learner, but also for the teacher and especially for a linguist. The aim of this study is the correct usage and explanation of non-finite verbs for the learner of English as a second language. Teachers of all levels of English language have usually been confronted with this problem, while explaining grammar and trying to adjust the similarities and differences of English non-finites with the Albanian forms. This article focuses as well on the morphological and syntactical aspect and the structure of non-finite verbs within sentences in English and Albanian language, the problem of whether verbs are followed by the gerund or infinitive, especially in English but in a comparison to Albanian language and their equivalence. 

Artemisa Dralo

2013-09-01

259

Language Training: English  

CERN Multimedia

Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

Françoise Benz

2005-01-01

260

Language Training: English  

CERN Multimedia

Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

Françoise Benz

2004-01-01

261

English Educational Policies of the U.S. Army Military Government in Korea from 1945 to 1948 and Their Effects on the Development of English Language Teaching in Korea  

Science.gov (United States)

This study examines the English language teaching (ELT) policies and measures taken under the United States Army Military Government in Korea (USAMGIK) from 1945 to 1948, in an attempt to illuminate their implications on the current ELT in Korea. The study analyzes data derived from documents of the Korean and the U.S. governments, literature on…

Kim, Eun Gyong

2011-01-01

262

Seeking Best Practices and Meeting the Needs of the English Language Learners: Using Second Language Theories and Integrating Technology in Teaching  

Science.gov (United States)

A noticeable national trend in schools today is the rapid increase in the number of the English language learners. The widespread use of technology in classrooms is another trend today. In combining these two trends, this paper discusses the best practices that teachers can use in classrooms to work effectively with English language learners…

Li, Nan

2013-01-01

263

The Role of Reading in Improving Speaking Skill in the Context of Teaching English as a Foreign Language  

Directory of Open Access Journals (Sweden)

Full Text Available Teaching foreign language is a challenging task; in language learning, speaking skill is considered a core productive part of learning. With this in mind, this article investigates how speaking can be made articulate and smooth. Furthermore, this article also determines the relationship between reading and speaking proficiency and extent to which teachers-led reading can affect students’ speaking performance. It is a known fact that lack of vocabulary makes learners stumbling and hesitant in speaking, because words precede communication ahead. In language learning hesitations/weakness in speaking can be overcome by encouraging learners to read a specific text. If teachers engage their students in worthwhile activities, such as providing appropriate and interesting reading texts in order to enable them to communicate what they have read. This article aims to reveal how reading gears speaking and reduces time in learning foreign language.

Faheem Akbar

2014-12-01

264

Teaching to Exceed the English Language Arts Common Core State Standards A Literacy Practices Approach for 6-12 Classrooms  

CERN Document Server

As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and critical engagement curriculum framework for 6-12 English language arts education that explains and illustrates how the Standards' highest and best intentions for student success can be implemented from a critical, culturally relevant perspective tha

Beach, Richard; Webb, Allen

2012-01-01

265

Utilising fiction to promote English language acquisition  

CERN Document Server

The teaching of English in the United Arab Emirates is based upon the communicative approach and aims to enable EFL students to employ language skills for communication purposes, as appropriate. Personal experience and the author's colleagues' observations, however, reveal that a number of EFL university students fail to achieve adequate communicative competence, which, in turn, does not qualify them to exploit the foreign language of English as required by their curricula as well as by today...

Alami, Suhair Al

2013-01-01

266

Educating Chinese Scientists to Write for International Journals: Addressing the Divide between Science and Technology Education and English Language Teaching  

Science.gov (United States)

As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing…

Cargill, Margaret; O'Connor, Patrick; Li, Yongyan

2012-01-01

267

Authority in language investigating standard English  

CERN Document Server

Authority in Language explores the perennially topical and controversial notion of correct and incorrect language.James and Lesley Milroy cover the long-running debate over the teaching of Standard English in Britain and compare the language ideologies in Britain and the USA, involving a discussion of the English-Only movement and the Ebonics controversy. They consider the historical process of standardisation and its social consequences, in particular discrimination against low-status and ethnic minority groups on the basis of their language traits.

Milroy, James

2012-01-01

268

Global English Teaching and Teacher Education: Praxis and Possibility  

Science.gov (United States)

Today's English language teaching goes beyond the norms of English spoken and taught in native-English-speaking countries such as the United States, the United Kingdom, or Australia. Increasingly, a variety of countries have established, formally or informally, a kind of English unique to their own populations, and English language teachers within…

Dogancay-Aktuna, Seran, Ed.; Hardman, Joel, Ed.

2008-01-01

269

Causes for Ineffective College English Teaching and Relevant Countermeasures  

Directory of Open Access Journals (Sweden)

Full Text Available Through a questionnaire and a survey, the paper analyses the present College English teaching and the contributing factors for the ineffective College English teaching. Based on the analysis, the paper suggests four countermeasures to improve College English teaching quality. According to this paper, only when teachers and educational workers continue to learn modern foreign language teaching theory, reform teaching methods and patterns, instruct students in adjusting learning strategies, train students’ intercultural communication competence, and enhance the construction of College English course, can we improve the teaching effect and students’ practical English competence.

Changyu Li

2009-04-01

270

Cambridge IGCSE english as a second language  

CERN Document Server

Revised edition for the 2015 syllabus offering the easiest and most cost effective way to teach both the speaking and listening components with one set of books covering two years and free digital material. This title has been written for the revised Cambridge IGCSE English as a Second Language (0510 and 0511) syllabuses, for first teaching from 2013. ? Prepares students for their exams with a focus on assessed language features, such as inference, opinion and attitude. ? Develops language abilities at an appropriate pace with extra interactive tests on a free CD-ROM. We are working with Cambr

Reynolds, John

2014-01-01

271

Teaching English as a foreign language in accordance with Social-constructivist pedagogy / Enseñar inglés como lengua extranjera en consonancia con la pedagogía socio-constructivista  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract: This article argues that teaching a foreign language (English, in this case involves a linguistic obstacle which, if not negotiated properly, may place this task in contradiction with some basic principles of Social-constructivist pedagogy. After this obstacle is identified and some potential solutions are discarded, the article resorts to some of the didactic advances developed in the field of English as a second language (ESL teaching during the last two decades, since the latter has remained more attentive to the conflictive nature of social interactions than any other area in English Learning (EL. Resulting from this analysis, the paper finally resorts to examples in recent EFL research and comes up with a model for Teaching English as an International Language (TEIL, the main feature of which is to integrate EFL students’ critical reflections on the position enjoyed by English in the international socio-economic arena and the students’ relation to it.Resumen: Este artículo postula que la enseñanza de una Lengua Extranjera (en este caso, del inglés implica un obstáculo lingüístico que, si no se negocia de forma adecuada, puede hacer esta una tarea contradictoria con los principios básicos de la pedagogía socio-constructivista. Tras identificar este obstáculo y descartar algunas potenciales soluciones, el artículo recurre a los avances didácticos desarrollados en la Enseñanza del Inglés como Segunda Lengua durante las últimas dos décadas, un área ha permanecido más atenta a la naturaleza conflictiva de las interacciones sociales. A partir de este análisis, el artículo extrae algunos ejemplos de la literatura reciente para derivar un modelo de Enseñanza del Inglés como Lengua Internacional cuyo principal rasgo radica en ser capaz de integrar las reflexiones de los estudiantes de inglés comoLengua Extranjera sobre la posición que este idioma disfruta en el contexto socio-económico internacional y sobre sus propias relaciones con este contexto.

Luis S. Villacañas de Castro

2013-06-01

272

La enseñanza del inglés en las ciencias médicas: su repercusión social / The teaching of English Language in Medical Studies: its social repercussion  

Scientific Electronic Library Online (English)

Full Text Available Se hizo un estudio con el método de revisión bibliográfica sobre la enseñanza del Inglés en los Centros de Educación Médica Superior (CEMS), en la que se analizaron artículos sobre la revolución científico-técnica y las nuevas tecnologías al servicio de la sociedad, y sobre cómo la universidad se ha [...] insertado en este nuevo universo, desempeñando un papel clave, desde múltiples aristas, en lo académico, científico, profesional y cultural. Se ha tomado en cuenta la pertinencia, calidad e internacionalización de la enseñanza del idioma inglés, así como la preparación de los profesionales de la salud en el idioma inglés para su ejercicio profesional tanto dentro como fuera del país. La enseñanza del inglés, por su importancia, ha sido contemplada en los planes de estudio en las universidades médicas; la que va desde la traducción de artículos científicos, la comunicación personal y profesional en misiones internacionalistas y la discusión de los resultados de las investigaciones, entre otras; así se creó el fundamento teórico de este trabajo cuyo objetivo es caracterizar la enseñanza de este idioma en los Centros de Enseñanza Médica Superior, desde el pregrado y su profundización en el posgrado. Conocer y dominar el inglés ha facilitado a los investigadores y expertos utilizar la tecnología y ponerla en función de sus necesidades profesionales y personales. Abstract in english A study using the method of literature review on the subject of English Language was conducted in Higher Medical Educational Centers, where the articles about scientific-technical revolution and the new technologies to the service of society were analyzed, as well as how the university falls within [...] this new universe performing a key role from multiple points: academic, scientific, professional and cultural. Pertinence, quality and universalization of the English Language teaching was taken into account; moreover the training of health professionals in this foreign language inside and out of the country. English Language teaching, due to its importance, has been included in the syllabus of the medical universities, covering from the translation of scientific articles, to the professional and personal communication in medical international missions and discussion of the results of the researches, among others; this way the theoretical basis of this research was created with the purpose of characterizing the teaching of English Language in Higher Medical Educational Centers, from the pre-graduate and its deepening in postgraduate levels. Learning and mastering English Language has provided researchers and experts with the use of the technology to solve professional and personal needs.

María Teresa, Valdés Linares; Sisely, González Valdés; Idania, Díaz Cabeza; Aniuska, Verdayes Vives; Luis Manuel, Díaz Lobo.

2010-09-01

273

Professional Memory and English Teaching  

Science.gov (United States)

This article concerns the way that research into Professional Memory (PM) in English teaching might re-connect the school subject with constituencies--the individuals, communities and social values--it once served. By PM I mean the collective memories of a generation of English teachers which, when brought into conjunction with existing histories,…

Tarpey, Paul

2009-01-01

274

Teaching English Creatively. Second Edition.  

Science.gov (United States)

Representing current research and effective practice in English education, this book provides inservice and preservice teachers of English practical activities derived from sound educational theory and research to help make their job in the classroom effective and enjoyable. The book is meant to be an easy-to-read and useful source for teaching

Bushman, John H.; Bushman, Kay Parks

275

Goal Making for English Teaching.  

Science.gov (United States)

Originally presented at a series of NCTE Spring Institutes on the topic "Behavioral Objectives/Humanistic Goals: Bridging the Gap," the papers in this monograph are divided into four sections. Sections one contains personal credos on the goals of English teaching: "McNamara's Band and the Educational Edsel" by Charles Weingartner; "English

Maloney, Henry B., Ed.

276

"Harry Potter" and the English Language Learner.  

Science.gov (United States)

Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

Coatney, Kathy

2001-01-01

277

Scaffolding English Language Learners' Reading Performance  

Science.gov (United States)

English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

McKenzie, Lolita D.

2011-01-01

278

On Multi-Dimensional Vocabulary Teaching Mode for College English Teaching  

Science.gov (United States)

This paper analyses the major approaches in EFL (English as a Foreign Language) vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar…

Zhou, Li-na

2010-01-01

279

Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012. The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1 According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2 According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK (Bristol and the United States (US (Henrico? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages.

Gail McEachron

2015-04-01

280

La enseñanza del inglés en las ciencias médicas: su repercusión social The teaching of English Language in Medical Studies: its social repercussion  

Directory of Open Access Journals (Sweden)

Full Text Available Se hizo un estudio con el método de revisión bibliográfica sobre la enseñanza del Inglés en los Centros de Educación Médica Superior (CEMS, en la que se analizaron artículos sobre la revolución científico-técnica y las nuevas tecnologías al servicio de la sociedad, y sobre cómo la universidad se ha insertado en este nuevo universo, desempeñando un papel clave, desde múltiples aristas, en lo académico, científico, profesional y cultural. Se ha tomado en cuenta la pertinencia, calidad e internacionalización de la enseñanza del idioma inglés, así como la preparación de los profesionales de la salud en el idioma inglés para su ejercicio profesional tanto dentro como fuera del país. La enseñanza del inglés, por su importancia, ha sido contemplada en los planes de estudio en las universidades médicas; la que va desde la traducción de artículos científicos, la comunicación personal y profesional en misiones internacionalistas y la discusión de los resultados de las investigaciones, entre otras; así se creó el fundamento teórico de este trabajo cuyo objetivo es caracterizar la enseñanza de este idioma en los Centros de Enseñanza Médica Superior, desde el pregrado y su profundización en el posgrado. Conocer y dominar el inglés ha facilitado a los investigadores y expertos utilizar la tecnología y ponerla en función de sus necesidades profesionales y personales.A study using the method of literature review on the subject of English Language was conducted in Higher Medical Educational Centers, where the articles about scientific-technical revolution and the new technologies to the service of society were analyzed, as well as how the university falls within this new universe performing a key role from multiple points: academic, scientific, professional and cultural. Pertinence, quality and universalization of the English Language teaching was taken into account; moreover the training of health professionals in this foreign language inside and out of the country. English Language teaching, due to its importance, has been included in the syllabus of the medical universities, covering from the translation of scientific articles, to the professional and personal communication in medical international missions and discussion of the results of the researches, among others; this way the theoretical basis of this research was created with the purpose of characterizing the teaching of English Language in Higher Medical Educational Centers, from the pre-graduate and its deepening in postgraduate levels. Learning and mastering English Language has provided researchers and experts with the use of the technology to solve professional and personal needs.

María Teresa Valdés Linares

2010-09-01

281

English as a Foreign Language, Globalisation and Conceptual Questioning  

Science.gov (United States)

This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the "glocal" scene. We draw on post-colonial theories and critical…

Jordao, Clarissa Menezes

2009-01-01

282

Research methods for English language teachers  

CERN Document Server

This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the

McDonough, Jo

2014-01-01

283

The relationship between Iranian English language Teachers’ and Learners’ Gender and their Perceptions of an Effective English Language Teacher  

OpenAIRE

In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold different views on characteristics of an effective English language teacher. For this purpose a researcher made questionnaire comprising 46 questions o...

Homa Babai Shishavan

2010-01-01

284

English as the Language of International Business Communication  

Science.gov (United States)

In teaching business communication, instructors usually can take for granted that English is the language of business communication in a globalised world. Even in a multicultural and multilinguistic country such as Malaysia, the assumption that English is the language to use is shared by those who manage programs, those who teach, and students.…

Kuiper, Alison

2007-01-01

285

Productive Language Use with IT'S ENGLISH  

OpenAIRE

Based on the results of a study in 1989, a new Computer-Assisted Instruction program for foreign language teaching of English has been developed. Main features of this program are the communicative approach, a 70, 000 word dictionary, sound and a syntactic parser.An evaluation study was carried out to explore the possibilities of this program. Four groups of eight students from two schools using different methods for teaching English used the program for 8 weeks. The aim of this study was to ...

Kanselaar, G.; Jaspers, J. G. M.; Kok, W. A. M.

1993-01-01

286

Language Training: English Training  

CERN Multimedia

La prochaine session se déroulera du 04 octobre 2004 au 11 février 2005 (interruption de 3 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web : http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants ...

Françoise Benz

2004-01-01

287

Language Training - English Training  

CERN Document Server

General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people w...

HR Department

2009-01-01

288

Language Training - English Training  

CERN Document Server

General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people ...

HR Department

2009-01-01

289

Language Training: English Courses  

CERN Multimedia

General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

Françoise Benz

2005-01-01

290

Language Training: English Courses  

CERN Multimedia

General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

Françoise Benz

2005-01-01

291

"English for the Global": Discourses in/of English-Language Voluntourism  

Science.gov (United States)

Drawing upon the notion of hyperglobalism and critical perspectives on English as an international language, this study examines the ways in which English language teaching via volunteer tourism (i.e. English-language voluntourism) is represented and legitimated as an altruistic practice among organizational sponsors and in the talk of current and…

Jakubiak, Cori

2012-01-01

292

Language teachers and teaching  

CERN Document Server

This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.

Ben Said, Selim

2013-01-01

293

Culture Teaching in Foreign Language Teaching  

OpenAIRE

The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language education is a problem countered by language teachers throughout all universities and colleges in the world. Language is one of the most important carriers of culture and reflects the latter. Without language, culture would...

Li Sun

2013-01-01

294

Language Training: English Training  

CERN Multimedia

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in...

Françoise Benz

2004-01-01

295

Language Training: English  

CERN Multimedia

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from Januar...

Françoise Benz

2005-01-01

296

Teaching English Creatively. Third Edition.  

Science.gov (United States)

The plan and purpose of this book is to provide for inservice and preservice teachers educationally sound theories and creative activities in the teaching of English. This third edition of the book keeps many of the activities that were included in the previous editions and adds new material from current research and effective practice. The book…

Bushman, John H.

297

Some Reflections about the Construction of College English Teaching System  

OpenAIRE

The paper analyses and researches the problems of constructing college English teaching system, the fostering of students’ abilities in language learning and language communication, the teaching according to students differences, the scientificness, the practicability and the rationality of compiling textbooks. It also puts forward a few tentative ideas of the constructions of the college English teaching system in order to promote the scientificness and rationality of constructions of the ...

Jie Wang

2009-01-01

298

Thinking in English a new perspective on teaching ESL  

CERN Document Server

Thinking in English represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of encouragement and reviews from people who have benefited from his approach to teaching and learning English.

Muciaccia, John B

2012-01-01

299

Some Aspects of the Teaching of English in Viet Nam.  

Science.gov (United States)

In regard to the teaching of English, which is replacing French as a foreign language, Viet Nam presents some unique aspects and some individual problems. More secondary school students are selecting English as their foreign language choice; English departments in the universities are expanding rapidly; the teacher shortage is increasing. One…

Le Van Diem

300

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study  

Science.gov (United States)

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

Ortega, Irasema

301

Schema Theory and College English Reading Teaching  

OpenAIRE

Reading plays a dominant role among the four skills in foreign language acquisition for college students. Unfortunately, over the past few decades, English teaching practice shows that Chinese students are vulnerable in it. Both their reading speed and their reading skills are far from being satisfactory. Schema theory presents a very efficient course in developing students' reading skills and improving their reading abilities. Based on a descriptive research, this paper aims to expound on th...

Xiaoguang Zhao; Lei Zhu

2012-01-01

302

Contrastive remarks on teaching English Pronunciation  

Directory of Open Access Journals (Sweden)

Full Text Available There are some generally recognized challenges and paradoxes in learning and teaching EFL, e.g. the existence of different phonological codes in particular languages, emphasizing the importance of phonetic studies; the existence of a specific inventory of phonemes in each language, and the issue of phoneme analyzability; the educationalists’ tendency to take support on the existence of universal facts of pronunciation – which clashes with the common idea that there are sounds which are ‘unpronounceable’ by the non-native speakers; the existence of the several varieties of a language, at loggerheads with the ‘prescribed norm’ (cf. the concept of tolerance in the field of language learning and teaching; using or not the phonetic transcription; the attempt to establish and use pronunciation rules in TEFL, etc. The present contribution is meant to discriminate the main challenges of vowel pronunciation in English, sketching the obstacles and pitfalls of the pronunciation of the English consonants. The teacher will benefit by such remarks in correctly discriminating and choosing his/her means and ways, all through these various challenges, paradoxes and inconsistencies of the English language.

Constantin MANEA

2009-11-01

303

On the Practice Teaching of English Reading  

OpenAIRE

The main task of practice teaching of English Reading is to train students’ independent reading ability and good reading habits. Extra-curricular reading of English literature and English newspapers and magazines plays an active role in improving English reading ability. The principle of selecting reading materials, the scope of selection and the organization of teaching are essential to effective practice teaching. The practice teaching of English Reading can not only cultivate among the s...

Yonghong Gao

2009-01-01

304

Understanding Omani students’ (University English Language Problems  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this paper is to present the survey details conducted among the students of an Engineering college in Oman, relating to the students’ learning difficulties, where the medium of instruction is English. In most of the Omani schools, English is learnt as a language and is not a medium of instruction. The students’ familiarity with English is therefore limited. At the professional college level, when the medium of instruction itself is English, the students’ comprehensive understanding of the subject is doubtful. A bridging course in the form of foundation program is offered to prepare the students for the Engineering programs. Nevertheless, even after such foundation program training, it is observed that the students are not comfortable in classes taught in English, as medium of Instruction. This is reflected in their understanding of the modules, class participation, exam preparation and their overall performance and study experience. This is revealed in the survey conducted and it shows, that language barrier, does affect the performance of the students due to their lack of proficiency in English language. An attempt is also made to understand the teaching staffs’ attitude towards such students English language difficulties.

Ilango Sivaraman

2014-05-01

305

Science for English Language Learners K-12 Classroom Strategies  

CERN Document Server

If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two. The book is designed so you can easily dip in and out of the topics you want.

Fathman, Ann K

2006-01-01

306

Understanding the role of culture during teaching and learning through English second language at a university of technology / Dorothea Susanna Vosloo  

OpenAIRE

This study focuses on understanding the role of culture during teaching and learning through English L2 at the University of Technology; determine the fundamental nature of culture; gain a better understanding of the role of cultural factors that influence L2 teaching and learning of the 1st year students; and propose possible solutions to deal with problems caused by the influence of culture on teaching and learning through English L2. South Africa is a multicultural and multilingual country...

Vosloo, Dorothea Susanna

2011-01-01

307

Ensino da Língua Inglesa: contribuições da fonética, fonologia e do processamento auditivo / English Language Teaching: phonetics, phonology and auditory processing contributions  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Languages: English, Portuguese Abstract in portuguese TEMA: inter-relação da fonética, fonologia e processamento auditivo no ensino da Língua Inglesa. OBJETIVOS: verificar se o contato prévio com o sistema fonético da Língua Inglesa favorece o aprendizado geral desta língua em falantes do Português como segunda língua (L2), e verificar o desempenho dos [...] participantes em um teste do processamento auditivo anterior e posterior ao ensino da L2. MÉTODO: participaram oito estudantes universitários que estudaram a Língua Inglesa somente no ensino médio, divididos em dois grupos: grupo controle - submetido apenas ao curso de Inglês - e grupo experimental - submetido à aulas de fonética da língua inglesa anteriores ao curso de Inglês. Os participantes foram submetidos ao teste de processamento auditivo e a um teste oral em inglês (Oral Test) antes e após as aulas. Foram analisados os dados dos testes anteriores e posteriores às aulas. RESULTADOS: estes foram expressos estatisticamente por meio do teste t student e mostraram que não houve diferença nos testes entre os grupos. Os escores indicaram melhor atuação do grupo controle ao responder as perguntas em Inglês no Oral Test. Houve melhor execução do grupo experimental no processamento auditivo após ser submetido às aulas de fonética e ao curso de Inglês. CONCLUSÃO: o conhecimento prévio básico da língua inglesa não favoreceu o aprendizado geral (melhora na pronúncia) da segunda língua do grupo como um todo, mas melhorou a capacidade de processamento temporal no teste realizado. Abstract in english BACKGROUND: interrelation of phonetics, phonology and auditory processing in English Language Teaching. AIM: to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individua [...] ls in an auditory processing test prior to and after being taught L2. METHOD: participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. RESULTS: these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. CONCLUSION: prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

Letícia Maria Martins, Araújo; Mariza Ribeiro, Feniman; Fernanda Ribeiro Pinto de, Carvalho; Simone Aparecida, Lopes-Herrera.

2010-09-01

308

More than Numbers: Teaching ELLs Mathematical Language in Primary Grades  

Science.gov (United States)

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language

Sistla, Michelle; Feng, Jay

2014-01-01

309

Thinking in English: A New Perspective on Teaching ESL  

Science.gov (United States)

"Thinking in English" represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of…

Muciaccia, John B.

2011-01-01

310

Using technology in foreign language teaching  

CERN Document Server

Language learning is a complex and challenging endeavor. For students to achieve the desired proficiency in English as a Foreign Language (EFL) their institutions need to invest time, effort and huge resources in order to cater for different learning styles. To be cost effective, many language-teaching institutions strive to provide intensive foreign language (FL) instruction to reduce the time period needed to learn the target language. This explains the current interest in combining differe...

Troudi, Salah

2014-01-01

311

Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia  

Directory of Open Access Journals (Sweden)

Full Text Available This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: Visión 2019 issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It characterizes discursive strategies which, in turn, unveil power structures, means of control, and subject positioning of submission and dominance inherent in three main categories: Being bilingual, being successful, and being Colombian. It concludes that discourses are being strategically employed by the Colombian Ministry of National Education to change or preserveideologies and to widen gaps between socio-economic groups to protect the interests of only a small segment of the population.Este reporte postula una problemática de relaciones desequilibradas de dominio, poder, control y de la desproporcionada distribución de recursos en la enseñanza del inglés en Colombia, lo cual es perpetrado por discursos que moldean la identidad, en el documento Educación: Visión 2019 publicado por el Ministerio de Educación Nacional de Colombia. El estudio sigue los principios del análisis crítico del discurso. Esta investigación caracteriza estrategias discursivas que a su vez develan estructuras de poder, medios de control, y posicionamiento de sumisión y dominio en tres categorías: ser bilingüe, ser exitoso y ser colombiano. El estudio sugiere que el Ministerio de Educación Nacional está empleando discursos para manipular ideologías y generar inequidad entre grupos sociales en tanto que protege los intereses de un segmento de la población exclusivamente. 

Escobar Alméciga Wilder Yesid

2013-04-01

312

Teaching in English Is Not Necessarily the Teaching of English  

Directory of Open Access Journals (Sweden)

Full Text Available Described as a “galloping” phenomenon now considered “pandemic” in proportion, the use of English as the lingua franca medium of instruction (EMI at higher education institutions (HEIs across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation’s universities are increasingly offering classes–and even entire courses–in English. Seen by some as a panacea for jump-starting the nation’s stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.

Julian Chapple

2015-02-01

313

Manufacturing Industry Employers’ Perception of Graduates’ English Language Skills Proficiency  

Directory of Open Access Journals (Sweden)

Full Text Available Proficiency in English language skills among graduates that create advantages for the organization is preferred by prospective employers as one of the main criteria for employability.  This article provides an overview of undergraduates in higher education and also workplace literacy from the perspective of the employers in the manufacturing industry. The result from the research demonstrates that Malaysian manufacturing industry employers perceive that the graduate employees’ English language proficiency skills are still below their expectations. Therefore, this study recommends that there is a need for intervention into language teaching to improve the English language syllabus level of English proficiency at primary, secondary and tertiary level. At the same time, emphasis on the importance of English in everyday use should be inculcated without neglecting the national language of Malaysia.  This will ensure that the teaching of English will be in line with globalization and current workplace demands.Keywords: English language skills proficiency, manufacturing industry employers, graduates

Manjet Kaur Mehar Singh

2012-09-01

314

Un currículo interdisciplinario de base teórica para enseñar inglés como segunda lengua / An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language  

Scientific Electronic Library Online (English)

Full Text Available Para los inmigrantes hispanos de los Estados Unidos (EEUU) aprender inglés (L2) es considerado necesario para progresar y funcionar en la sociedad, y hay una gran demanda de clases de inglés como segunda lengua o English as a Second Language (ESL). A pesar del reconocido beneficio individual y socia [...] l de los programas de ESL, todavía se debe potenciar la investigación de estrategias educativas eficaces en los diferentes aspectos del aprendizaje del inglés como segunda lengua. Este artículo describe una estrategia pedagógica de base teórica incorporada en un currículo de ESL para hispanos inmigrantes adultos en la frontera entre EEUU y México. Igualmente el presente artículo describe la implementación y evaluación del currículo mediante métodos cuantitativos y cualitativos. Los resultados cuantitativos indican que los participantes mejoraron significativamente su nivel de L2. Además, los resultados cualitativos sugieren que los participantes recibieron satisfactoriamente tanto el contenido como la metodología pedagógica del currículo, y en general declararon haber tenido una experiencia positiva con la clase. Este trabajo podría servir de modelo para la enseñanza de una segunda lengua para adultos. Abstract in english Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. As a consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs, both at the individual and soci [...] al levels, more research is needed to identify education strategies that effectively promote all aspects of learning English as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specifically designed for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum as well as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate that the participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impacted by both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It can be concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults.

Brenda O, Fuentes; Francisco, Soto Mas; Erika, Mein; Holly E., Jacobson.

2011-07-01

315

Positivity of the English language  

CERN Document Server

Within the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Previous findings are mixed: suggestive evidence of a positive bias has been found in small samples of English words [1-3], framed as the Pollyanna Hypothesis [3] and Linguistic Positivity Bias [1], while the experimental elicitation of emotional words has instead found a strong negative bias [4]. Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is surprisingly invariant with respect to frequenc...

Kloumann, Isabel M; Harris, Kameron Decker; Bliss, Catherine A; Dodds, Peter Sheridan

2011-01-01

316

Language - English - Difficult / Question You - Think - What?  

OpenAIRE

The present study concerns the reading and writing performance of Deaf learners in EFL(English as a Foreign Language). The learners’ mother tongue is LIS and their culture is the Italian Deaf Culture; however, when it comes to reading and writing, the same language (that is, written Italian) is shared by Deaf users of LIS, deaf lip-readers and hearing Italians. The paper is based on experimental EFL teaching/learning with adult students featuring the above linguistic/cultural traits. Its ai...

Ochse, Elana

2004-01-01

317

COMPONENTE CULTURAL, LIBROS DE TEXTO Y ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA / CULTURAL COMPONENT, TEXTBOOKS AND TEACHING OF ENGLISH AS A FOREIGN LANGUAGE  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish Abstract in spanish El objetivo principal de este análisis es explorar, contrastar y comparar los conceptos explícitos e implícitos y las teorías acerca de la cultura que tienen aplicaciones prácticas en los textos escolares para enseñanza del inglés. Se pretende analizar las actividades y tareas diseñadas para ser des [...] arrolladas en las clases de inglés como lengua extranjera en la enseñanza secundaria. Se establecen categorías dicotómicas con base en las teorías y tipologías elaboradas por diversos autores acerca del componente cultural en el currículo de la enseñanza de lenguas extranjeras. Dichas tipologías son usadas para analizar los contenidos culturales en los libros de texto de inglés como lengua extranjera. El corpus seleccionado para este estudio consiste en seis libros de texto producidos por editoriales extranjeras y usados en Colombia durante los años 1997 y 2005. Abstract in english The main goals of this study are to explore, contrast and compare the explicit and implicit concepts and the theories about culture that have practical applications in textbooks for the teaching of English as a Foreign Languaje (EFL). We intend to analyze the activities designed to be developed in t [...] he EFL in secondary education. We establish dichotomous categories based on the theories and typologies that several authors have made around the cultural component in the curricula of foreign languaje teaching. Such typologies are used to analyze the cultural contents in the EFL textbooks. The corpus selected for this study corresponds to five textbooks used in Colombia by foreign editorials between 1997 and 2005 to teach EFL in primary, secondary and high school levels.

Martha Elizabeth, Varón Páez.

2009-06-01

318

Libras no ensino de inglês mediado pelas novas tecnologias: desafios e possibilidades / "Libras" (Brazilian Sign Language) in the Technology-Mediated Teaching of English: Challenges and Possibilities  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo investiga a perspectiva de professores, intérpretes e alunos sobre o ensino de inglês mediado pelo uso das novas tecnologias e da Língua Brasileira de Sinais (Libras) em uma escola pública inclusiva, a fim de identificar os desafios enfrentados por eles nesse contexto e apontar possíveis [...] formas de superá-los. Os dados foram gerados através de questionários, entrevistas, grupo focal, diário de pesquisa e gravação de aulas em vídeo. As aulas analisadas foram ministradas para uma turma de sétimo ano na sala de informática. Através da análise qualitativa dos dados, os desafios e as possibilidades observados foram agrupados em quatro núcleos de significado: (1) a mediação de três línguas: Libras, português e inglês; (2) a mediação do intérprete de Libras; (3) o professor e o uso de Libras; (4) a mediação da tecnologia. Abstract in english This exploratory study investigates teachers', interpreters' and students' views about the teaching of English with the mediation of new technologies and of Brazilian Sign Language (Libras) in an inclusive public school in order to identify the challenges faced by the participants in such a context [...] and point out possible ways of overcoming them. Data were generated through questionnaires, interviews, focus groups, research diaries, and video recordings of lessons. The analyzed lessons were taught to a seventh grade class in the school's computer room. Through qualitative data analysis, the challenges and possibilities observed were grouped in four meaning categories: (1) the mediation of three languages: Libras, Portuguese, and English; (2) the mediation of the Libras interpreter; (3) the teacher and the use of Libras; (4) the mediation of technology.

Kátia Cristina do Amaral, Tavares; Ana Paula Pires de, Oliveira.

1045-10-01

319

SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING  

OpenAIRE

After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998), four macro-options...

Elsa Tragant; Carmen Muñoz

2004-01-01

320

Racism in the English Language.  

Science.gov (United States)

This publication includes a study essay that discusses numerous ways in which the English language reflects and promotes racism. Among the topics discussed are black/white color symbolism, terms that reflect obvious bigotry, terms that reflect ethnocentrism on the part of white people, politics and terminology, and "loaded" terms that are used to…

Moore, Robert B.

321

Ensino da Língua Inglesa: contribuições da fonética, fonologia e do processamento auditivo English Language Teaching: phonetics, phonology and auditory processing contributions  

Directory of Open Access Journals (Sweden)

Full Text Available TEMA: inter-relação da fonética, fonologia e processamento auditivo no ensino da Língua Inglesa. OBJETIVOS: verificar se o contato prévio com o sistema fonético da Língua Inglesa favorece o aprendizado geral desta língua em falantes do Português como segunda língua (L2, e verificar o desempenho dos participantes em um teste do processamento auditivo anterior e posterior ao ensino da L2. MÉTODO: participaram oito estudantes universitários que estudaram a Língua Inglesa somente no ensino médio, divididos em dois grupos: grupo controle - submetido apenas ao curso de Inglês - e grupo experimental - submetido à aulas de fonética da língua inglesa anteriores ao curso de Inglês. Os participantes foram submetidos ao teste de processamento auditivo e a um teste oral em inglês (Oral Test antes e após as aulas. Foram analisados os dados dos testes anteriores e posteriores às aulas. RESULTADOS: estes foram expressos estatisticamente por meio do teste t student e mostraram que não houve diferença nos testes entre os grupos. Os escores indicaram melhor atuação do grupo controle ao responder as perguntas em Inglês no Oral Test. Houve melhor execução do grupo experimental no processamento auditivo após ser submetido às aulas de fonética e ao curso de Inglês. CONCLUSÃO: o conhecimento prévio básico da língua inglesa não favoreceu o aprendizado geral (melhora na pronúncia da segunda língua do grupo como um todo, mas melhorou a capacidade de processamento temporal no teste realizado.BACKGROUND: interrelation of phonetics, phonology and auditory processing in English Language Teaching. AIM: to determine whether prior contact with English phonetics favors general learning of this language (L2, i.e. second language, in Portuguese speakers; to verify performance of these individuals in an auditory processing test prior to and after being taught L2. METHOD: participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. RESULTS: these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. CONCLUSION: prior basic knowledge of English did not enhance general learning (improvement in pronunciation of the second language, however, it improved the ability of temporal processing in the used test.

Letícia Maria Martins Araújo

2010-09-01

322

Proceedings of the Conference on the Role of Canadian Universities in the Teaching of English and French as Second Languages.  

Science.gov (United States)

A compilation of conference proceedings and addresses, in English and in French, of an August, 1967 meeting in Quebec, Canada is presented. Nelson Brooks offers the keynote speech on bilingualism today. Other speakers and topics include Guy Plastre on the conference theme, Ronald Sutherland on French and English-Canadian literature, Jean-Paul…

Whalen, Robert, Ed.; Tatlow, Fred, Ed.

323

An analysis of lesson plan design for teaching ESL learners with limited English language proficiency / B. Slater  

OpenAIRE

According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. A...

Slater, Brenche

2011-01-01

324

Understanding the Desirability of English Language Education in Taiwan  

Science.gov (United States)

The popularity and desirability of English language education has become somewhat unbeatable in Taiwan. This article seeks to understand the multiple threads of reasoning systems that come together to constitute and sustain the desirability of English learning. It conceptualizes that language education is more than teaching and learning a…

Tseng, Chao-Ling

2008-01-01

325

Linguistic Intervention Techniques for At-Risk English Language Learners  

Science.gov (United States)

In U.S. public schools, the population of nonnative speakers of English who are at risk for failing language requirements is growing. This article presents multisensory structured language (MSL) teaching strategies to remediate these students' difficulties in reading, writing, and speaking English. These strategies are underscored by recent…

Schneider, Elke; Evers, Tsila

2009-01-01

326

Culture Teaching in Foreign Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language education is a problem countered by language teachers throughout all universities and colleges in the world. Language is one of the most important carriers of culture and reflects the latter. Without language, culture would not be possible. The basic goal of learning a foreign language is to acquire the communicative competence, while the development and improvement of such competence is to some extent dependent of efficient and scientific teaching approach. Byram has defined the notion of cultural studies in foreign language education and put forward a model for teaching foreign language and culture. Shen Chen has put forward a proposal for developing Chinese foreign language learning learners culture creativity as an attempt to search for away through the difficulties. His cultural creativity refers to a kind of ability that only can be gotten by knowledge acquiring in foreign culture, existed in language and  more than language itself, in the process of using such knowledge inter-cultural communication with others and creating new way of thinking for a new way of action. The students can get a further understanding of the target culture which will without doubt promote their understanding and command of competent communication in the target language.

Li Sun

2013-02-01

327

The Teaching of English in Polish Educational Institutions  

Science.gov (United States)

This article discusses the strengths and weaknesses of native and non-native teachers of English in Polish schools, and is the result of the Dr. Butler's experience as a teacher of English in Poland. It is argued that native teachers of English should be employed in Poland because they teach in their own language, use current idioms, provide…

Hughes, Teresa Ann; Butler, Norman L.; Kritsonis, William Allan; Herrington, David

2007-01-01

328

Broadsheet English: Teaching English through Newspaper Articles  

Science.gov (United States)

In this study it is aimed to debate whether newspaper articles can be used as speaking materials in foreign language courses as they include most actual and living language patterns by all means. A quasi-experimental study has been carried out at Vocational School of Tourism and Hotel Services of Erzincan University. Thirty-eight preparatory…

Akdemir, Ahmet Selcuk; Barin, Muzaffer; Demiroz, Hakan

2012-01-01

329

First Language Acquisition and Teaching  

Science.gov (United States)

"First language acquisition" commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child's natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. "First language teaching" concerns schooling in…

Cruz-Ferreira, Madalena

2011-01-01

330

Language Ability of Young English Language Learners: Definition, Configuration, and Implications  

Science.gov (United States)

In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided…

Gu, Lin

2015-01-01

331

Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings  

Science.gov (United States)

Popular views about language and how children and youth learn language are based mainly in cognitive approaches in support of a common knowledge theory of language development. This common theory feeds into the efforts to increase teacher and learner accountability as measured on narrow assessments of what it means to use language well and in…

Faltis, Christian

2013-01-01

332

Use of English Corpora as a Primary Resource to Teach English to the Bengali Learners  

Science.gov (United States)

In this paper we argue in favour of teaching English as a second language to the Bengali learners with direct utilisation of English corpora. The proposed strategy is meant to be assisted with computer and is based on data, information, and examples retrieved from the present-day English corpora developed with various text samples composed by…

Dash, Niladri Sekhar

2011-01-01

333

Research on English Teaching and Learning: Taiwan (2004-2009)  

Science.gov (United States)

This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…

Chen, Suchiao; Tsai, Yachin

2012-01-01

334

Teaching for Communicative Competence in a Second Language.  

Science.gov (United States)

Issues related to teaching for communicative competence in a second language are discussed: the implications of accepting a nonnative "accommodation" variety of English as a model for teaching and learning; important shifts in thinking among second language speakers; the effects of nationalism and national language development on second language

Sibayan, Bonifacio P.

335

The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca  

Directory of Open Access Journals (Sweden)

Full Text Available The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.Debido a los procesos de globalización, la función del inglés como herramienta internacional o como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global. En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés chino y llevando a cabo actividades sencillas de concordancias.

Gillian Mansfield

2012-04-01

336

Updating Language Teaching: Classroom Practices  

Science.gov (United States)

The cognitive-code theory of learning has influenced the field of language teaching. Increased use of communicative practice and contextualization, simulation, concept-based teaching methods and increased integration of language skills are the result of this influence observed in the classroom. (CLK)

Varela, L.

1975-01-01

337

Vocabulary and language teaching  

CERN Document Server

The material in this book reviews work dating back to the vocabulary control movement in the 1930s and also refers to more recent work on the role of lexis in language learning. Two chapters describe the main foundations of lexical semantics and relevant research and pedagogical studies in vocabulary and lexicography; and a further chapter discusses recent advances in the field of lexis and discourse analysis. There is also a series of specially commissioned articles which investigate the structure and functions of the modern English lexicon in relation to its exploitation for classroom vocabu

Carter, Ronald

2014-01-01

338

English as a "Global Language" in China: An Investigation into Learners' and Teachers' Language Beliefs  

Science.gov (United States)

This paper discusses issues related to language beliefs held by teachers and students of English in China; namely, the status of English, the learners' expectations of English and the focus of English teaching and learning in China. These beliefs are examined in the context of globalization and China's ever-deepening integration into the global…

Pan, Lin; Block, David

2011-01-01

339

Error correction in english teaching  

OpenAIRE

There are two different ways to develop competence in a language: language acquisition and language learning. Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but

??????????, ?. ?.

2013-01-01

340

A Small-Scale Study of Primary School English Language Teachers' Classroom Activities and Problems  

Science.gov (United States)

Turkey's search for upgrading the quality of English language teaching is still in progress. Publication of Ministry of National Education's "English Language Curriculum for Primary Education Grades 4,5,6,7 and 8" (2006) framed the content and delivery of our primary school English language teaching classes along with a list of suggested classroom…

Arikan, Arda

2011-01-01

341

Globalization of English and English Language Policies in East Asia: a Comparative Perspective  

OpenAIRE

The last decade has witnessed the ever rising realization of the significance of English, which triggered the booming concept of teaching English as an International Language (EIL). English as a lingua franca has been playing an important role in the whole world since the 1950s in the twentieth century. In order to compete with western rivals in the new century, East Asian countries and regions in the expanding circle of English have to respond positively to the globalization of English and m...

Shen, Qi

2009-01-01

342

INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES  

OpenAIRE

This study investigates how short stories can be integrated into an English language curriculum in order to consolidate students’ knowledge of the English language - grammar and vocabulary - and to promote their creative writing skills. The study was conducted with 21 Turkish university students receiving an English language preparatory programme. A selection of short stories appropriate to students’ language requirements was incorporated into the English language curriculum. A three-stag...

Kirkgo?z, Yasemin

2012-01-01

343

How to Achieve Authentic Context in Classroom Oral English Teaching  

OpenAIRE

Teaching oral English in traditional classroom setting is the main way conducted in China, which is artificial and not very helpful in language learning. Based on some SLA theories, this article discusses some methods to achieve authentic context in classroom oral English teaching, including ways to optimize classroom setting and classroom instruction. We hope these suggestions can give inspiration to teachers who conduct their work in a classroom.

Xiaomei Yang

2010-01-01

344

Processed-Centered Teaching and Its Implications in English Teaching in China  

OpenAIRE

Process-centered teaching, as a contrary to product-centered teaching, is a paradigm which emphasizes the way in which a language, syllabus, or curriculum is taught and learnt from the point of view of the learner, and how the language becomes directly relevant to the lives of the learners. This paper, based on an analysis of process-centeredness, proposes some implications in English teaching in China. It desires to enable English teachers more awaken to the process of teaching instead of ju...

Boli Li

2009-01-01

345

Using Original Video and Sound Effects to Teach English  

Science.gov (United States)

Creating specific lessons for different language skills is challenging and time consuming for English teachers, but it is definitely worth the effort. In the author's experience, teaching language skills through mechanical exercises and traditional fill-in-the-blank, true/false, and multiple-choice assessments does not interest students as much as…

Yassaei, Shahla

2012-01-01

346

Teaching Oral English in Higher Education: Challenges to EFL Teachers  

Science.gov (United States)

This paper investigates difficulties that teachers encounter in teaching oral English in higher education in the English as a foreign language (EFL) context. Open-ended question surveys and semi-structured interviews were used to elicit data. There were 331 EFL teachers from 44 universities in 22 cities across China that responded to the survey…

Chen, Zan; Goh, Christine

2011-01-01

347

FUEL, Functional and Useful English Learning, An EFL Teaching System  

Science.gov (United States)

This is an English communication instruction system designed to teach children basic, easy to remember conversation strategies without the use of a textbook or to serve as a supplement learning system to a textbook. This English communication training method provides learners with concrete language patterns, a broad spectrum of vocabulary and…

Drakos, Joe

2009-01-01

348

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies  

Science.gov (United States)

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

Hinton, Leanne

2011-01-01

349

English Teaching Profile: Yemen Arab Republic.  

Science.gov (United States)

A description of the role and status of the English language in the Yemen Arab Republic begins with a general statement concerning the distribution of English speakers and the use of English language materials. Subsequent sections outline: (1) the use and status of English within the educational system at all levels, including teacher education;…

British Council, London (England). English Language and Literature Div.

350

English Teaching Profile: Sabah--Malaysia.  

Science.gov (United States)

This review of the status of English language instruction in Sabah, Malaysia, provides an overview of the role of English in the society in general and outlines the status of English use and instruction in both the Chinese and government educational systems at all levels. Topics covered are: the characteristics and training of English language

British Council, London (England). English Language and Literature Div.

351

Some Suggestions Pertaining to Teaching and Learning in Order to Improve Communication Skills in English as a Foreign Language in Japanese Middle and High Schools  

Science.gov (United States)

This paper will examine English education, especially with regards to speaking and communications in Japanese middle and high schools using the theory of Language acquisition described by Lightbown and Spada. Firstly the study will speak about cases of English Education in Japan and after that, it will review Lightbown and Spada's theory. Finally,…

Yoriko, Iida

2008-01-01

352

Language Identity among Iranian English Language Learners: A Nationwide Survey  

Science.gov (United States)

The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was…

Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

2014-01-01

353

Non-empirically Based Teaching Materials Can be Positively Misleading: A Case of Modal Auxiliary Verbs in Malaysian English Language Textbooks  

OpenAIRE

Using corpus approach, a growing number of researchers blamed textbooks for neglecting important information on the use of grammatical structures in natural English. Likewise, the prescribed Malaysian English textbooks used in schools are reportedly prepared through a process of material development that involves intuition. Hence, a corpus-based study with the population that was sourced from five Malaysian English language textbooks (Forms 1-5) was adopted to identify modal auxiliary verbs?...

Laleh Khojasteh; Reza Kafipour

2012-01-01

354

Communicative Language Teaching in the Chinese Environment  

Science.gov (United States)

In order to explore effective ways to develop Chinese English learners' communicative competence, this study first briefly reviews the advantages of communicative language teaching (CLT) method which widely practiced in the Western countries and analyzes in details its obstacles in Chinese classroom context. Then it offers guidelines for…

Hu, Wei

2010-01-01

355

Reading Aloud in the Foreign Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Some students, who attach no importance to reading aloud, believe that the reading and writing should follow the listening and speaking. However, “reading aloud” plays an important role in the English learning process. Why must we read aloud? First of all, English is a kind of phonic language, which uses the alphabetic writing. Moreover, English is a subject with practice. At the same time, “reading aloud” also is an important part in education for all-around development, which has several functions in English teaching. But in recent years, some English teachers paid more attention to the accumulation of reading skill than to reading itself, and neglected to foster the reading practice ability. Some teachers even believe that it is enough to make the students to open their mouths. In fact, reading aloud in English Teaching is very demanding.

Liangguang Huang

2010-03-01

356

Role of Applied Linguistics in the Teaching of English in Saudi Arabia  

OpenAIRE

The importance of applied linguistics in general and English language teaching in particular is perceived by almost all pedagogues and educationists. Gone are days when a postgraduate or a graduate used to join teaching profession due the fact that he possessed good knowledge in English literature or even language. In the modern educational setting, the English teacher is supposed to know linguistics or applied English linguistics in order to prove himself as an effective English language tea...

Intakhab Alam Khan

2011-01-01

357

Communicative Teaching of English through Newspapers  

OpenAIRE

This paper discusses the effective use of English newspapers for TEFL instruction. Teaching English through newspapers has begun to attract the attention of school teachers recently. Newspaper is one of the most familiar sources of information. It provides us with topical, interesting and useful information. In this paper I would like to introduce my two-staged approach to teaching English through newspapers. The first stage is how the students learned to read newspaper articles. The second i...

Satoda, Sachiko

2006-01-01

358

Teaching English for the First Time: Anxiety among Japanese Elementary-School Teachers  

Science.gov (United States)

English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English.…

Machida, Tomohisa

2011-01-01

359

Corpus in Foreign Language Teaching and Research  

OpenAIRE

Corpus-based language research has been long prospered since the middle of last century. Corpus is therefore frequently used in foreign language (mostly English) teaching and research due to the fundamental principles of modern Corpus Linguistics along with the colorful resources of word-banks and the corresponding tools, especially in western countries. In China, the related literature found its way from introducing the foreign researches to our own practice into this field. As a conclusion,...

Zhou, Xin-ping

2006-01-01

360

Radio language teaching in Kenyan sch  

OpenAIRE

The Radio Language Arts Project in Kenya is currently testing the feasibility of using radio intensively to serve as the major medium of English instruction in the formal classroom setting. The project, now in its third and final year of lesson development and experimentation, is evaluating the effectiveness of radio in teaching English to children in the first three primary grades. The thirty-minute, daily broacasts are part of the normal school curriculum. Preliminary results show substanti...

Maurice Imhoof

2013-01-01

361

Using Indigenous Languages for Teaching and Learning in Zimbabwe.  

Science.gov (United States)

This paper argues for the use of indigenous languages as languages of teaching and learning, focusing on Zimbabwe. It describes the language situation in Zimbabwe, which has three national languages (all of which enjoy some prominence under the current Education Act) and fourteen minority indigenous languages. English plays a central role in…

Thondhlana, Juliet

362

Evaluation of Quality Teaching for English Learners (QTEL) Professional Development. Final Report. NCEE 2012-4005  

Science.gov (United States)

Quality Teaching for English Learners (QTEL), developed by WestEd, is an approach to improving the teaching of English language learner students at the secondary level. It aligns with the broader democratic goals of equal access and equal opportunity for all students (Walqui and van Lier 2010). QTEL targets the teachers of English language learner…

Bos, Johannes M.; Sanchez, Raquel C.; Tseng, Fannie; Rayyes, Nada; Ortiz, Lorena; Sinicrope, Castle

2012-01-01

363

Culture in foreign language teaching  

OpenAIRE

In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target cult...

Claire Kramsch

2013-01-01

364

Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities  

Science.gov (United States)

This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs)…

Rivera, Mabel O.; Moughamian, Ani C.; Lesaux, Nonie K.; Francis, David J.

2009-01-01

365

NEW APPROACHES TO TEACHING BUSINESS ENGLISH FOR TOURISM STUDENTS  

Directory of Open Access Journals (Sweden)

Full Text Available Tourism is a service - sector which has proved to be constant in times of economic crisis and will continue to grow at a rapid pace in the 21st century and thus communication in foreign languages is vital for this field. However, English, the lingua franca of our century, remains a difficult language to master and , with the emphasis on science and professional subjects, language studies are often neglected in universities The present paper examines a few steps in the development of Business English and some new approaches to teaching Business English to tourism students considering the fact that recently, due to the changes going on in the labour market, there has been a shift in the students’ needs and a subsequent shift in the pedagogy of teaching Business English students in tourism By and large Business English is also a very difficult task, because it has to face both the challenges of teaching a foreign language and those of having that very foreign language become another language in itself through its specialized vocabulary with a double communication task. This must be added to the ever new communication skills required of our graduates in the labour market.

Simion Otilia Minodora

2013-04-01

366

TEAM: Journal of the English Language Center. Numbers 46-49.  

Science.gov (United States)

The four 1984 quarterly numbers of the journal include feature articles, techniques for teaching English as a second language (ESL), research summaries, and book reviews. The feature articles include: "The English Language Center at King Faisal University"; "English Language Training at ARAMCO"; "AlBank AlSaudi AlHollandi's Practical English

TEAM, 1984

1984-01-01

367

Integrating Science and English Proficiency for English Language Learners  

Science.gov (United States)

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

Lee, Okhee; Buxton, Cory A.

2013-01-01

368

Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective  

Directory of Open Access Journals (Sweden)

Full Text Available To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas.  However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes.  Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and pronunciation need to be considered.  To enhance Thai learners’ English performance and the quality of the speaking tests, this paper has three principal objectives.  First, this paper presents English language teaching, as well as teaching English speaking in the Thai context.  Then, it highlights the significance of the test format as it is the main tool and indicator for scoring performance and analytic rating methods.  Lastly, the paper addresses major problems found in the speaking tests to elucidate certain facts about learners’ speaking ability and English instruction in the Thai context.  Some pedagogical implications of the study are discussed for learning and teaching speaking to second or foreign language learners.

Attapol Khamkhien

2010-02-01

369

The Didactics of Foreign Language Teaching with Multimedia  

OpenAIRE

The way computers are used in foreign language teaching reflects teachers? ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT?S English. In this program, different types of exercises are implemented: receptive, reproductive, and productive. To implement our ideas of a communicative approach to teaching into a computer program, we built an intelligent tutoring system, which in...

Kanselaar, G.

1993-01-01

370

What English Language Teachers Need to Know, 2 Facilitating Learning  

CERN Document Server

Designed for pre-service teachers and teachers new to the field of ELT, "What English Language Teachers Need to Know I and II" are companion volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus througho

Murray, Denise E

2010-01-01

371

Teaching English as Communication: A Global Perspective.  

Science.gov (United States)

A forum article on teaching English as communication examines the focus on the learning, developing a communicative curriculum, sociolinguistic issues, and teacher education. Two comments are provided on the article, and the author responds to these comments. (Author/VWL)

Savignon, Sandra J.; Yano, Yusakata; Bhatia, Vijay K.; Savignon, Sandra J.

2003-01-01

372

Positivity of the English Language  

OpenAIRE

Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently...

Kloumann, Isabel M.; Danforth, Christopher M.; Harris, Kameron Decker; Bliss, Catherine A.; Dodds, Peter Sheridan

2012-01-01

373

Study on the Intercultural Education in College English Teaching?  

Directory of Open Access Journals (Sweden)

Full Text Available Learning a foreign culture means getting in touch with a new culture. Intercultural education is gaining more and more attention in college English teaching. Cultural teaching in cross-cultural background involves more than the introduction of a target culture, but rather the emphasis of both the source culture and target culture. To fulfill the responsibility of spreading excellent Chinese culture to the world, both the foreign language learners and teachers should develop more versatile cross-cultural perspectives.

Zhijuan Sui

2014-09-01

374

Teaching and Learning English at Tertiary Level: Revisiting Communicative Approach  

OpenAIRE

This study aims to discuss students’ and teachers’ awareness of various aspects of Communicative Language Teaching (CLT) and in light of the results, consider the pedagogical implications. Participants consist of nine non-native English teachers and 286 students in Taiwan’s universities. Data was collected through an attitude scale and interviews with the participants. Analytical results revealed that most of the students preferred the communicative-learning teaching approac...

Kun-huei Wu

2011-01-01

375

Politeness Theory Applied to the Teaching of the Imperative Mood in English as a Foreign Language Classes:a textbook analysis  

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Full Text Available This paper consists of five parts. Initially, the concept of Pragmatics is presented. Afterwards, a bibliographic review on Politeness Theory is done (Brown & Levinson, 1987. Following that, the National Curricular Parameters (PCN are analyzed as well as what they suggest to the teaching of a foreign language in Brazilian High Schools, regarding the competences to be developed by the students on this level, as well as the inclusion of the teaching of Foreign Language in a wider area of knowledge, named Language, codes and their technologies. The criteria that the Guide of the National Textbook Program (PNLD uses to indicate the collections that may be adopted by the public schools in the country are verified as well. Based on the PCN and the PNLD Guide, an analysis of two textbooks is carried out. These textbooks are on the list that was approved by the Ministry of Education to be distributed to the schools. The analysis aims at verifying whether there is coherence between the PCN and the textbooks. We have come to the conclusion that, even though the textbooks have a great variety of activities which comprehend the abilities of speaking, writing, listening and reading, they still treat grammar as an element apart, without contextualization nor application to real life interaction. Finally, some suggestions are made about how to include Pragmatics, specifically, Politeness Theory in foreign language classes in High School, starting from what the textbooks themselves offer the students.

Aldrovandi, Makeli

2014-01-01

376

14 CFR 221.4 - English language.  

Science.gov (United States)

...2010-01-01 2010-01-01 false English language. 221.4 Section 221.4...REGULATIONS TARIFFS General § 221.4 English language. All tariffs and other...Department pursuant to this part shall be in the English...

2010-01-01

377

English Language Teachers’ Efficacy Beliefs: Validation of the Instrument  

Directory of Open Access Journals (Sweden)

Full Text Available Despite the vast studies on the measurement of teachers’ sense of efficacy, little has been done in the domain of Teaching English as a Foreign Language (TEFL. Hence, this study was motivated by a practical need to develop and validate a teacher efficacy questionnaire in TEFL. To this end, the questionnaire (English Language Teachers’ Efficacy Beliefs Questionnaire (ELTEBQ was developed through semi-structured interviews with English university instructors of universities in Iran and a review of relevant literature. In order to validate the instrument it was administrated to 65 English language instructors. The result of factor analysis revealed a six-factor solution with a reliability index (Cronbach’s Alpha of 0.82.Keywords: English language instructors, Teacher efficacy, Factor analysis    

Reza Rezvani

2013-07-01

378

The Language Growth of Spanish-Speaking English Language Learners  

Science.gov (United States)

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

Rojas, Raul; Iglesias, Aquiles

2013-01-01

379

World Englishes, English as an International Language and Applied Linguistics  

OpenAIRE

The study discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which is commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present an overview of these discussions, providing some examples. Kachru's three concentric circles, the Interlanguage theory, Standard English and Englis...

FERIT KILICKAYA

2009-01-01

380

The Mixed Proportion of Business Knowledge Courses and English Language Courses in Business English Curriculum Design in China  

OpenAIRE

Business English in China has evolved into a degree programme from an ESP teaching programme in the past decades. The degree programme of Business English major intends to cultivate multi-skilled talents of foreign language to better satisfy the real needs of society and economy through curriculum design and teaching method innovation activities. This paper only focuses on reflecting into the mixed proportion of business knowledge courses and English language courses in the curriculum design ...

Wenzhong Zhu; Xuyang Liu

2014-01-01

381

TEACHING ENGLISH IN SEVERAL CENTRAL AND EASTERN EUROPEAN COUNTRIES  

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Full Text Available The Central and Eastern European countries find themselves at present, following a period of transition in all domains, education included. One of the greatest challenges is providing sufficient foreign language education so as to meet the growing demand especially after along period of time when foreign languages were seriously and damagingly neglected. This paper is an attempt to briefly present the way English language is taught in several Central and Eastern European Countries as well as to underline the importance of this educational process and maybe to offer some applicable solutions to teaching English in Romania

Sim Monica Ariana

2008-05-01

382

Trabalho escolar com vocabulário em relatórios de estágios supervisionados em ensino de língua inglesa / Schoolwork with vocabulary in supervised internship reports in english language teaching  

Scientific Electronic Library Online (English)

Full Text Available A partir da teoria lexical, identificamos e descrevemos alguns exercícios didáticos que focalizam a aquisição e ampliação do vocabulário em aulas de Língua Inglesa no contexto de instrução formal na disciplina de estágio supervisionado em Ensino de Língua Inglesa. Tais exercícios didáticos são utili [...] zados por alunos-mestre na prática de estágio nas escolas-campo. A análise dos dados mostrou que o ensino do vocabulário nos dados analisados ocorre de forma isolada, sem considerar o contexto de leitura de textos autênticos. O estudo do vocabulário específico voltado para a compreensão leitora geralmente não ocorre. Abstract in english Based on lexical theory, this study identified and described didactic exercises that focus on vocabulary acquisition and improvement in English classes in the subject of supervised English teaching practice. Such exercises are used by student-teachers in their internship practice at schools. The ana [...] lysis of data has shown that the teaching of vocabulary occurs as an isolated practice, without takink into consideration the reading context of authentic texts. The study of specific vocabulary focused on reading comprehension does not usually occur.

Lívia Chaves de, Melo; Karylleila dos Santos, Andrade; Wagner Rodrigues, Silva.

2012-06-01

383

Translation of Classical Arabic Language to English  

OpenAIRE

Machine Translation (MT) is the application of computers that translates texts from one natural language (source language) to another (target language). The past research dealt with problems mostly related to translating modern Arabic into English. This system is considered as the first of its kind to address the problem of translating classical Arabic into English where it involves cultures knowledge of the two languages. The work is a rule-based machine translation system and consists of th...

Mohd Juzaiddin Ab Aziz; Amna Mansur Hendr

2012-01-01

384

Words for English-Language Learners  

Science.gov (United States)

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers…

Biemiller, Andrew

2012-01-01

385

Analysis of the Real Situation of Teaching Reading Comprehension to First Year Students at the Department of English Language and Literature at Al-Zaytoonah Private University of Jordan  

Directory of Open Access Journals (Sweden)

Full Text Available There is a trend in teaching foreign languages that advocates the prime importance of teaching reading as a receptive skill before the other productive skills (listening, speaking, and writing.There is also an increasing feeling among teachers and educators that reading should receive a considerable amount of attention in teaching a foreign language.Reading is an essential skill for students not only because it is a source of pleasure and getting information but also because it helps them widen and deepen their knowledge of language. Reading in this sense is not the mere mouthing of words and decoding of every word in every sentence. It is rather the activity that enables the students to go deeper and deeper to get the meaning which is intended by the author. It is the activity that depends largely on comprehension. Accordingly, developing reading comprehension is one of the great aims of teaching English. It is reading comprehension that enables students to pursue their studies and to meet their interests in all fields of knowledge. Thus, reading comprehension should receive more emphasis throughout the teaching process.The importance of this study is to help students realize that they are literary readers and their attempts to go beyond the literal meaning are very limited.Moreover, this study attempts to make students aware of the fact that reading comprehension is a process of thinking, evaluating, judging, imagining, and problem solving.The study yields that:1 First year students lack many important reading comprehension skills which they should have in order to understand fully a piece of writing.2 The textbook adopted in teaching reading comprehension is mainly designed to help create readers to whom the absorbing of the literal meaning of a piece of writing is the ultimate aim of reading comprehension courses.3 Little attention is given to teaching other important reading comprehension skills like the inferential and critical ones.

Basel Al-Sheikh Hussein

2012-03-01

386

Exploring Non-Native English Speaker Teachers' Classroom Language Use in South Korean Elementary Schools  

Science.gov (United States)

The teaching of English as a foreign language in South Korean public schools has seen the implementation of a number of new innovations. One such innovation, the teaching of English through English, dubbed TETE, is a government-initiated policy that requires public schools to teach English by only using English. Nevertheless, studies reveal that…

Rabbidge, Michael; Chappell, Philip

2014-01-01

387

Non-empirically Based Teaching Materials Can be Positively Misleading: A Case of Modal Auxiliary Verbs in Malaysian English Language Textbooks  

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Full Text Available Using corpus approach, a growing number of researchers blamed textbooks for neglecting important information on the use of grammatical structures in natural English. Likewise, the prescribed Malaysian English textbooks used in schools are reportedly prepared through a process of material development that involves intuition. Hence, a corpus-based study with the population that was sourced from five Malaysian English language textbooks (Forms 1-5 was adopted to identify modal auxiliary verbs’ order and  ranking in both whole text-types and spoken text-type of these textbooks. The WordSmith Tools 4.0 was used almost entirely to support quantitative and qualitative data analysis in this research. This study has revealed that for almost all modal auxiliaries, there is a discrepancy between frequency order in the textbook corpus and natural English. The findings of this study also show that the currently used pedagogical language in Malaysian textbooks is mainly based on written rather than spoken English.

Laleh Khojasteh

2012-02-01

388

Communicative Textbooks: English Language Textbooks in Iranian Secondary School  

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Full Text Available English language teaching materials (textbooks play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components.The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations.I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.. I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative.The findings of this explanatory case study revealed that there are many inconsistencies between the learners' needs, and the textbooks that are available for learning and teaching the English language though a few of them are reliable. The purpose of this research project is to recommend constructive changes, in order to make the textbooks more communicative as well as compatible with the students' and teachers' needs and expectations.

Dahmardeh, Mahdi

2009-01-01

389

Solving the English-as-a-Second Language Writers' Dilemma  

Science.gov (United States)

This brief work stands against a four-year stretch of writing classes at Northern Virginia Community College, with the author teaching English-as-a-Second-Language (ESL) students how to write academic essays. The courses taught have included high intermediate and advanced writers, many of whom plan to earn a degree at the college or any number of…

Nowalk, Thomas

2010-01-01

390

Una experiencia de formación inicial de docentes de inglés para la inclusión de las TIC en la enseñanza de lenguas / An Experience of Initial English Teaching Training Incorporating ICT in Language Teaching  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish Abstract in spanish Resumen Este artículo muestra los hallazgos de un estudio realizado con un grupo de 34 estudiantes, de un programa de licenciatura en inglés como lengua extranjera de una universidad pública de Bogotá, que se enfoca en la necesidad de repensar la pedagogía del lenguaje con el fin de promover el desa [...] rrollo de competencias en lengua extranjera y en alfabetización digital en los estudiantes. El estudio analiza la pedagogía utilizada en el ambiente virtual basada en: 1. proyectos colaborativos, 2. debates sobre temas generados por los estudiantes, 3. diseño y construcción de blogs personales y 4. creación de wikis en el espacio de Schoolpedia. Los resultados muestran que la pedagogía propuesta, basada en proyectos colaborativos desarrollados por los estudiantes, representó una experiencia de aprendizaje del idioma enriquecida con la inclusión de TIC. De esta forma, podría convertirse en un modelo para ellos como futuros docentes. Esta experiencia pedagógica mostró en el currículo las relaciones de complementariedad entre los saberes lingüístico y tecnológico para la comunicación, y entre los contenidos escolares y los contenidos propios del estudiante en el aprendizaje. Abstract in english Abstract This paper presents the results of a study developed with a group of 34 TESOL students of a public university at Bogotá, Colombia. The study focuses on the need to rethink the pedagogy of language in order to promote the development of foreign language competencies and digital literacy amon [...] g students. The study analyzes the pedagogy implemented in virtual environments, which is based on: 1. collaborative projects, 2. debates on topics proposed by students, 3. design and development of personal blogs, and 4. creations of wikis in Schoolpedia. The results show that the pedagogy based on collaborative projects developed by students turned out to be an enriched learning experience with the inclusion of ICT; thus, this pedagogy could become a model for TESOL students future teaching practice. The inclusion of this pedagogical experience into the curriculum also showed complementary relationships between teaching contents and students' personal interests, which have consequences to learning.

Amparo, Clavijo Olarte; Luz Mary, Quintero.

2012-12-01

391

Experiencias interculturales y la pedagogia de la anglofonia en la ensenanza de ingles como lengua extranjera (EILE) desde una perspectiva deweyana. Working Paper (A Deweyan Perspective on Cross-Cultural Experiences and Anglophone Pedagogy in the Teaching of English as a Foreign Language. Working Paper).  

Science.gov (United States)

This paper discusses a framework for teaching English as a foreign language that incorporates significant cultural content and fosters critical encounters with Anglophone culture. It reviews relevant contemporary perspectives for understanding cross-cultural processes within the foreign language teaching environment with emphasis on the issue of…

Zoreda, Margaret Lee

392

Teaching English in the World  

Science.gov (United States)

English and writing teachers are often pressurized to return to the basics of grammar, despite the evidence that drilling grammar does not improve students' writing skills. A great disparity exists between public perception of effective education and the perception of professional educators, which is the main reason why parents and government…

Lindblom, Kenneth

2004-01-01

393

Cooperative Language Learning and Foreign Language Learning and Teaching  

OpenAIRE

The paper tries to show the positive effects of cooperative language learning on foreign langue learning and teaching. Compared with traditional language teaching, cooperative language learning conforms to the developmental trend of language teaching method and possesses considerable advantages. In the foreign language learning classrooms, cooperative language learning provides students with the necessary academic and social skills. The paper reveals cooperative learning benefits language lea...

Yan Zhang

2010-01-01

394

Cooperative Language Learning and Foreign Language Learning and Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The paper tries to show the positive effects of cooperative language learning on foreign langue learning and teaching. Compared with traditional language teaching, cooperative language learning conforms to the developmental trend of language teaching method and possesses considerable advantages. In the foreign language learning classrooms, cooperative language learning provides students with the necessary academic and social skills. The paper reveals cooperative learning benefits language learning in many aspects.

Yan Zhang

2010-01-01

395

Corpus-based language teaching : an African language perspective  

OpenAIRE

Studies on corpus-based language teaching are notably absent within the South African educational context; more so with regard to the teaching of African languages. This article explores the possibilities offered by the availability of an electronic corpus to enhance language teaching, and more specifically, the teaching of Northern Sotho as a second additional language at first year university level to first time learners of the language. Particular attention is paid to corpus...

Taljard, Elsabe

2012-01-01

396

E-Support for English Language Course to Enhance University Students’ Learning.  

OpenAIRE

The peculiarities of English language teaching for students at higher educational establishment using some elements of distance learning, developed by the author, are described in this article. The results of students’ questioning, received at the end of the experimental teaching, are suggested and analyzed. The conclusions are formulated and the further ways of teaching English with e-support are outlined.

Molodykh, Ganna

2007-01-01

397

Core Strategies to Support English Language Learners  

Science.gov (United States)

Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language

Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha

2012-01-01

398

English Language Growth after University Entry  

Science.gov (United States)

Almost 800 international students from non-English speaking backgrounds enrolled at five Australian universities responded to an online survey accessed through a dedicated website. The survey captured demographics; language and language learning background; strategies for continuing to develop English; motivation, attitudes and beliefs about…

Rochecouste, Judith; Oliver, Rhonda; Mulligan, Denise

2012-01-01

399

PLANEJAMENTO E IMPLEMENTAÇÃO DE CURSO ONLINE COMO ATIVIDADE DE ESTÁGIO CURRICULAR NA ÁREA DE INGLÊS / PLANNING AND IMPLEMENTING AN ONLINE COURSE AS A TEACHING PRACTICUM ACTIVITY IN ENGLISH LANGUAGE TEACHING  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Embora tenha havido crescimento considerável no uso de Tecnologias de Informação e Comunicação (TIC) no ensino a distância no Brasil na última década, a formação de professores de línguas estrangeiras para esse contexto ainda se dá de modo tímido. Neste artigo relatamos a experiência de realização d [...] e estágio na Prática de Ensino de Inglês em um curso de Letras, na qual os professores em formação se encarregaram de todas as etapas de realização de um curso de extensão oferecido na plataforma Moodle. Orientado por abordagem reflexiva e colaborativa, o processo formativo incluiu a redação de um artigo acadêmico relativo à experiência. Os artigos dos cinco estagiários que realizaram a prática de ensino nessa modalidade em 2013 foram analisados, buscando-se verificar suas representações por meio das apropriações da literatura bem como das considerações sobre a prática na construção de conhecimento sobre ensino a distância. O contato com a literatura parece ter servido para fortalecer a adesão à proposta do estágio e a experiência vivida apontou para aspectos que poderiam ser melhorados em futuras ofertas do mesmo curso. Os resultados sugerem que oportunidades como as relatadas poderiam contribuir para construção de conhecimentos teórico-práticos sobre ensino a distância. Abstract in english Although there has been considerable growth in the use of Information and Communication Technologies (ICT) in distance education in Brazil in the last decade, the education of foreign language teachers in this context seems to remain scarce. We report the experience of an English language teaching p [...] racticum in a 'Letras' course in which student-teachers were responsible for all stages of design and implementation of an extracurricular course offered on the Moodle platform. Guided by a reflective and collaborative approach, the professional preparation process included the writing of an academic article on the experience. The papers written by the five student teachers who did their practicum by means of this mode in 2013 were analyzed. The purpose was to verify the appropriation of literature as well as practical considerations in building knowledge about distance learning. The contact with the literature seems to have served to strengthen adherence to the supervisor's proposal and the lived experience pointed to aspects that could be improved in future offers of the same course. The results suggest that opportunities such as those reported could contribute to the construction of theoretical and practical knowledge about distance learning.

Telma, Gimenez; Samantha Gonçalves Mancini, Ramos.

2014-06-01

400

Debates in English Teaching. The Debates in Subject Teaching Series  

Science.gov (United States)

"Debates in English Teaching" explores the major issues all English teachers encounter in their daily professional lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper…

Davison, Jon, Ed.; Daly, Caroline, Ed.; Moss, John, Ed.

2012-01-01

401

Education and Language: Errors in English Language and their Remedies  

OpenAIRE

Problem Statement: The current study tries to investigate the nature and typology of errors that primary school pupils in Nembure Division, Embu County, Kenya make in the acquisition of English as a second language. Primary school learners of English as a second language are prone to making numerous errors. This is worrying because good performance in English in Kenya and the world enhances a learner’s choice of prestigious careers especially those that strictly consider English as a specia...

Peter Kinyua Muriungi; Mwenda Mukuthuria; Margaret Gatavi

2011-01-01

402

Invented Rule with English Language Learners  

Science.gov (United States)

The purpose of this study was to utilize an invented rule with English language learners (ELLs) in a clinical setting to determine differences based on language and age of the children. The performance was correlated with teacher reports of strong and weak language learning. Using a within-participants design, ELLs of age three to five were taught…

Boyer, Valerie E.; Martin, Kathryn Y.

2012-01-01

403

Adult English Language Learners with Limited Literacy  

Science.gov (United States)

Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This paper reviews a variety of research, including that…

Bigelow, Martha; Schwarz, Robin Lovrien

2010-01-01

404

Language training: English & French courses  

CERN Document Server

General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

Françoise Benz

2006-01-01

405

Own-Language Use in Language Teaching and Learning  

Science.gov (United States)

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to…

Hall, Graham; Cook, Guy

2012-01-01

406

COMPONENTE CULTURAL, LIBROS DE TEXTO Y ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA CULTURAL COMPONENT, TEXTBOOKS AND TEACHING OF ENGLISH AS A FOREIGN LANGUAGE  

Directory of Open Access Journals (Sweden)

Full Text Available El objetivo principal de este análisis es explorar, contrastar y comparar los conceptos explícitos e implícitos y las teorías acerca de la cultura que tienen aplicaciones prácticas en los textos escolares para enseñanza del inglés. Se pretende analizar las actividades y tareas diseñadas para ser desarrolladas en las clases de inglés como lengua extranjera en la enseñanza secundaria. Se establecen categorías dicotómicas con base en las teorías y tipologías elaboradas por diversos autores acerca del componente cultural en el currículo de la enseñanza de lenguas extranjeras. Dichas tipologías son usadas para analizar los contenidos culturales en los libros de texto de inglés como lengua extranjera. El corpus seleccionado para este estudio consiste en seis libros de texto producidos por editoriales extranjeras y usados en Colombia durante los años 1997 y 2005.The main goals of this study are to explore, contrast and compare the explicit and implicit concepts and the theories about culture that have practical applications in textbooks for the teaching of English as a Foreign Languaje (EFL. We intend to analyze the activities designed to be developed in the EFL in secondary education. We establish dichotomous categories based on the theories and typologies that several authors have made around the cultural component in the curricula of foreign languaje teaching. Such typologies are used to analyze the cultural contents in the EFL textbooks. The corpus selected for this study corresponds to five textbooks used in Colombia by foreign editorials between 1997 and 2005 to teach EFL in primary, secondary and high school levels.

Martha Elizabeth Varón Páez

2009-06-01

407

Contrastive remarks on teaching English Pronunciation  

OpenAIRE

There are some generally recognized challenges and paradoxes in learning and teaching EFL, e.g. the existence of different phonological codes in particular languages, emphasizing the importance of phonetic studies; the existence of a specific inventory of phonemes in each language, and the issue of phoneme analyzability; the educationalists’ tendency to take support on the existence of universal facts of pronunciation – which clashes with the common idea that there are sounds which are ?...

Manea, Constantin

2009-01-01

408

Professores de língua inglesa para crianças: interface entre formação inicial e continuada, experiência e fazer pedagógico / English language teachers for young learners: interface between in-service education, experience and teaching practice  

Scientific Electronic Library Online (English)

Full Text Available O foco deste estudo é discutir a formação inicial e continuada de docentes que atuam no ensino de Língua Estrangeira, em especial, no ensino de Língua Inglesa para crianças que frequentam anos iniciais do Ensino Fundamental, em contexto de escola pública. Os dados, provenientes de um grupo de cinco [...] docentes, foram coletados mediante uso de questionários, entrevistas, sessões reflexivas, logs, acompanhamento do fazer pedagógico e da participação na Formação Continuada e em eventos acadêmico-científicos. Os resultados mostram que a Formação Continuada, mediante cursos e participação em eventos, por exemplo, são muito importantes na vida profissional do docente, principalmente, quando proporcionam socialização de experiências do fazer pedagógico. Abstract in english This study focuses on the discussion concerning the second language teachers' education, especially those who teach English for young learners in first years of public elementary schools. The data were collected from a group of five teachers by using questionnaires, interviews, reflective sections a [...] nd logs. The teachers were followed in their teaching practice in the schools where they work, and also in their participation in continued education and academic and scientific events. The results show that continuing teaching education through courses and participation in events, for instance, are very important in teachers' professional life, mainly when they allow them to share their teaching experiences.

Leandra Ines Seganfredo, Santos.

409

Language Training: English & French courses  

CERN Document Server

If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skil...

Françoise Benz

2006-01-01

410

Understanding Omani students’ (University) English Language Problems  

OpenAIRE

The aim of this paper is to present the survey details conducted among the students of an Engineering college in Oman, relating to the students’ learning difficulties, where the medium of instruction is English. In most of the Omani schools, English is learnt as a language and is not a medium of instruction. The students’ familiarity with English is therefore limited. At the professional college level, when the medium of instruction itself is English, the students’ comprehensive underst...

Ilango Sivaraman; Ahmed Al Balushi; Rao, D. H.

2014-01-01

411

Repositioning Recitation Input in College English Teaching  

OpenAIRE

This paper tries to discuss how recitation input helps overcome the negative influences on the basis of second language acquisition theory and confirms the important role that recitation input plays in improving college students’ oral and written English.

Qing Xu

2009-01-01

412

Why does Testing English Language Skills Really Matter? Issues and Challenges in Pakistani Higher Education  

OpenAIRE

This paper highlights the causes of incompetence amongst the higher education English language teachers in Pakistan to assess the skill-based language competency of non-native English language students. It elaborates the needs for training the faculty members teaching English courses to learn how they can enhance the real potential of their English language students with focus on listening comprehension, speaking, reading comprehension, writing and grammatical structures rather than only a w...

Muhammad Yousuf Sharjeel and Wasim Qazi

2012-01-01

413

A Method of English Ability-Grouping Teaching in a University of Technology  

Directory of Open Access Journals (Sweden)

Full Text Available The problem of students with various English proficiency levels in a class has been a major obstacle for English teaching and learning. Therefore, educators and researchers have studied the effects of ability-grouping teaching on English teaching in recent years, but there are still few findings from research based on experimental teaching or real practice of English ability-grouping teaching. This study investigated a practical implementation in terms of program planning, instruction, and evaluation in a university of technology in central Taiwan, using a fuzzy competitive learning technique. The results indicated that the application of English ability-grouping teaching could solve the problems which had been challenging English teachers with the diversity of language proficiency levels of students in a class. Students accepted the new teaching strategy and felt intermediately satisfied with the ability-grouping teaching.

Chin-Ling Lee

2013-04-01

414

Sistema de tareas para la formación del valor responsabilidad en las clases de idioma Inglés / System of teaching tasks to develop the moral value of responsibility through English Language lectures  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish La formación de valores es un constante propósito de la acción pedagógica. Cada día resulta menos necesario insistir entre los educadores en la necesidad de educar en determinados valores, lo que no resulta igualmente claro es cómo lograrlo y qué métodos o estrategias didácticas deben ser empleadas [...] en la llamada educación en valores. El objetivo de este trabajo fue la elaboración de un sistema de tareas para la formación del valor responsabilidad a través de la asignatura de idioma Inglés con propósitos específicos en los estudiantes de cuarto año de Medicina de la Universidad de Ciencias Médicas de Pinar del Río. Para abordar el objeto de estudio se usaron métodos teóricos como el histórico-lógico, análisis-síntesis e inducción-deducción. Como método empírico se usó la encuesta para constatar el impacto social del sistema de tareas propuesto en este trabajo. Se encuestó a 25 docentes y 8 directivos vinculados al proceso de enseñanza-aprendizaje del idioma Inglés los cuales expresaron que el sistema de tareas desarrollado para la formación del valor responsabilidad en los alumnos es funcional, novedoso, muy apropiado y práctico para conducir el proceso de enseñanza-aprendizaje. Abstract in english The formation of moral values is a permanent aim of the pedagogical action. Nowadays it is less necessary insisting among the educators on the need of teaching certain moral values, which is not yet clear, is the fact of how to accomplish it, and the didactic methods or strategies that must be used [...] in the so called "moral values-based education". This research paper was aimed at building a system of teaching tasks to develop the sense of responsibility as a moral value through the subject of English language for specific purposes in fourth academic year of medical studies at the Medical Science University in Pinar del Rio. To deal with the object of study, theoretical methods such as: historical-logical, analysis-synthesis and induction-deduction were applied. The survey was used as an empirical method to establish the social impact of the system of teaching tasks subjected on this research paper. Twenty five (25) professors and 8 directors within the teaching-learning process of the English language expressed that, the system of teaching tasks to the formation of the moral value of responsibility in medical students is efficient, original, appropriate and convenient to accomplish teaching-learning process.

Aurora, Benítez Gener; Luis Manuel, Díaz Lobo; Clara Aurora, Pozo Luis; Pedro, Vargas Hernández; Brenda de la Caridad, Núñez.

2012-04-01

415

The Routledge Dictionary of English Language Studies  

CERN Document Server

Filled with real examples of the way people use English in different contexts, The Routledge Dictionary of English Language Studies is an indispensable guide to the richness and variety of the English language for both students and the general reader.From abbreviation to zero-article, via fricative and slang, the Dictionary contains over 600 wide ranging and informative entries covering:the core areas of language description and analysis: phonetics and phonology, grammar, lexis, semantics, pragmatics and discoursesociolinguistics, including entries on social and regional variation, stylistic v

Pearce, Michael

2012-01-01

416

Mother Tongue Use in Task-Based Language Teaching Model  

Directory of Open Access Journals (Sweden)

Full Text Available Researches of English language teaching (ELT have focused on using mother tongue (L1 for years. The proliferation of task-based language teaching (TBLT has been also occurred. Considerable findings have been made in the existing literature of the two fields; however, no mentions have been made in the combination of these two ELT aspects, i.e., the use of L1 in English as a Second and Foreign Language (L2 classrooms in which TBLT is adopted. Hence, this paper is to make an argumentation in the appropriateness of this combination. Firstly, terminologies related to Tasks and TBLT framework are shortly revised. Secondly, the controversies with for and against views in monolingual approach in second and foreign language teaching (L2 teaching is mentioned. Lastly, the paper makes an argumentation on why and how to use mother tongue in a modern teaching model as TBLT.

Nguyen Viet Hung

2012-06-01

417

English in the Chinese foreign language classroom  

CERN Document Server

Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

Wang, Danping

2013-01-01

418

WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions  

OpenAIRE

The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English...

Wan, Juida; Tan, Bee Hoon

2011-01-01

419

Significance Of Audio-visual Aids In Teaching English  

Directory of Open Access Journals (Sweden)

Full Text Available Audio-visual aids are instructional materials and devices through which teaching and learning are done in colleges more effectively. Examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall-charts illustrated pictures, pictorial materials and other two dimensional objects. There are also audio-visual aids. These are teaching machines like radio, television, mobile and all sorts of projectors with sound attributes. Audio-visual aids can change the teacher-learning situation if various types of visual aids are employed in teaching English. They may be described as aids that facilitate the understanding of the written and the spoken words in teaching-learning situation. The use of audio-visual aids would upgrade the teaching of English and give students with learning experiences in active participation in all phases of learning activities. This research paper designed to show how tools and techniques enhance teaching English language more effectively.

Shivkumar Rautrao

2012-10-01

420

Teaching English Activities for the Gifted And Talented Students  

Directory of Open Access Journals (Sweden)

Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

Cigdem CELIK-SAHIN

2014-06-01

421

Connecting Content and Language for English Language Learners  

CERN Document Server

Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy. This must-have book reviews the author's experiences as a teacher in a diverse instructional setting and discusses the challenges and successes teachers experience in the ELL classroom. 200pp.

Smith, Jodene

2011-01-01

422

Trends in English Language Education in China.  

Science.gov (United States)

Examines trends in English language education in China. Focuses on he present situation, provides brief reference to published official documents, and suggests areas for further research. (Author/VWL)

Huang, Yuan-yuan; Xu, Hua-li

1999-01-01

423

English, Language Dominance, and Ecolinguistic Diversity Maintenance  

DEFF Research Database (Denmark)

The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ideological parameters are identified. In postcolonial contexts, language in education policies remain largely unchanged. Linguicism can lead to linguicide. The need for terminological clarity is stressed: for instance “lingua franca” should not imply that language is unconnected to power. A multidisciplinary approach to analysing the relationships between linguistic and other diversities is needed. There is hard data on ecolinguistic impoverishment: diversity of all kinds is seriously endangered. Examples are given of mother-tongue-based multilingual education in Africa and of Nordic policies to maintain the vitality of local languages. However, these are up against the market forces behind English and European Union policies that strengthen English.

Phillipson, Robert; Skutnabb-Kangas, Tove

2013-01-01

424

Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea  

Science.gov (United States)

This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

Lee, Kang-Young

2012-01-01

425

Teaching English Discrete Sounds through Minimal Pairs  

Directory of Open Access Journals (Sweden)

Full Text Available Minimal pairs bear great benefits in pronunciation teaching and learning which have long been of fruitful use. However, the full use of these pairs has not yet been made in the setting of Hung Vuong University. This paper sought to examine possible problems facing English non-majored students at Hung Vuong University in recognizing and producing English discrete sounds as well as in what way and to what extent do minimal pairs facilitate the teaching and learning of English discrete sounds. The data were collected both quantitatively and qualitatively from various sources: questionnaires for and interviews with both the teacher and student subjects, tests of students’ sound recognitions, regular real-time observations, audio recordings of students’ sound productions, and spectrogram-based analyses of these recordings. The findings revealed that virtually all of the student subjects face the six pronunciation problems: omitting the word-final consonant, adding the word-final /s/ to English words not ending in /s/, adding the schwa /6/ in the middle of a consonant cluster, mispronouncing strange sounds to Vietnamese people, e.g. /t/ and /d/, failing to differentiate between long and short vowels, and failing to differentiate between voiced and voiceless consonants. Both the student and the teacher subjects also show high appreciation of the pedagogical effectiveness of minimal pairs when employed either as a teaching or learning tool within the extent to which English discrete sounds are concerned.

Luu Trong Tuan

2010-09-01

426

Schoolyard Inquiry for English Language Learners  

Science.gov (United States)

This article presents outdoor inquiry activities to help English Language Learner (ELL) students learn life science concepts. Through inductive outings, nature journaling, and multicultural gardening, beginner and intermediate students gain science-inquiry skills and improve the language skills they need to succeed in an English-immersion public high school. These students also develop a sense of ownership and belonging as contributing members of the school community.

Miriam Westervelt

2007-03-01

427

GLOBALIZATION OF ENGLISH AS A CORPORATE LANGUAGE  

OpenAIRE

Linguistic and cultural knowledge are very important nowadays whendoing business in an international environment. Due to the rapid development of trade inRomania and in the other Member States of the European Union business English has becomemore and more important in the economic field. The world’s language situation is undergoingsome significant changes and that is why I will try to describe the development of English as aglobal language. The linguistic globalisation is not an internal la...

ALINA MARIA ZAHARIA; RADU LOLESCU

2009-01-01

428

New Blends in the English Language  

OpenAIRE

Titel: New Blends in the English Language Författare: Anna Enarsson Antal sidor: 29 Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a diction...

Enarsson, Anna

2007-01-01

429

Communicative Language Teaching enable students to acquire communicative competence  

OpenAIRE

English is the language of international affairs, cultures and economic systems.It is a language of wider communication. The main aim of the learners is to acquire the target language but it can be acquired easily only if the language is made use of in our daily affairs. In order to achieve that target communicative language teaching, it focuses on the language competency of the target language .Knowledge of the structure of the language is equally important in order to learn the language.

Nirmala, J. R.; Sugantha Ezhil Mary, E.

2011-01-01

430

Sociolinguistic Competence and Malaysian Students’ English Language Proficiency  

Directory of Open Access Journals (Sweden)

Full Text Available This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners' core sociolinguistic competence.

Mohan K. Muniandy

2010-08-01

431

Nonverbal Communication in College English Classroom Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Human communication can be divided into two categories: verbal communication and nonverbal communication, where verbal means is commonly considered to be the most important, efficient, powerful means of communication. Over decades, much attention has been given to the research on verbal communication, while a very important fact was neglected: in face-to-face communication, the use of nonverbal communication is more common than that of verbal communication, and it is an essential part of human communication, which plays a significant role. Ignorance of nonverbal messages will result in incompleteness. In the past two decades, college English teaching has made great achievements. Yet problems still prevail. Daily classroom teaching is still inefficient although a lot of time and money has been spent on. One of the reasons for that is that nonverbal communication is neglected in daily classroom teaching. Teachers’ nonverbal communication plays an important role in college English classroom teaching. Many studies find that teachers should learn to use nonverbal communication to improve the quality of classroom teaching. A famous scholar Cooper holds that if the teacher knows how to use nonverbal communication more efficiently. The relationship between the teacher and students will be improved, and the recognitive ability and learning efficiency of the students will also be developed.

Liangguang Huang

2011-07-01

432

Application Research of BP Neural Network in English Teaching Evaluation  

OpenAIRE

Teaching evaluation plays a key role for universities to improve its teaching quality and becomes a hotspot research field for related researchers. The paper takes university English teaching for example and presents a new model for evaluating English course teaching based on improved BP neural network. Firstly an evaluation indicator system of university English teaching is designed through analyzing the aspects of teaching effects and teacher factors and student factors. Secondly, BP Neural...

Li Hongmei

2013-01-01

433

Using Video in the English Language Clasroom  

Directory of Open Access Journals (Sweden)

Full Text Available Video is a popular and a motivating potential medium in schools. Using video in the language classroom helps the language teachers in many different ways. Video, for instance, brings the outside world into the language classroom, providing the class with many different topics and reasons to talk about. It can provide comprehensible input to the learners through contextualised models of language use. It also offers good opportunities to introduce native English speech into the language classroom. Through this article I will try to show what the benefits of using video are and, at the end, I present an instrument to select and classify video materials.

Amado Vicente

2002-08-01

434

A Case Study on Teaching Business Courses in English or Bilingualism with Guangwai as an Example  

OpenAIRE

Teaching courses in a foreign language was formally promoted by Ministry of Education in China in 2001. Guangdong University of Foreign Studies (Guangwai) as a top 3 Chinese foreign language university has taken the lead in teaching business courses in English instruction or bilingual languages. The paper summarizes and analyzes Guangwai’s experiences in implementing this teaching mode, such as the types of courses taught in this mode, the conditions required for teachers, the selection of ...

Wenzhong Zhu; Xuping Deng; Jingyi Li

2014-01-01

435

Phonological Skills in English Language Learners  

Science.gov (United States)

Purpose: The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Method: Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0…

Morrow, Alyse; Goldstein, Brian A.; Gilhool, Amanda; Paradis, Johanne

2014-01-01

436

Teacher to Teacher: Supporting English Language Learners  

Science.gov (United States)

The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

McElroy, Edward J.

2005-01-01

437

Point Counterpoint: The English Language Amendment  

Science.gov (United States)

Presents two views on recognizing English as the official language of the U.S. Proponents say it will help immigrants advance themselves and will bind Americans together. Critics argue that the amendment does not increase English proficiency but punishes those who have not learned; it also heightens racism and xenophobia. (LHW)

Murdock, Deroy; Brown, Willie, Jr.

1986-01-01

438

On the Introduction of Culture into College English Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available This paper discusses the present problem in college English teaching from the constructive perspective. It highlights the necessity to introduce culture into college English teaching and probes further into the problems of college English teaching and approaches of culture introduction. The main purpose is to tackle the practical problem in college English teaching and promote teaching efficiency so as to develop the students’ cross-culture communicative ability.

Wenquan Wu

2012-06-01

439

A story-based language enrichment programme for grade 4 English second language learners with inadequate English proficiency / by Mirna Nel  

OpenAIRE

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or t...

Nel, Mirna

2003-01-01

440

The Malaysian English Language Competency Dilemma: Recovering Lost Grounds through MUET.  

Science.gov (United States)

Provides insights into the Malaysian English language policy, required standards, and testing in language use in Malaysian tertiary institutions. Gives information about backwash effects in particular about institutional programs related to the teaching of English as a Second Language. (Author/VWL)

Chan, Swee Heng; Wong, Bee Eng

2002-01-01

441

An Integrated Approach to Business English Teaching in China  

OpenAIRE

Chinese Business English Teaching (BET) has developed more rapidly since China’s entering the World Trade Organization (WTO). However, traditional BET has its problems such as too much emphasis on business knowledge and professional vocabularies, which leads to learners’ lower practical language ability. There is a great necessity to solve the problems to meet the increasing demand for high quality business talents being able to work competently in the context of economic globali...

Ma, Ruixue

2012-01-01

442

Developing a Model of Teaching English to Primary School Students  

OpenAIRE

Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable fo...

Suwarsih Madya; Bambang Sugeng; Samsul Maarif; Nury Supriyanti; Widyastuti Purbani; Basikin Basikin; Sri Istiqomah

2004-01-01

443

Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students  

Science.gov (United States)

With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

Shih, Ru-Chu

2010-01-01

444

Blogging for Academic Purposes with English Language Learners: An Online Fieldwork Initiative  

Science.gov (United States)

This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and to sensitize them to the writing demands placed on secondary English language learners (ELLs). Blogs offered an authentic experience for teacher…

Baecher, Laura; Schieble, Melissa; Rosalia, Christine; Rorimer, Sarah

2013-01-01

445

INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigates how short stories can be integrated into an English language curriculum in order to consolidate students’ knowledge of the English language - grammar and vocabulary - and to promote their creative writing skills. The study was conducted with 21 Turkish university students receiving an English language preparatory programme. A selection of short stories appropriate to students’ language requirements was incorporated into the English language curriculum. A three-stage-model: presentation, exploration, and follow-up guided the use of each story with a special focus on student-centered learning, which required the students to take an active involvement in the learning process on the basis of given tasks. In order to obtain students’ opinion concerning the use of story, each student was asked to keep a diary in which to reflect their views following the study of each literary text, and a portfolio where they could keep their writings. The data collected through the diaries and student writings were complemented by administering an end-of-the year story perception questionnaire in order to have an overall evaluation of the course. Findings indicated that 1 the use of short stories contributed to students’ reinforcing effectively and meaningfully their knowledge of grammar and vocabulary; 2 it helped students to be more creative and imaginative in their writing, and 3 it freed the students from the routine procedures in the classroom. The article concludes with some pedagogical suggestions for the efficient exploitation of this literary genre in English language classes.

Yasemin KIRKGÖZ

2012-10-01

446

RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING  

OpenAIRE

Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

Eva Alcón

2004-01-01

447

MALAYSIAN LEARNERS AND THEIR PERCEPTIONS TOWARDS ONLINE ENGLISH LANGUAGE COURSES  

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Full Text Available With more emphasis given to the concept of lifelong learning, the number of learners who enroll for distance and online learning programmes in local tertiary institutions has increased. The flexibility of the online learning mode enables learners to prepare themselves to develop confidence and to learn with greater independence. This paper reports the findings of a study on the teaching and learning and technology factors of online English language courses at UNITaR (University Tun Abdul Razak, a virtual university in Malaysia. Both quantitative and qualitative approaches were employed in eliciting data via a questionnaire survey and in-depth interviews. Specifically, the paper reports on learners’ perceptions towards the teaching and learning as well as technology factors during the online English course they were engaged in. The findings with regard to the perceptions of the learners brought more new perspectives which could be incorporated or taken into consideration for an online language learning programme.

Pramela KRISH

2009-04-01

448

An Analysis of Current Situation of MBA English Teaching  

OpenAIRE

This paper tries to probe into the current situation of MBA English teaching in our country and that of ZNUEL. Based on the analysis of MBA English course design, teaching approach as well as the structure of English teachers and MBA candidates, the author finds out some problems existing in MBA English teaching field.
Key words: MBA English teaching; Problems; Current; situation
Résumé: Cet article tente d’explorer la situation actuelle...

Xiao, Fen

2008-01-01

449

Teaching Foreign Languages through the Analysis of Film and Television Series: English for Legal Purposes Les supports filmiques au bénéfice de l’enseignement des langues étrangères: anglais juridique  

Directory of Open Access Journals (Sweden)

Full Text Available Foreign language teaching at the university level has taken on importance and value over the last decade due to global competition between institutions of higher education. For this reason, language educators are faced with the challenge of looking for innovative teaching methods, which not only stimulate and motivate their students while encouraging language acquisition, but also add an intercultural dimension.This teaching note proposes to analyze the use and impact of cinematic resources (film and television series as resource materials on English for Legal Purposes (ELP classes designed to promote learner awareness of Anglo-Saxon professional legal culture. After an initial overview of the theoretical background, the article then provides a summary of the method, results and observations. This didactic approach can be applied to any foreign language or discipline such as medical studies, sociolinguistics, psychology, etc.L'enseignement des langues étrangères dans le supérieur a pris plus d'importance et de valeur au cours de la dernière décennie en raison de la croissance de la concurrence mondiale parmi les établissements universitaires. Pour cette raison, les enseignants de langues sont confrontés au défi de la recherche de methodes pédagogiques innovantes, qui peuvent stimuler et motiver leurs étudiants non seulement en encourageant l'acquisition de la langue, mais aussi en y ajoutant une dimension interculturelle.Cette note pédagogique se propose d’analyser l’utilisation et l’impact des ressources cinématographiques (films et séries télévisées en tant que ressources documentaires pour l’enseignement de l’anglais juridique afin de sensibiliser les apprenants à la culture professionnelle juridique des pays anglo-saxons. Après un bref aperçu du contexte théorique, l’article résume la méthode, les résultats et les observations. Cette approche didactique peut s’appliquer à n’importe quelle autre langue étrangère ou à des disciplines comme la médecine, la sociolinguistique, la psychologie, etc.

Dana Di Pardo Léon-Henri

2012-05-01

450

The use of language in mathematics teaching in primary schools in Malawi: bringing language to the surface as an explicit feature in the teaching of mathematics  

OpenAIRE

The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included...

Kaphesi, Elias S.

2002-01-01

451

Intercultural Communication and Foreign Language Teaching  

OpenAIRE

Nowadays intercultural communication is the subject of great topical interest in foreign languages circles. The close relationship between language and culture determines the connotation of foreign language teaching. We should realize that teaching foreign language means not only imparting of language knowledge but also spreading cultural knowledge and cultivating of students’intercultural communication ability. This between language and culture,and some problems existing in foreign...

Xiong, Shu-fen

2006-01-01

452

LA EFECTIVIDAD DE UN MODELO DE APRENDIZAJE COMBINADO PARA LA ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA: ESTUDIO EMPÍRICO / EFFECTIVENESS OF A BLENDED LEARNING MODEL FOR ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHING: AN EMPIRICAL STUDY  

Scientific Electronic Library Online (English)

Full Text Available SciELO Chile | Language: Spanish Abstract in spanish En este artículo se proporcionan guías de orientación efectiva para los investigadores que desarrollan plataformas computacionales para el aprendizaje de lenguas extranjeras. El objetivo principal es visualizar cómo los principios metodológicos provenientes de los enfoques de enseñanza de lenguas (“ [...] Enseñanza de Lenguas basada en Tareas” y “Aprendizaje Cooperativo”) pueden ser aplicados de manera efectiva en el diseño de actividades para el desarrollo de las destrezas lingüísticas en ambientes no presenciales y semipresenciales. Para ello, se explora evidencia empírica acerca de la efectividad en el aprendizaje del inglés como lengua extranjera en las modalidades de enseñanza semipresencial vs. enseñanza presencial en un estudio basado en un diseño experimental pre-y post-test grupo control. Los resultados muestran que el incremento en el aprendizaje del inglés como LE fue superior en el grupo experimental que utilizó la modalidad semipresencial con respecto al grupo control que trabajó con la modalidad presencial. Se propone, entonces, que en el diseño de plataformas para la enseñanza de lenguas se incluya e implemente modelos metodológicos de Aprendizaje Combinado. Abstract in english The purpose of this paper is to provide researchers and practitioners with valid guidelines for the development of CALL materials for foreign language learning. Our primary goal is to portray how theoretical principles from different language teaching approaches (such as Task Based Language Teaching [...] and Cooperative Learning) can be put into practice efficiently in the design of activities for online (e-learning) and mixed (b-learning) environments. Bearing this in mind, we examine empirical evidence in order to determine the efficiency of Blended Learning vs. face-to-face instruction for English as a Foreign Language Teaching. Both methods were contrasted and tested in an experimental pre-post-test control group research design. Findings suggest that the experimental group, which employed a Blended Learning model, had a considerable language improvement compared to the control group that used a traditional face-to-face method. Considering the results, we strongly recommend researchers and practitioners to include Blended Learning models into the design of CALL materials.

SANDRA, MORALES RIOS; ANITA, FERREIRA CABRERA.

453

Reconsidering English Grammar Teaching for Improving Non-English Majors’ English Writing Ability  

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Full Text Available With the globalization of world economy, English learners’ writing ability has been attached less and less importance to. As a result, many college students in China, especially the non-English majors, cannot express themselves effectively in written English. They make various kinds of mistakes, mostly grammar mistakes, such as writing sentence fragments, using dangling modifiers, and using punctuation marks inappropriately or incorrectly. Many factors are responsible for their weak writing ability, but teachers’ neglecting grammar teaching and only teaching grammar knowledge are two critical factors. So, this paper is intended to call on teachers of English to reconsider grammar teaching for improving non-English majors’ English writing ability. It first explores the role grammar plays in English learning and in English writing, then proposes a few practical and effective methods of instructing grammar, and finally concludes that to improve non-English majors’ writing ability, we had better teach them the right grammatical concepts in the right way on the right occasion.

Yuru Shen

2012-09-01

454

Teaching language teachers scaffolding professional learning  

CERN Document Server

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

Maggioli, Gabriel Diaz

2012-01-01

455

Differences in Perceived Approaches to Learning and Teaching English in Hong Kong Secondary Schools  

Science.gov (United States)

This paper investigates differences in approaches to learning and teaching English as a second language (ESL) as reported by 324 mixed-ability Grade 7 Hong Kong ESL students and 37 ESL secondary school teachers with different backgrounds. Information about participants' perceived approaches to learning/teaching English were collected through a…

Mak, Barley; Chik, Pakey

2011-01-01

456

Can I Teach English to Children? Turkish Preservice Teacher Candidates and Very Young Learners  

Science.gov (United States)

This study was conducted in the English Language Teaching Department of a state university in Turkey. The aim of the study was to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The study was performed during the first term of the…

Bekleyen, Nilufer

2011-01-01

457

Reflexões sobre as práticas de ensino de uma professora de inglês para surdos: a língua de sinais brasileira como mediadora do processo de ensino-aprendizagem / Reflections on the teaching practices of a teacher of english for deaf people: brazilian sign language as mediator of the teaching- learning process  

Scientific Electronic Library Online (English)

Full Text Available O objetivo deste trabalho é analisar o papel da Libras nas práticas de ensino de inglês para surdos de uma professora-pesquisadora, em contextos de salas de aula específicas de surdos. Trata-se de um estudo de caso que busca interpretar essas práticas à luz do referencial teórico das abordagens de e [...] nsino de surdos (oralismo, comunicação total e bilinguismo) e das abordagens de ensino de LE (método tradução-gramática, método audiolingual e ensino comunicativo de línguas). Concluiu-se que a Libras teve o papel de principal mediadora das práticas de ensino/aprendizagem de inglês para/por surdos, aqui investigadas, pois é ela quem dá real significação a essas práticas. Este trabalho vem ainda defender a articulação entre a abordagem bilíngue de educação de surdos e o ECL para o ensino de inglês escrito para surdos. Abstract in english This work aims to analyze the role of Brazilian Sign Language (Libras) in a teacher-researcher's practice of teaching English for the deaf in contexts of specific classrooms for deaf students. This is a case study that seeks to interpret these practices based on the theoretical framework of teaching [...] approaches for deaf students (oralism, total communication, and bilingualism) and foreign language teaching approaches (grammar-translation method, audiolingualism, and communicative language teaching). It could be concluded that Libras played the role of main mediator in the English teaching/learning practices for/by deaf students investigated in this study, as it is Libras that gives real meaning to these practices. This work also defends the link between the bilingual approach in deaf education and CLT for teaching written English to the deaf.

Aline Nunes de, Sousa.

1015-10-01

458

English Teaching in Spain: The Reality of the Communicative Approach.  

OpenAIRE

The aim of this paper is to analyze the reality of the communicative approach in English teaching as a foreign language in Spain. This study is made up of a theoretical framework from which several hypotheses have been elaborated and developed throughout the assignment. The methodology used for doing this involve the fulfillment of a survey by a representative part of the population, between 18 and 33 years old, with the purpose of knowing how the English classes are given in the three differ...

Jime?nez Lopesino, Gema

2010-01-01

459

Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring  

Science.gov (United States)

The authors describe a one-on-one online mentoring project that matched preservice teachers with English language learners to help them improve their writing skills. Online writing became a practical, engaging forum for the preservice teachers to discuss language learning and teaching and to learn how to effectively teach writing to ELL students.…

Ware, Paige; Benschoter, Jessica

2011-01-01

460

EFL (English as a Foreign Language) Classroom Discourse Analysis of a Vocational College and Some Reflections  

Science.gov (United States)

The application of classroom discourse analysis of foreign language teaching and learning can reveal much about how teachers perform in their teaching practice and how to make improvement. In this paper, the author tries to reveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle of…

Xin, Liu; Luzheng, Lou; Biru, Shi

2011-01-01

461

Psycholinguistic Knowledge Use for Native and Foreign Languages Teaching  

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Full Text Available The article is concerned with the issues of the modern language teaching are examined on the basis of cross-cultural communication in the context of psycholinguistic researches. Authors characterize linguistic means, maximally bringing together communication parties, belonging to different socio-cultural groups. The goals and objectives of the research are directed at the detection and updating of those linguistic means of the Kazakh, Russian and English languages, promoting improvement of intensive language acquisition in terms of languages trinity

Shara Mazhitaeva

2013-01-01

462

How Can the Use of Blog Software Facilitate the Writing Process of English Language Learners?  

Science.gov (United States)

Blog use may offer instructors a helpful tool for teaching writing at the tertiary level in Teaching English as a Foreign Language (TEFL) classrooms. This article reports on a quasi-experimental study regarding the effect of blog-centered writing instruction on students' writing performance. Fifty intermediate English students at a Turkish…

Arslan, Recep S.; Sahin-Kizil, Aysel

2010-01-01

463

A Study on the Teaching Methods of Improving Students' Oral English  

OpenAIRE

Nowadays, with the development of the international relationship among countries, learning English, especially the oral English is playing a more and more important role in the world. After China's entry into the WTO, China has paid more attention to the oral English teaching in some colleges, which is not only the need of current quality education but also a revolution of the foreign language teaching. How to help undergraduates to improve their oral English becomes a big challenge in China....

Xiaoqing Qian

2012-01-01

464

Study and Practice on English Teaching Innovation of Doctors of Non-English Majors  

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Full Text Available At present, the duty of college English teachers is to change the education idea and foster qualified people with well-knit knowledge basis, energetic innovation spirit, and strong exploiting ability. In this aspect, many colleges have their experience and research achievements. Some of their theories and activities are quite worthy of reference. But there is no explicit thinking and compact concept of how to innovate English teaching for doctors of non-English majors. How to teach English to doctors of non-English majors? The author holds the idea that the most important duty of doctor English teaching is learning instead of teaching. The fostering of a doctor who is qualified in English is not just the fostering of a language technician, but a language intellectual. The object of English teaching for doctors of non-English majors should be the actual application ability of the user. The English language is just a tool, or simply a means for obtaining information, for cross-culture communication and professional and scientific research, but not a research subject. In this paper, the author probes into the question of how teachers of doctors of non-English majors should adjust their teaching ideas and methods, studies the innovation of classroom teaching mode from the aspects of classroom teaching and test forms, etc., and inquires how to supplement classroom teaching innovation through extracurricular activities.
Key words: doctor English, innovation thought, research learning, intercourse ability, evaluation system, second classroom
Résumé: De nos jours, le devoir notable des professeurs de langue étrangère consiste à changer de concept de l’éducation pour former une nouvelle génération de talents dotés à la fois d’une base solide, de l’esprit de pionnier et de la capacité de rénovation. Dans ce domaine, nous avons déjà obtenu pas mal d’expériences sur la réforme de l’enseignement et de résultat de recherches, dont certaines idées et mesures concrètes sont inspiratrices. Mais, en ce qui concerne la réforme de l’enseignement de l’anglais pour les doctorants non spécialistes d’anglais , il semble qu’il n’y pas encore une conception précise et intégrale. L’auteur pense que la première tâche de l’apprentissage de l’anglais des doctorants non spécialistes est d’ « apprendre », non d’« enseigner ». On devrait les former plutôt aux hommes de culture qu’aux techniciens de langue. Ainsi, l’enseignement de l’anglais doctorant devrait mettre l’accent sur la capacité d’utilisation de langue, voyant en anglais un outil de communication qui sert à la communication transculturelle et aux recherches scientifiques, au lieu d’une discipline purement théorique ou bien un moyen d’acquisition des informations. L’auteur étudie dans l’article présent les problèmes suivants : comment modifier la conception d’enseignement et les méthodes d’enseignement ; comment procéder à la rénovation sur les plans de l’enseignement en classe et de la forme d’examen ; comment utiliser les activités extra-scolaires pour promouvoir la rénovation de l’enseignement en classe de l’anglais doctorant.
Mots-clés: anglais doctorant, esprit de rénovation, apprentissage à la recherche, capacité de communication, système d’évaluation, classe secondaire
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Luan HONG

2007-06-01

465

On Chinese Loan Words from English Language  

Directory of Open Access Journals (Sweden)

Full Text Available In the recent twenty years, with China’s reform and opening policy to the outside world, there is a sharp increase in English loan words in Chinese. On the one hand, it demonstrates that China’s soft power has been booming up. But on the other hand, some language pollution in the meanwhile is caused by non-standard use of loan words in Chinese. This paper probes into some basic concepts of language borrowing as well as some phenomena and reasons of the language pollution through many analysis and examples in order to rectify, regulate and guide the use of English loan words with the prior translation strategy, defending the purity of the Chinese language.

Yun Yan

2009-11-01

466

The Application of Context Theory in English Teaching of Reading  

OpenAIRE

Context theory is a very important theory in English teaching, especially the teaching of reading. This paper first analyzes the theory of context, including the features of context and some principles in context theory. Then the paper discusses the application of context theory in English teaching of reading, including some problems met in reading comprehension test and some teaching methods related to context theory.

Jiang Zhu; Lemeng Han

2010-01-01

467

ENGLISH LANGUAGE RELEVANCE WITH ONGOING BANK SECTOR  

OpenAIRE

This study investigate two concerns, one is to find out the opinions and needs of English language users in the commercial sectors, and the other is to obtain insight into the perceptions for the development of tailored English courses. As expected, the comparison of the data collected valuable results, and employees´ perceptions, which can be used for the improvement in existing training modules and for the development of new ones. In a nutshell, the respondents believe that they have oppor...

Krupa Sheela, S.

2013-01-01

468

Purism versus Pragmatism in Foreign Language Teaching and Acquisition.  

Science.gov (United States)

Ten commonly-held positions concerning language learning and teaching and counter-positions for each are presented with the counter-positions supported with experiences from a first-year French classroom. The positions challenged are: (1) it is inappropriate to mix English and the target language in the same spoken sentence; (2) students cannot…

Giauque, Gerald S.

469

Tasks for Integrating Language and Culture Teaching  

Science.gov (United States)

This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language

Neff, Peter; Rucynski, John, Jr.

2013-01-01

470

A Brief Comment on Communicative Language Teaching  

OpenAIRE

Communicative Language Teaching (CLT) is more and more popular and becoming the mainstream in the second language teaching classroom. It reviews its development and explores the use in china all around. Via analyzing some hidden problems in second language classroom, some suggestions are promoted.

Fang Yuan

2011-01-01

471

English as a lingua franca in MIAS language classes  

Directory of Open Access Journals (Sweden)

Full Text Available This article addresses the issue of the fast growing changes in the usage of English in the contemporary world. It advocates the need to incorporate the findings of ELF research into the regular teaching of English in ESP classes and suggests how it can improve the learning process as well as its practical outcomes. The article especially notices the potentially beneficial influence of the said findings on course content and indirectly on students´ motivation and classroom climate. In the end, MIAS Language department´s attempt to incorporate ELF philosophy into a graduate programme is described.

Mi?ovský Petr

2011-09-01

472

On Chinese Loan Words from English Language  

OpenAIRE

In the recent twenty years, with China’s reform and opening policy to the outside world, there is a sharp increase in English loan words in Chinese. On the one hand, it demonstrates that China’s soft power has been booming up. But on the other hand, some language pollution in the meanwhile is caused by non-standard use of loan words in Chinese. This paper probes into some basic concepts of language borrowing as well as some phenomena and reasons of the language pollution through many anal...

Yun Yan; Tianbai Deng

2009-01-01

473

19 CFR 122.4 - English language required.  

Science.gov (United States)

...2010-04-01 2010-04-01 false English language required. 122.4 Section 122...General Definitions and Provisions § 122.4 English language required. A translation in the English language shall be attached to the...

2010-04-01

474

16 CFR 303.4 - English language requirement.  

Science.gov (United States)

...2010-01-01 2010-01-01 false English language requirement. 303.4...PRODUCTS IDENTIFICATION ACT § 303.4 English language requirement. All required information shall be set out in the English language. If the required...

2010-01-01

475

37 CFR 3.26 - English language requirement.  

Science.gov (United States)

...2010-07-01 2010-07-01 false English language requirement. 3.26 Section...Requirements for Recording § 3.26 English language requirement. The Office will accept and record non-English language documents only if...

2010-07-01

476

Higher English language skills for CFE  

CERN Document Server

A brand new edition of a bestselling title, updated for the newest Higher English (for CfE) syllabus. We are working with SQA to secure endorsement for this title. This book provides you with the support and advice you will need to succeed in Higher English. By studying literary techniques and with top experts guiding you through and explaining how to use these skills, you will be helped to understand why questions are framed in a particular way and how to answer them in a manner that ensures the highest possible grade. - Become more secure in your knowledge of the English language. - Learn ho

Firth, Mary M; Mitchell, John

2015-01-01

477

Language Teaching Materials and Learner Motivation  

OpenAIRE

The motivation of the learner is one of the most important factors in Second Language Acquisition (SLA), meanwhile language teaching materials are having a very important effect and role in language learning and teaching activities. This research focus on how different materials motivate students. Many factors which affect student's motivation towards teaching materials were perceived, such as interest in the subject matter, level of difficulty, relevance to existing knowledge, perception of ...

Zhuomin Sun

2010-01-01

478

The Reflections on the General Teaching Strategies in New Standard College English Intensive Reading Classroom  

Directory of Open Access Journals (Sweden)

Full Text Available Based on the concepts of education reform, this paper elaborates the specific process of strategic performance in different language skill areas in New Standard College English intensive reading classroom. By concluding the reflections such as the "triple action" in metacognitive strategies and the grasp of the relationship between “supply” and “demand” in classroom teaching, we aim to explore some effective teaching strategies in College English teaching classroom.

Xin Wang

2013-12-01

479

The Reflections on the General Teaching Strategies in New Standard College English Intensive Reading Classroom  

OpenAIRE

Based on the concepts of education reform, this paper elaborates the specific process of strategic performance in different language skill areas in New Standard College English intensive reading classroom. By concluding the reflections such as the "triple action" in metacognitive strategies and the grasp of the relationship between “supply” and “demand” in classroom teaching, we aim to explore some effective teaching strategies in College English teaching classroom.

Xin Wang,

2013-01-01

480

English Language Learners and Emotional Behavioral Disorders  

Science.gov (United States)

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed. (Contains 1 table.) [For complete volume, see…

Rogers-Adkinson, Diana L.; Ochoa, Theresa A.; Weiss, Stacy L.

2012-01-01