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1

English Language Teaching Profile: Tunisia.  

Science.gov (United States)

This profile in outline form of the English language teaching situation in Tunisia provides a brief survey of the distribution of languages and their use in various domains, and the role of English is described. Statistical information concerning general school enrollment is followed by information summarizing the role of English in secondary…

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

2

Teaching language arts to English language learners  

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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

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Essentials for successful English language teaching  

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Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning:.: Encourage learner autonomy; Emphasize the social nature of learning; Develop curricular integration, focus on meaning; Celebrate diversity; Expand thin

Farrell, Thomas S C

2010-01-01

4

LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available 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 English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

Murni Mahmud

2010-01-01

5

English Language Teaching Profile: The Gambia.  

Science.gov (United States)

This profile in outline form of the English language teaching situation in the Gambia discusses the role of English in the community and within the educational system. The number of hours allocated weekly to the teaching of English in the primary school, junior secondary and senior secondary schools and teacher's training college are discussed, as…

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

6

Motivation and English Language Teaching in Iran  

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Full Text Available The present article arises from a three-year cross sectional investigation into English language teaching in secondary schools in Iran and it aims to discuss the role of students’ motivation within English language teaching in Iran. In order to investigate this situation, a range of research instruments were used including a thorough review of literature, a desk based analysis of existing curriculum documentation, questionnaires and interviews completed by English language teachers in Iran and some of the authors of the curriculum and its linked textbooks. It will be explained while the issue of motivation has been addressed and considered within the newly designed national curriculum in Iran, this issue appears to play no role in either the textbooks or the English language teaching programme.Key words: Motivation; English Language Teaching; Iran

Mahdi Dahmardeh; Marilyn Hunt

2012-01-01

7

English Language Teaching Profile: Sultanate of Oman.  

Science.gov (United States)

|This profile in outline form of the English language teaching situation in the Sultanate of Oman examines the role of English in society and in the educational system. The predominance of English as the most important foreign language is noted, and its status as a compulsory subject in elementary and secondary school is discussed. The composition…

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

8

How to Enhance Culture Teaching in English Language Classes  

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Full Text Available 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

9

English language teaching some aspects recollected  

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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

10

COGNITIVE LINGUISTICS AND ENGLISH LANGUAGE TEACHING AT ENGLISH DEPARTMENTS  

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Full Text Available The paper first shortly presents the basic postulates of cognitive linguistics, including A. Goldberg's construction grammar, as an important theory developing within the cognitive linguistic approach to the grammatical level of language structure.Then it moves on to examine the ways the various theoretical insights of cognitive linguistics can practically be applied to language teaching at English departments, with the focus being primarily on the syntactic and the lexical levels. Apart from the relevanttheoretical literature, the paper also builds on the works of various authors who have explored the actual relation between cognitive linguistics and foreign language teaching, and lists and evaluates various ELT books in which cognitive linguistic insights have been put to practice.

Vladan Pavlovi?

2010-01-01

11

IS IT THE WAY TO TEACH LANGUAGE THE WAY WE TEACH LANGUAGE? ENGLISH LANGUAGE TEACHING IN RURAL PAKISTAN  

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Full Text Available With the growing importance and need of English language in the global context, efforts are being made in the developing context to improve the quality of teaching English with the assumption thatteaching of English facilitates the acquisition of English Language. What is Pakistani teachers approach to the teaching of English language and does the way they teach English facilitate the language acquisition? The current study explores this question at secondary level in the context of Chitral, a remote district of Khyber Pukhtunkhwa province Pakistan. The researcher visited the randomly selected secondary schools and consulted English teachers interviewing them and observing the teaching and learning processes. The study reveals that in the context of Chitral, teaching of English is not different from teaching of other subjects such as social studies, history etc. Translation method is the dominant way to teach English and learners hardly get any opportunity to practice language skills in the classrooms. The reasons behind this approach to the teaching of English are; lack of purposefully trained teachers, non-availability of in-service courses for secondary level English teachers, memory driven exam system, overcrowded classrooms, teachers’ work load, shortage of resources and lack of ongoing support system. The study suggests that English teachers should be trained separately focusing teaching English as a language unlike other subjects.

Ali Nawab

2012-01-01

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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

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Principles and Practices for Teaching English as an International Language  

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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

14

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

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Reengineering English Language Teaching: Making the Shift towards ‘Real’ English  

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Full Text Available This article underscores the importance of keeping up to date with vocabulary which is currently employed in English-speaking countries. It argues that textbooks, dictionaries and even corpora are not the most reliable sources to do this, and puts forward a pedagogical proposal – grounded in the Lexical Approach and three pedagogical innovation projects – to incorporate ‘real’ English into the language classroom. After clarifying what is meant by such ‘real’ English expressions and providing a possible classification for them, it suggests diverse sources of ‘real’ English input – including telecollaboration, sitcoms and TV series, podcasts, Internet texts, and recent bestsellers –, and subsequently presents a set of tried-and-true activities to exploit them, activities which allow the incorporation of pedagogically innovative approaches into the ELT classroom. The ultimate aim is to link the classroom with what goes on beyond its confines and to make our students’ lexical competence approximate that of native English speakers.

María Luisa Pérez Cañado

2009-01-01

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Teaching English through Principles of Instructed Language Learning  

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Full Text Available Teaching is an interesting profession with new approaches expanding teachers’ roles and giving teachers more insights into how to help their learners (Larsen-Freeman, 1988). This paper serves as a reflection on our teaching English to first-year EFL students at Saigon Technology University which demonstrates how Ellis’s (2005) principles of Instructed Language Learning were applied in Vietnam context.

Luu Hoang Mai; Luu Thi Bich Ngoc; Luu Trong Tuan

2013-01-01

17

Cultural Diversity in English Language Teaching: Learners’ Voices  

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Full Text Available 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 context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners’ attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners’ perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners’ reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.

Nguyen Duc Chinh

2013-01-01

18

Development of English Language Teaching Reflection Inventory  

Science.gov (United States)

The present study was carried out to develop and validate an L2 teacher reflection instrument. For this purpose, a six component model of second language (L2) teacher reflection, encompassing practical, cognitive, meta-cognitive, affective, critical and moral reflection, was developed using experts' opinion and a comprehensive review of the…

Akbari, Ramin; Behzadpoor, Foad; Dadvand, Babak

2010-01-01

19

Teaching English as a New Language to Adults.  

Science.gov (United States)

To furnish a curriculum guide for teachers of English as a second language, this manual explains the principles, sound and structure patterns, the vocabulary range, and the basic cultural and orientation information necessary to teach adults. To aid the teacher, such information as how adults learn, criteria for placing students by grade level,…

New York City Board of Education, Brooklyn, NY.

20

The Relationship between Traditional English Grammar Teaching and Communicative Language Teaching  

Science.gov (United States)

This paper reconsiders the functions of the traditional English grammar teaching and the communicative language teaching. Through analysis and practice, we think that they are not opposed to each other. In order to improve the students' ability and gain better teaching results, the two kinds of teaching approaches should not be used respectively.…

Li, Zhong-guo; Song, Min-yan

2007-01-01

 
 
 
 
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My Personal Philosophy in Teaching English as a Second Language: Some Methods I Used in Teaching English to Chinese Freshmen in Xi'an Foreign Language University.  

Science.gov (United States)

The question in English-As-Second-Language (ESL) classrooms is not whether a teaching method is good or not, but whether the teacher knows how, for what purpose, for what kind of students, and in what language situation a particular method is used to enhance learning effectively. In teaching English to Chinese students at Xi'an Foreign Language

Xu, Huaxin

22

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

23

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

24

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

25

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

26

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

27

Triadic Scaffolds: Tools for Teaching English Language Learners with Computers  

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Full Text Available Active communication with others is key to human learning. This straightforward premise currently undergirds much theory and research in student learning in general, and in second language and literacy learning in particular. Both of these academic areas have long acknowledged communication's central role in successful learning with the exact intricacies of instructional conversations and the forms these take having been the focus of close analysis (Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp & Galimore, 1991; van Lier, 2000). In this examination of computer-supported classroom discourse, specific forms of instructional conversation employed by a veteran elementary teacher of beginning-level English language learners (ELLs) are examined. The focal teacher orchestrates instructional conversations around computers with children whose immediate needs are to learn the English language, specifically the "language of school" and the concomitant social complexities implied in order to participate in mainstream instructional activity. With these goals shaping language and literacy activity, their ESOL (English for speakers of other languages) teacher makes use of the computer to capture, motivate, and anchor learner attention to, and render comprehensible the target language they hear and see on and around the computer screen. The anatomy of the activity she orchestrates around the computer and the language she uses to support it -- labeled here as triadic scaffolds -- are the focus of analysis. Forms and functions of triadic discourse (teacher, learner, computer) are examined for their potential unique role in second language and literacy instruction.

Carla Meskill

2005-01-01

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Teaching English to Speakers of Other Languages A Teacher Education Handbook  

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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

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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

30

Sociolinguistic Approach In English Language Teaching: A Critical Assessment  

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Full Text Available 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 discipline are not possible without English. In this era of Information Communication Technology, and the Internet, no country can afford to live without English. It is essential for e-education, e-learning, e-commerce and e-governance. English has become an international asset which can be called world English. English is spoken and understood all over the globe, so it has got international importance. Naturally its popularity on the basis of its utility all over the globe determines its strength. It is through English that we can establish political, cultural, intellectual and economic relations with the rest of the world. It is the means of international communication. After the initial turmoil and resistance against continuing English in India, there is a shift in the attitude of Indians who now recognize the significance of English for national growth.

Madhulika

2012-01-01

31

Teaching Reading to English Language Learners Insights from Linguistics  

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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

32

Semiotic Approach and Its Contributions to English Language Learning and Teaching  

Science.gov (United States)

Semiotics is a progressing and promising discipline with its applications in many fields of study. As a bridge between semiotics and foreign language teaching (FLT), educational semiotics has started to attract attention of many scholars, English Language Teaching (ELT) instructors and teachers all over the world. It is obvious that the…

Sert, Olcay

2006-01-01

33

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

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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

2006-01-01

34

Complete English as a Foreign Language Teach Yourself  

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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

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Use of Other Languages in English Language Teaching at Tertiary Level: A Case Study on Bangladesh  

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Full Text Available There has been a continuous debate over a long period over the issue of using the learner’s mother tongue in teaching the second language. We have two schools in this regard – monolingual approach and bilingual approach. Those advocating the monolingual approach have claimed that learning is determined by the quantity of exposure to the target language. On the other hand, bilingual approach focuses on the fact that learners are facilitated by the use of their mother tongue. The primary concern of this study is to find out whether Bangla is used in teaching English at tertiary level in Bangladesh and if used, in which situation and to what extent. This study has been done in a private university situated in Dhaka. The researchers have used various techniques to collect the data, the analysis of which reveals that teachers of tertiary level use Bangla in English language teaching classes in some specific situations such as explaining difficult grammatical rules, presenting new vocabulary, giving instructions, etc. and they do so in accordance to the proficiency level of the learners.

Md. Golam Hoshain Mirza; Khaled Mahmud; Jahanara Jabbar

2012-01-01

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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

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Presentation of Local and International Culture in Current International English-Language Teaching Textbooks  

Science.gov (United States)

The place of culture in teaching English as an international language (EIL) is a complex issue, given the diversity of contexts in which English is currently being used globally. Building on a sociocultural perspective that language use is open to negotiation and is context-dependent, this paper argues that the design and content of…

Shin, Jeeyoung; Eslami, Zohreh R.; Chen, Wen-Chun

2011-01-01

38

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

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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

2008-01-01

39

Empirical Study on the Integration of Native Culture in English Language Teaching for Non-English Majors in China  

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Full Text Available The study consists of surveys concerning Chinese culture in English language teaching, which reveal the insufficiency of the input of native culture, the insufficiency of the non-English majors’ ability to express Chinese culture in English and the students’ attitude toward such insufficiency. Based on the results and analysis, it explores reasons leading to this phenomenon, elaborates the necessity of integrating native culture, and offers some suggestions on English teaching practice. By advocating the integration of native culture in English language teaching for non-English majors, the study is to improve the understanding of cross-cultural communication in culture teaching, thus promoting the cultivation of students’ cross-cultural communication competence.

Cui-ping Han

2012-01-01

40

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

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Full Text Available 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 intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored.

Alberth Alberth

2013-01-01

 
 
 
 
41

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

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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 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 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

2011-01-01

42

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

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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; mustafa kerem kobul; ?akire erbay

2013-01-01

43

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

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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 ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????

Dong YANG

2007-01-01

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

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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

45

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.

46

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

47

Teaching medical English to foreign-language doctors.  

UK PubMed Central (United Kingdom)

Acquisition of an advanced medical degree beyond licensure and specialization is advantageous and encouraged in Swedish medical education. Since a thesis and a number of published works, usually in English are required, there is considerable interest in medical writing by doctors and medical scientists. A voluntary course in 'Biomedical Authorship' which included presentation of oral reports was offered by the Karolinska Institutes' Medical Faculty. This course was intended to prepare participants for their thesis work and for presentations at scientific congresses. The course revealed that the principle difficulty was not in English skills which were rather good, but in the students' inexperience in critically rereading what they had written and making suitable revisions. A case study method was used so that students acquired experience in critically reading and correcting their own work and that of others. An instructor who understood the evolution of academic Swedish was of considerable help in explaining some of the 'Swenglishisms' that arose during the course. The oral presentation portion, which used videotapes of students, showed the students as lacking experience in basic public speaking and as frequently being apprehensive. This was much improved by taped poetry readings, scientific reports and slide shows. This Swedish experience should apply to teaching biomedical writing in the other Scandinavian countries and in Northern Europe.

Fox CH; Meijer F

1980-09-01

48

Teaching medical English to foreign-language doctors.  

Science.gov (United States)

Acquisition of an advanced medical degree beyond licensure and specialization is advantageous and encouraged in Swedish medical education. Since a thesis and a number of published works, usually in English are required, there is considerable interest in medical writing by doctors and medical scientists. A voluntary course in 'Biomedical Authorship' which included presentation of oral reports was offered by the Karolinska Institutes' Medical Faculty. This course was intended to prepare participants for their thesis work and for presentations at scientific congresses. The course revealed that the principle difficulty was not in English skills which were rather good, but in the students' inexperience in critically rereading what they had written and making suitable revisions. A case study method was used so that students acquired experience in critically reading and correcting their own work and that of others. An instructor who understood the evolution of academic Swedish was of considerable help in explaining some of the 'Swenglishisms' that arose during the course. The oral presentation portion, which used videotapes of students, showed the students as lacking experience in basic public speaking and as frequently being apprehensive. This was much improved by taped poetry readings, scientific reports and slide shows. This Swedish experience should apply to teaching biomedical writing in the other Scandinavian countries and in Northern Europe. PMID:7432214

Fox, C H; Meijer, F

1980-09-01

49

English Language Teaching at Expenses of Thai Language Teaching for Urban Refugee Language Learners in Thailand: Social Inequalities Related to What Languages to Teach  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This inquiry on young refugee language learners presents findings that have been yielded from an empirical study and conducted over a period of 8 months in Thailand. This study took an angle in multidisciplinary fields of language teaching by examining socio-economic inequalities occurred to urban r...

Hugo Yu-Hsiu Lee

50

The Cognitive Study of Metaphor and its Application in English Language Teaching  

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Full Text Available Metaphor in cognitive linguistics is not only a rhetorical device, but an important mental facility and cognitive instrument. Metaphors provide people a new perspective of perceiving the world and the application of cognitive theories of metaphor creates a new field of research to English teaching. After a brief analysis of the cognitive view on metaphor, this paper mainly focuses on how to apply the cognitive theories of metaphor to English language teaching.Key words: cognitive linguistics; metaphor; conceptual metaphor; English teaching

Hong-mei SUN

2010-01-01

51

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

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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

2012-01-01

52

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

53

TEFL/TESL: Teaching English as a Foreign Language or Second Language.  

Science.gov (United States)

The manual is a practical guide for the classroom teaching volunteer who is currently teaching or who is about to teach English. The manual describes procedures and offers sample exercises and activities for a wide range of listening, speaking, reading, a...

B. Bowman B. Robson G. Burkart

1989-01-01

54

English Teaching Profile: Algeria.  

Science.gov (United States)

A survey of the status and use of the English language in Algeria is presented. The following topics are outlined: (1) the role of English as a third language, (2) its place within the educational system at all levels and in each graduate institution, (3) the status of British expatriates teaching English in Algeria and of Algerian teachers of…

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

55

An Armenian English Language Teacher's Practical Theory of Communicative Language Teaching  

Science.gov (United States)

Previous studies have shown that teacher cognitions and practices can be inconsistent, particularly with claims about communicative teaching practices. This article describes the practical theory of a state school EFL teacher in Armenia who claimed to be using a communicative approach to language teaching by considering her stated cognitions and…

Feryok, Anne

2008-01-01

56

Teaching Practice and Cultural Difference of an English as Foreign Language Classroom in Taiwan  

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Full Text Available Uninterrupted interactions of merchants and travelers from different countries stress the significance of English. The purpose of the study was to investigate what cultures and teaching practices are different between native English-speaking teachers and Taiwanese senior high school students. Three native English-speaking teachers and six Taiwanese senior high school students in Taichung city participated in this study. Data were collected through native English-speaking teachers’ and Taiwanese senior high school students’ interviews and non-participant classroom observation. Results showed that American teachers lack of diversified cultures, not dealing with the complicated classroom situations. Students were accustomed to Grammar Translation Method “GTM” instead of the Communicative Language Teaching “CLT.” Scarcity of understanding diversified cultures and large classes were major difficulties for both teachers and students. The implications of the study were discussed and some recommendations were made to assist local English teachers and senior high school students in addressing their teaching or learning English.

Hsien-Chung Liao; Cheng-Cheng Yang

2012-01-01

57

The Significance of Pronunciation in English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Learners with good English pronunciation are likely to be understood even if they make errors in other areas, whereas learners with bad pronunciation will not be understood, even if their grammar is perfect. Such learners may avoid speaking in English, and experience social isolation, employment difficulties and limited opportunities for further study. We judge people by the way they speak, and so learners with poor pronunciation may be judged as incompetent, uneducated or lacking in knowledge. Yet many learners find pronunciation one of the most difficult aspects of English to acquire, and need explicit help from the teacher. Therefore, some sort of pronunciation instruction in class is necessary. The goals of this paper are to define English pronunciation, review the history of English pronunciation instruction, explain the aim of English pronunciation instruction, elaborate pronunciation and communication, review the previous research about the effectiveness of pronunciation instruction on learners’ achievement, and discuss the English pronunciation and the target of comfortable intelligibility.

Abbas Pourhosein Gilakjani

2012-01-01

58

English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity  

Directory of Open Access Journals (Sweden)

Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students’ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country’s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students’ cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers’ performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

M. Marcellino

2006-01-01

59

English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity  

Directory of Open Access Journals (Sweden)

Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country.  Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition.  Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions.  This study offers some practical suggestions to cope with those problems.

M. Marcellino

2008-01-01

60

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; Normah binti Othman

2012-01-01

 
 
 
 
61

CRITICAL THINKING SKILLS AND MEANING IN ENGLISH LANGUAGE TEACHING  

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Full Text Available Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students’ English competence. Students’ critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities stimulating students’ thinking process and meaning negotiation. Yet, the realization might be counter-productive if they are applied without careful consideration of task purposes and of students’ roles. Based on the consideration, this paper is focused on presenting how critical thinking skills and meaning should be properly incorporated in an English lesson.

Harits Masduqi

2011-01-01

62

How to teach English language learners effective strategies from outstanding educators, grades K-6  

CERN Multimedia

This hands-on book offers teachers a much-needed resource that will help maximize learning for English Language Learners (ELLs). How to Teach English Language Learners draws on two wide-ranging teacher quality studies and profiles eight educators who have achieved exceptional results with their ELL students. Through highly readable portraits, the authors take readers into these teachers' classrooms, illustrating richly what it is they do differently that yields such great results from English learners. Because most teachers profiled work within a three-tiered Response-to-Intervention fr

Haager, Diane; Aceves, Terese C

2009-01-01

63

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 a...

Porras González Nohora Inés

64

The Teaching and Learning of English as an Additional Language in Primary School  

Science.gov (United States)

The article seeks to investigate the methods of teaching and learning English as an additional language in primary education, and to identify the most appropriate and effective means of achieving this. The study tracks a cohort of children from reception to Year 2. Data collection draws on the strengths of both qualitative and quantitative…

Withey, Linda

2012-01-01

65

Critical Literacies and Graphic Novels for English-Language Learners: Teaching "Maus"  

Science.gov (United States)

Graphic novels can be used in the secondary school classroom as part of a multiliteracies approach to help develop critical literacies of English-language learner (ELL) students. One particular graphic novel, "Maus," is discussed as a possible teaching resource. Intellectually substantive graphic novels that foreground racism and immigrant…

Chun, Christian W.

2009-01-01

66

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

67

A Critical Reading of Multiculturalism in English Language Teaching and Learning  

Science.gov (United States)

Multiculturalism becomes the buzzword in educational fields. The implication of multiculturalism is critically examined to appreciate its relevance to English language teaching. Critical multiculturalism is advocated whereby L2 learners need to examine how social and historical discourses construct their identities and have a critical reflection…

Zhao, Ning

2008-01-01

68

The Significance of Pronunciation in English Language Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Learners with good English pronunciation are likely to be understood even if they make errors in other areas, whereas learners with bad pronunciation will not be understood, even if their grammar is perfect. Such learners may avoid speaking in English, and experience social isolation, emplo...

Abbas Pourhosein Gilakjani

69

Student Experiences of English Language Training: A Comparison of Teaching in UK and Chinese Contexts  

Directory of Open Access Journals (Sweden)

Full Text Available The UK, with its obvious advantages such as a good range of universities offering many different courses, and the opportunity to increase competence in English usage, has become one of the most popular countries for Chinese students. However, Chinese students who want to come to the universities in the UK to study have to meet the entry requirements of English language. So, both in the UK and China, various English language training centers appeared to provide similar English training courses to help international students to improve their English in order to meet the entry requirements of the universities in a short time. This research is conducted in this area to compare the English training programs between these two countries to analyze the advantages and disadvantages of these two types of programs in order to help the educators in this area to improve the effective teaching of the English training course.

Fang Wang

2009-01-01

70

English language proficiency and the accommodations for language non-concordance amongst patients utilizing chiropractic college teaching clinics.  

UK PubMed Central (United Kingdom)

BACKGROUND: The number of households in the United States that are not proficient in the English language is growing and presenting a challenge to the health care system. Over nineteen percent of the US population speak a language other than English in the home. This increase in language discordance generates a greater need to find and implement accommodations in the clinical setting to insure accurate and efficient diagnosis and treatment as well as provide for patient safety. Aim: The purpose of this study is to determine the percentage of patients accessing the chiropractic college teaching clinics who are not proficient in the English language and to what extent the colleges provide accommodations for that language disparity. METHODS: The clinic directors and deans of the Association of Chiropractic Colleges were surveyed via an on-line survey engine. The survey queried the percentage of the patient population that is not English language proficient, the accommodations the college currently has in place, if the college has a language specific consent to treat document and if the college has a written policy concerning patients without English proficiency. RESULTS: Fifty percent of the contacted chiropractic colleges responded to the survey. In the respondent college clinics 16.5% of the patient population is not proficient in English, with over 75% speaking Spanish. All but one of the respondents provide some level of accommodation for the language non-concordance. Forty five percent of the responding colleges employ a language specific consent to treat form. The implementation of accommodations and the use of a language specific consent to treat form is more prevalent at colleges with a higher percentage of non-English speaking patients. CONCLUSIONS: The percentage of patients with limited English proficiency accessing services at the teaching clinics of the chiropractic colleges mirrors the numbers in the general population. There is a wide disparity in the accommodations that the individual colleges make to address this language discordance. There is a need to further develop accurate and meaningful accommodations to address language disparity in the chiropractic teaching clinics.

Saporito RP

2013-01-01

71

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

Directory of Open Access Journals (Sweden)

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

2012-01-01

72

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; Poppi Franca

2012-01-01

73

Learner perceptions of English language teaching in African high schools: implications for language policy  

Directory of Open Access Journals (Sweden)

Full Text Available Are the most suitable teachers of a second language necessarily mother-tongue speakers of that language? From a survey of responses of std 8, 9 and 10 African pupils of English as a second language, it would seem that teachers of English who are not mother-tongue speakers are automatically regarded as inferior. In this article, the author considers the validity of 'South African English; and the role and relevance of indigenous languages in education in a post-apartheid era. He uses data gained .from his pilot study to elucidate issues such as the role of English in education in a multi-lingual context and particularly the need for in-service training and improved initial training of language teachers in South Africa. Is die mees geskikte tweede taal-onderwysers noodwendig moedertaalsprekers van daardie taal? Uit 'n oorsig van response van standerd agt, nege en tien swart tweede taal Engels-leerlinge, blyk dit asof Engelsonderwysers wat nie moedertaalsprekers is nie outomaties as minderwaardig beskou word. In hierdie artikel ondersoek die skrywer die geldigheid van "Suid-Afrikaanse Engels" en die rol en relevansie van inheemse tale in die onderwys in 'n post-apartheid tydperk. Hy gebruik data uit sy loodsstudie om sake soos die rol van Engels in onderwys in 'n veeltalige konteks toe te lig en vera! die behoefte aan in-diensopleiding en verbeterde aanvanklike opleiding van taalonderwysers in Suid-A.frika.

Abram L. Mawasha

2013-01-01

74

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

75

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

2013-01-01

76

Teaching English Language Learners Literacy Strategies and Resources for K-6  

CERN Multimedia

Grounded in research and practical expertise, this volume helps K 6 teachers skillfully support all of their English language learners (ELLs) from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students' lived experiences, use a variety of motivating print and electronic texts and materials, engage families, and conduct effective assessments. Chapters are packed with tools and activities for promoting ELLs' development in oral language, phonics, fluency, vocabulary, comprehension, writing, and g

Xu, Shelley

2010-01-01

77

Challenges Faced and the Strategies Adopted by a Malaysian English Language Teacher during Teaching Practice  

Directory of Open Access Journals (Sweden)

Full Text Available In this paper, the reflections on distinct and crucial teaching practices of a pre-service English language teacher are presented and examined. The focus of this paper is on three aspects of class teaching that the teacher found presented a challenge during her teaching practice. For each aspect, the nature of the difficulties and the challenges are described and deciphered. In addition, various strategies that the teacher explored and experimented in order to meet those challenges are outlined and elucidated in terms of their effectiveness. This process is interwoven with the nurturing of pedagogical knowledge of the teacher, which is developed from her reflective practices. This paper also highlights some of the teacher’s plans and thoughts on dealing with those challenges in the future. Implications for teaching practice are also discussed.

Muhammad Kamarul Kabilan; Raja Ida Raja Izzaham

2008-01-01

78

Learning Autonomy: A Way to Improve English Language Teaching (ELT) in Indonesia  

Directory of Open Access Journals (Sweden)

Full Text Available In Indonesia English is the first foreign language and taught as a com­pulsory subject in secondary and tertiary education with the objective primarily to provide the students with the ability to read English textbooks on their related fields. In spite of the ef­forts made to improve the teaching especially in secondary school, the re­sult is, so far, still unsatisfactory. This article argues that the implementation of learning autonomy could possibly be a way to improve ELT in Indonesia.

Suharmanto Suharmanto

2003-01-01

79

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes  

Directory of Open Access Journals (Sweden)

Full Text Available Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

Ming Chang; Jaya S. Goswami

2011-01-01

80

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

Directory of Open Access Journals (Sweden)

Full Text Available 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

 
 
 
 
81

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

Directory of Open Access Journals (Sweden)

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; Morteza Ramazani

2012-01-01

82

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD) and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These participants expressed a need for knowledge and support.

Sandra du Plessis; Brenda Louw

2008-01-01

83

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

Directory of Open Access Journals (Sweden)

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.; C. N. Baby Maheswari

2012-01-01

84

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

2009-01-01

85

De-Centering English: Highlighting the Dynamic Nature of the English Language to Promote the Teaching of Code-Switching  

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|Embracing the dynamic nature of English language can help students learn more about all forms of English. To fully engage students, teachers should not adhere to an anachronistic and static view of English. Instead, they must acknowledge, accept, and even use different language forms within the classroom to make that classroom dynamic, inclusive,…

White, John W.

2011-01-01

86

De-Centering English: Highlighting the Dynamic Nature of the English Language to Promote the Teaching of Code-Switching  

Science.gov (United States)

Embracing the dynamic nature of English language can help students learn more about all forms of English. To fully engage students, teachers should not adhere to an anachronistic and static view of English. Instead, they must acknowledge, accept, and even use different language forms within the classroom to make that classroom dynamic, inclusive,…

White, John W.

2011-01-01

87

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

88

Re-framing Literacy Teaching and Learning in English and the Language Arts  

CERN Multimedia

Explicates a model for the integration of language arts and literacy education based on the notion of framing. This title is suitable for pre-service and in-service courses globally in English and language arts education

Andrews, Richard

2010-01-01

89

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

2009-01-01

90

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; Janez Skela; Pija Kovac

2013-01-01

91

A Long-Term Strategy in Teaching English as a Foreign Language  

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Full Text Available The word “strategy” designates a military concept used to express the steps implemented by military organizations to pursue certain goals. Although very often scholars speak about methods, techniques, tools and textbooks – everything that may be included in a foreign language teaching methodology – hardly would they mention a long-term strategy in foreign language teaching and learning. In our opinion the word “strategy” is not a synonym to “method” since the strategy tells us what to teach and when to teach, while the method tells us how to teach. Consequently, it is time we had a definite distinction between the two issues. The implementation of a strategy may be the solution for a proper usage of methods or textbooks, as it may indicate at any time whether the chosen path is suitable or not for the teaching and learning process. This paper presents a strategy that may be the key to many unanswered until now issues.

Dan Mihai B?rbulescu; Ioana Mariela B?rbulescu

2012-01-01

92

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

2013-01-01

93

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.

Orkun Canbay; Sedat Beceren

2012-01-01

94

EFL Teachers? Attitudes toward Using Computer Technology in English Language Teaching  

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Full Text Available Computers have become commonplace in our personal as well as our professional lives. Computers have made many of our everyday tasks easier and faster and made our society more productive. A very important set of variables such as the classroom teacher and the teacher’s attitudes towards the effective uses of computers in the classroom have been overlooked in EFL classrooms. This study investigates how teachers perceive the use of computer technology resources in English Language Teaching. The first aim of the study is to define the teachers’ attitudes. The second aim is to discuss the aspects of attitude. The third aim is to explain teachers’ attitudes and computer technology training. The fourth aim is to elaborate teachers’ attitudes and computer technology integration. The fifth aim is to define teachers’ attitudes and computer experience. The sixth aim is to discuss teachers’ attitudes and computer anxiety and interest. The last aim is to review teachers’ attitudes and computer literacy. The review of the related literature shows that simply introducing computer technology resources does not guarantee teachers’ use of these in practice. Knowledge of EFL teachers’ attitudes about teaching, learning, and computers, affords them the opportunity to design and implement EFL instruction.

Abbas Pourhosein Gilakjani; Lai-Mei Leong

2012-01-01

95

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,; Chiara RIZZI, CEPaD; Ming NIE; Libby ROTHWELL

2007-01-01

96

A Study of the English Teaching Practice at a Language Institute  

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Full Text Available Abstract in spanish Este estudio pretende describir las prácticas pedagógicas que tienen lugar en el Instituto de Lenguas de dicha universidad, basándose en la observación de las clases, cuestionarios y entrevistas. Para lograr este objetivo, las investigadoras adoptaron un enfoque cualitativo con una perspectiva etnográfica que denota una reflexión constante por parte de los profesores que participaron como objeto de estudio. Los resultados demuestran que la mayoría de los profesores (more) allí emplean el método de las tres Ps (Presentación, Práctica y Producción) y que los estudiantes usan estrategias directas e indirectas para ayudar en su aprendizaje. Abstract in english This study aims to describe the pedagogical practices that take place at the Language Institute of a university based on the observation of classes, questionnaires and interviews of teachers and students. In order to achieve the purpose of the project, the researchers adopted a qualitative approach and also combined an ethnographic perspective which denotes a constant reflection on the part of the teachers who participated as objects of the study. The results of the study (more) demonstrate that most of the teachers employ the PPP (Presentation, Practice, and Production) model to language teaching and that the students make use of direct and indirect strategies in order to help themselves learning.

Posada Ortiz, Julia Zoraida; Patiño Garzón, Luceli

2007-01-01

97

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

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Full Text Available 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 popularity that these camps enjoy the world over, the subject is coming under research. In line with such researches, the present study covers a four day long residential English language holiday camp in Malaysia for 31 female students (aged 16) during May 2013. Its aim was to identify activities that actively engage learners and increase their attitudes positively in regards to learning English. The paper is intended to stimulate further research into extra-curricular activities, specifically English language holiday camps due to their global abundance, to build a corpus of literature in order to fill the current vacuum, and to gather empirical data on the value of such camps. The findings of the focused study have broad relevance internationally due to the significant numbers of language camps around the world and will contribute to the scanty knowledge currently available on this topic. It is anticipated that the issues discussed in this paper will be useful for students, teachers, researchers, policy makers and practitioners of English language studies alike.

Ria Hanewald

2013-01-01

98

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

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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

99

On Differences between General English Teaching and Business English Teaching  

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Full Text Available 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 Business English is different from General English at least in such aspects as in the role of teacher, in course design, in teaching models, etc., thus different teaching methods should be applied in order to realize expected teaching goals.

Wenzhong Zhu; Fang Liao

2008-01-01

100

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

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Full Text Available Abstract in english 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 students' and English instructors' perceptions of different program dimensions, such as the materials, teaching process, and assessment. The data were collected via questionnaires fil (more) led 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.

Coş kun, Abdullah

2013-01-01

 
 
 
 
101

Organizational Patterns of english and Foreign Texts for Language Teaching: A Contrastive Analysis  

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Full Text Available The purpose of this paper is to analyses the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literaty work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analysed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English texts offer a source of systematic preliminary study of language. The conversations in the work of literature provides the learners with sample apractice to recognize the standard of language correctness and the non-standard language variations.

Fabiola D. Kurnia

2001-01-01

102

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

2012-01-01

103

Teachers’ views on primary school English language teaching curriculum for the 4th grade  

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Full Text Available This study investigates teachers’ views on primary school English language teaching curriculum for the 4th grade. For this aim, objectives, content, activities, materials and equipment and assessment which are the basic components of the curriculum are taken as the criterion. Besides this, the study investigates teachers’ level of information about the curriculum, the difficulties that were experienced by teachers in implementing the curriculum, the strengths and weaknesses of the curriculum and teachers’ suggestions for improving the curriculum. This is a qualitative research and employs interview techniques. Data were collected through interviews of 15 primary school English teachers who taught 4th grade students at state schools. In the data analysis procedure descriptive analysis techniques were applied.The results of the research indicated that the participants had negative views about some aspects of the curriculum due to challenges that they encountered during the implementation. It was determined that teachers thought that the level they informed about the program was not sufficient. Teachers emphasized that crowded classrooms, lack of sources and supplementary materials caused problems in implementing the curriculum. It was pointed out that the strongest feature of the curriculum was that it made the students active during the learning process. The weakest feature of the curriculum was that it was overloaded and time allocated to the curriculum was not sufficient. In order to make the curriculum more efficient teachers suggested that more qualified learning materials should be prepared, alloted time for the lesson should be increased, the number of students in the classroom should be reduced and assessment tools should be provided for the teachers.

Hümset Seçkin

2011-01-01

104

Teaching English Grammar Through Games  

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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 researche...

Luu Trong Tuan; Nguyen Thi Minh Doan

105

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

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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

106

English language teaching, policies and technical courses O Ensino de Língua Inglesa, a política e os cursos técnicos  

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Full Text Available This project aims to carry out a theoretical discussion about the current political regime, the development of language teaching and its importance in the social context of technical courses. We present some reasons for implementing technical courses, how language teaching takes place in this context, especially the English language, and the quality of education in these courses. At first, we present a short survey of what the current policy of the country is, followed by the consequences this regime brings to English Language teaching in the previously mentioned courses. Subsequently, we present the English teaching in technical courses and the best teaching approach, and finally, we analyze a didactic sequence elaborated in 2008 for the practicum discipline in a technical course of a school located in Guarapuava - PR.O trabalho tem por objetivo realizar uma discussão teórica sobre o regimento político atual, o desenvolvimento do ensino de línguas e sua importância no contexto social de cursos técnicos. Apresentamos algumas razões para implementação dos cursos técnicos, de que forma se dá o ensino de línguas nesse contexto, mais especificamente de língua Inglesa, e qual a qualidade desse ensino nesses cursos. Num primeiro momento, apresentamos um pequeno levantamento de qual é a política atual do país e em seguida quais as consequências que esse regimento traz ao ensino de Língua Inglesa nos cursos citados anteriormente. Posteriormente, apresentamos o ensino da língua nos cursos técnicos e a melhor abordagem para seu ensino e por fim, fazemos uma análise da sequência didática elaborada no ano de 2008 para a disciplina de estágio em um curso técnico de um colégio localizado em Guarapuava – Pr.

Francieli de Oliveira

2011-01-01

107

An exploratory case study: The impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom  

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The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher's purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings. This case study was conducted in the spring of 2006. The researcher sought to answer the question, "How does constructivist teaching help middle school English Language Learners understand science?" Two variable clusters were examined: (1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and (2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: (1) observations of teaching and learning (including teaching plans and other teaching materials); (2) interviews related to teaching and learning; (3) inventories of teaching and learning; and (4) artifacts of learning. Steve Loos, an eighth grade middle school science teacher, is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve's teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, "Constructivist teaching helps middle school English Language Learners understand science."

Seimears, C. Matt

108

The Use of Mixed Code in Hong Kong English Language Teaching.  

Science.gov (United States)

Reviews use of mixed-code teaching in Hong Kong schools and outlines educators' efforts to persuade the government to accept mixed-code as not only inevitable, but preferable in most Hong Kong schools. Notes that English must be preserved for business purposes, but the Chinese medium of instruction is receiving greater emphasis as Hong Kong nears…

Boyle, Joseph

1997-01-01

109

English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity  

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The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching ...

M. Marcellino

110

Preparing for Success: A Guide for Teaching Adult English Language Learners.  

Science.gov (United States)

This book describes the policy initiatives and economic realities that influence the design of programs for adult English language learners, demonstrating how the agendas of each stakeholder can be reconciled in a way that renders them mutually supportive. It focuses on the commonalities among stakeholder goals. It equips instructors to provide…

Marshall, Brigitte

111

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.

Raquel Criado; Aquilino Sánchez

2009-01-01

112

Ambiguities and Tensions in English Language Teaching Portraits of EFL Teachers as Legitimate Speakers  

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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 shaped by their social context, and examines the roles, identities, and ideologies that teachers create in order to navigate and negotiate their specific context. It is unique in bringing together several current theoretical and methodological develo

Sayer, Peter

2012-01-01

113

Australian English & Aboriginal Languages  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of this project is to examine the mutual influence of Australian English and Aboriginal languages both in the past and nowadays and to find out to what extent have the Aboriginal languages of Australia influenced the local version of English. This examination is carried out with the help of ...

Kacer, Martin

114

NSDL English Language Arts  

Science.gov (United States)

The NSDL English Language Arts collection provides quick and easy access to high-quality math resources that have been related to the English Language Arts Science and Technical Standards. These resources are selected from the larger NSDL collection and other trusted providers, and organized by grade level and domain area.

2012-06-04

115

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.

Arda Ar?kan; Serpil Tekir

2007-01-01

116

Approaches to the teaching of introductory literature courses in a Polish English Language Teacher Training College.  

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Full Text Available The purpose of this paper is to outline approaches to a course entitled Introduction to Literature, which is frequently available to second-year undergraduates in Polish teacher training colleges and other institutes of higher education. While preparing students for subsequent courses in British and American literature and helping them towards mature responses to literary texts, the course aims to raise student teachers' awareness of the potential of literature in the learning/teaching situation and to provide them with examples of the integration of curricular areas. In addition, given that literature is an intrinsically interesting source of authentic language, it is intended that instruction should increase students' sensitivity to language and expand their vocabulary, thus promoting the development of the four skills.

Andy Dixon

2013-01-01

117

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

2012-01-01

118

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

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Full Text Available 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 good English teacher is to have the ability to maintain discipline, motivate students, learn about the learner’ needs and establish good relations with them. The study also reveals striking results with respect to classroom discipline and teacher subject knowledge.

Ebru Melek Koç

2013-01-01

119

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

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Full Text Available 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, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :-) “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow) to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs) are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.). On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ?, w, ?/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard symbols, acronyms, grammatical and phonetic symbols and they should teach them to their students to enable them to establish successful communication with other people.Globalization is consolidated by the extraordinary invasion of higher education by new technologies, especially the Internet. Major changes in the social and economical conditions in Europe and worldwide force new needs and trends upon the technology. The main challenge for “the knowledge society of the future” is to ensure that each member of the society has the opportunity of continuous professional development, frequent retraining and obtaining new competences, mastering new information technologies (IT), lifelong learning (LLL), and so on. Within the education sector, a number of continuous efforts are taking place to stimulate the use of ICT at all levels of education. E-Learning has introduced new approaches of instructional delivery where the roles of teacher and student have significantly changed. The integration of information and communication technologies into the education field is in constant progression and generates empirical approaches for educational environment design. Some research projects in distance learning are introduced in the world.

Ilknur ISTIFCI; Tamar LOMIDAZDE; Ugur DEMIRAY

2011-01-01

120

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

 
 
 
 
121

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; Semih Sert

2012-01-01

122

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

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|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

123

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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, att...

Rochelle Kapp; Moeain Arend

124

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

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Full Text Available 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 guidelines Kerala government introduced English Language teaching from class 1 onwards. Teaching of English also affects the quality student acquisition of English. Anxiety is often produced when one tries to interact in English which can affect the language proficiency of the learners. Teacher competence in English and their anxiety can have an influential impact on learners. This study found out that there is a negative correlation between English language anxiety and English language competence of Elementary teacher trainees in Kerala. As elementary teachers have an influential role in developing different competence of the young learners including English language competence, this paper puts foreword a number of suggestion to reduce the anxiety evoking situations and to improve English language competence of the trainees.

BIJU M.A

2013-01-01

125

TEACHER EDUCATORS’ EVALUATION OF THE ENGLISH LANGUAGE TEACHING PROGRAM: A TURKISH CASE  

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Full Text Available This study explored the perceptions of teacher educators regarding the changes in the English Language Teacher Education Program introduced by the Turkish Higher Education Council (HEC) in 2006. Employing a qualitative design, open-ended questionnaires were administered to 18 lecturers working at five different state universities. The analysis of the data yielded that while teacher educators found some of the changes appropriate, such as the addition of some courses, they raised far more serious concerns with the newprogram regarding the sequence, content, structure, procedure and removal of courses. In addition, the top-down and centralized program restructuring movement, disregarding the opinions, experiences and the practices of the end users of the program, such as teacher educators, teachers and teacher trainees, was also criticized heavily by the participants.

Aysun Yavuz; Ece Zehir Topkaya

2013-01-01

126

Debates in English Teaching  

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Debates in English Teaching encourages student and practising teachers to engage with and reflect on key topics, concepts and debates in subject teaching. It aims to enable teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Davison, Jon; Moss, John

2010-01-01

127

Developing Academic Language in English Language Learners through Sheltered Instruction  

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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

128

The ESL ELL Teacher's Survival Guide Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels  

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A much-needed resource for teaching English to all learners The number of English language learners in U.S. schools is projected to grow to twenty-five percent by 2025. Most teachers have English learners in their classrooms, from kindergarten through college. The ESL/ELL Teacher?s Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students. Provides research-based instructional techniques which have prove

Ferlazzo, Larry

2012-01-01

129

Effects of Learning Beliefs of Pre-Service Teachers at an English as a Foreign Language Certificate Program on their Practice Teaching  

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Full Text Available The purpose of the current study is to explore the effects of pre-service teachers’ language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. To explore their language learning beliefs and to determine the categories participants’ interview transcriptions were open coded. Five main categories of language learning beliefs were identified in the end of the analysis; (1) ideal English learner, (2) ideal English teacher, (3) ideal English classroom, (4) difficulties in language learning process, (5) strategies of learners to overcome difficulties. The findings of the observation checklist and reflection papers written by the participants revealed some significant effects of the language learning beliefs of pre-service teachers on their practice teaching. Briefly, the results of the study revealed that both participants’ teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the beliefs and practice teaching.

Görsev ?nceçay

2011-01-01

130

Identifying Teaching Style: The Case of Saudi College English Language and Literature Teachers  

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Full Text Available The purpose of this paper is twofold. The first objective is to give an account of why I set out to study teaching styles, how I carried out and analyzed a questionnaire survey, what results I got, and what the implications of these results are. The intent is to provide teachers with enough information to help them think about how these findings play out in their own classrooms, thus putting them on track to adapt their teaching style to their students' learning style. The second objective is to see if there is any statistically significant correlation between teaching styles and a number of factors, such as age, years of experience, specialty, and student level. Data analysis showed that literature teachers preferred the all-round flexible style, the mixed style, and the official curriculum and big conference styles successively, whereas linguistics teachers preferred the mixed style, the all-round flexible and straight facts styles, and the student-centered and big conference styles consecutively. No statistically significant correlation was found between teaching styles and age, years of experience, and specialty variables. Whereas statistically significant differences were found between level three and the official curriculum teaching style, and between level four and the student-centered teaching style (p

Aisha M. Alhussain

2012-01-01

131

PROBLEMS AND CHALLENGES OF LEARNING THROUGH A SECOND LANGUAGE: THE CASE OF TEACHING OF SCIENCE AND MATHEMATICS IN ENGLISH IN THE MALAYSIAN PRIMARY SCHOOLS  

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Full Text Available In 2003, there was a significant change in the language policy in theMalaysian education system whereby the Malaysian government decidedto introduce English as a language medium to teach science andmathematics at all levels of the education system in stages. The aim of the policy was to arrest declining standards of English amongMalaysian students. The implementation of this policy was mostcontentious at the primary school level involving two different models of implementation: bilingual model for the Chinese primary school and maximum exposure model for the national school and the Tamil primary school. This paper examines the problems and challenges of implementing the policy of teaching science and mathematics in English in the Malaysian primary schools, which entails learning through a second language. It looks at some of the theoretical constructs pertaining to choice of language as well as learning through a second language. These theoretical constructs offer some perspective lights on the implementation of the policy of teaching science and mathematics in English in the Malaysian primary schools by highlighting its strengths and weaknesses. Based on these theoretical constructs, this paper posits the bilingual model adopted by the Chinese primary schools as a better model to facilitate learning through a second language during the earlyyears of schooling.

Tan Yao Sua; Santhiram R. Raman

2007-01-01

132

77 FR 6168 - 60-Day Notice of Proposed Information Collection: English Language Evaluation Surveys, OMB...  

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...Notice of Proposed Information Collection: English Language Evaluation Surveys, OMB Control Number...of 1995. Title of Information Collection: English Language Evaluation: Fulbright English Teaching Assistantship (ETA) Program...

2012-02-07

133

Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching  

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Full Text Available One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which students take in information. Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. Keywords: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

Abbas Pourhosein Gilakjani

2011-01-01

134

China’s English Language Environment  

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Full Text Available Chinese students and teachers often say that the major challenge they face in acquiring English is that “China does not have a good English language environment” (zhong guo de ying yu huan jing bu tai hao) by which they mean there are insufficient opportunities to use English in real life situations and a lack of exposure to authentic English language material. Based on a review of the use of English in China and the author’s own experiences living and teaching there, this paper will show that China’s English language environment is actually much richer than is commonly believed. It argues that the two main issues which need to be addressed are raising awareness of the amount and type of English language material and opportunities to use the language available and developing ways for students and teachers to use such material and opportunities, both in and outside of the classroom.

Jeffrey Gil

2008-01-01

135

Problems of Teaching English to Amerindian Children in Guyana.  

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|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

136

Language Training: English Training  

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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. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (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 Mr. Liptow: tel. 72957.

2004-01-01

137

Language Training: English Training  

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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. Language Training Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (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 Mr. Liptow: tel. 72957.

2004-01-01

138

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.

Piedad Fernández Toledo; Françoise Salager-Meyer

2009-01-01

139

The English language  

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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

140

Cultural Transmission in English Teaching  

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Full Text Available Vocabulary and grammar are used to be considered important to English learning, but nowadays people pay an increasing emphasis on the relationship between language and culture. Culture has a vital impact on English learning, and teachers should notice the cultural difference and transmit such knowledge through the teaching practice. Key Words: culture,language,learning Résumé Le vocabulaire et la grammaire sont considérés d’habitude très important pour l’apprentissage de l’anglais, mais aujourd’hui, les gens commencent à mettre l’accent sur la relation entre le langage et la culture. La culture a un impact vital sur l’apprentissage d’anglais et les enseignants doivent remarquer les différences culturelles et transmettent ces connaissances par l’enseignement dans la pratique. Mots-clés : apprentissage de culture et de langue ? ? ????????????????????????,???,???????????????????????????????????????????,????????????????? ????????????????????

Wen-juan YUAN

2006-01-01

 
 
 
 
141

Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique  

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Full Text Available This paper evaluates the attitudes of student teachers towards microteaching experiences. The research was conducted with a total of 57 fourth year students attending the ELT Department at Trakya University, in Turkey. The data were collected via a Likert type scale developed by the researcher. The research results were evaluated regarding the benefits and disadvantages of microteaching. The findings revealed that the ELT students at Trakya University in general held positive attitudes towards microteaching applications with regard to its effectiveness for professional development, self-assessment, self-confidence, material production, and teaching experiences in various courses in which students are of different ages and linguistic levels.

Muhlise Cosgun Ogeyik

2009-01-01

142

On the Relationship between Mind and Language:Teaching English Vocabulary to Schizophrenics  

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Full Text Available Undoubtedly mind is the most complicated member of human being and respectively a small breakdown in whatever processes undergone will cause great difficulties for the beholder. One of the most serious psychological impairments is known as schizophrenia which severely distorts thought and action (Hockenbury & Hockenbury, 2004). The present study is set out to investigate the capability of patients with schizophrenia in doing different vocabulary tasks on second language and retaining them for a period of time. Eight male patients diagnosed with schizophrenia of different types were selected from two mental centers to participate in the study. They were invited to attend a class for 16 sessions in 8 weeks and do vocabulary tasks including matching words to the pictures, filling the blanks, word association, crossword puzzle, and word finding. A test was administered right after the period and the retest was administered 16 days later. The study illustrated that there is no significant relationship between age and learning vocabulary items by patients suffering from schizophrenia. More, schizophrenics showed different capabilities in doing vocabulary tasks, and they also showed different impairments in their attempt to learn foreign language words. They also found some of the tasks demanding as they become more cognitively difficult.

Abdolmajid Hayati; Khaled Shahlaee

2011-01-01

143

The analysis of language competence and students’ needs in teaching English for medical purposes to students of medicine, dentistry and health care  

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Full Text Available Introduction. The paper deals with the analysis of the language competence of the students of Medicine, Dentistry and Health Care at the Medical School of Novi Sad University at the level of their basic language skills of general English and English for Medical Purposes. It also presents the analysis of students’ needs of these skills within the field of teaching English for Medical Purposes. Objectives. The aim of the study was to determine the level of students’ language skills, knowledge of general and medical vocabulary and of academic writing in English and to determine which of the skills have the greatest priority in teaching English for Medical Purposes. Materials and methods. The students were given a questionnaire and were asked to grade their language skills and knowledge of general and medical vocabulary and of academic writing on the scale from one to five. For the same skills, the students had to determine the level of priority in teaching English for Medical Purposes. Results. The results were given for each of the groups of students evaluated, and the average grade was calculated for all the skills. The students’ needs in terms of the priority of the evaluated skills were also presented in the same manner. Analysis. Students’ skills were analyzed according to the average grade acquired through the students’ self-evaluation. The distinction was made between the general language skills and the knowledge of medical vocabulary and academic writing. The analysis of needs was conducted with the same distinction in mind. The study groups were analyzed separately and the general common conclusions for all the groups were made. Conclusion. For a successful program of English for Medical Purposes, it is necessary to conduct ”the level of general language competence” test and to test the students’ needs beforehand. The difference in the level of knowledge between different study groups points to a need of a student oriented teaching program. The analysis of needs shows the importance of all language skills which have to be included in the course of teaching English for Medical Purposes.

Markovi? Vuk; Marošan Zoran

2011-01-01

144

Authority in language investigating standard English  

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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

145

Utilising fiction to promote English language acquisition  

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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

146

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

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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

2013-01-01

147

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

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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

148

How to Teach Aural English More Effectively  

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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

2009-01-01

149

A comparative study of the use of infinitive in English and Albanian language. Teaching English grammar to Albanian learners based on a comparison  

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Full Text Available Today, interest in developing courses that provideinterdisciplinary perspectives is increasing. In this way, wecould obviously illustrate and give exact comparisons forour learners of English as a second language, in order toavoid their misconception and later incorrect usage of exactgrammatical patterns. Thus a detailed study particularlyupon the key patterns of each language, especially thecorrect usage of verbs, is necessary not even for the learner,but also for the teacher and especially for a linguist. The aimof this study is the correct usage and explanation ofnon-finite verbs for the learner of English as a secondlanguage. Teachers of all levels of English language haveusually been confronted with this problem, while explaininggrammar and trying to adjust the similarities and differencesof English non-finites with the Albanian forms. This articlefocuses as well on the morphological and syntactical aspectand the structure of non-finite verbs within sentences inEnglish and Albanian language, the problem of whetherverbs are followed by the gerund or infinitive, especially inEnglish but in a comparison to Albanian language and their

Artemisa Dralo

2011-01-01

150

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS  

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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

151

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

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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

152

"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…

Jakubiak, Cori

2012-01-01

153

"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

154

Motivating English Language Teachers through Job Enrichment.  

Science.gov (United States)

Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. The approach results in teacher opportunities for long-term growth, career advancement, increased self-actualization, and empowerment.…

Pennington, Martha C.

1992-01-01

155

English Language Curriculum Evaluation in Oman  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper starts with highlighting some of the key literature regarding curriculum evaluation in general. It highlights the English Language teaching, schools, teachers and pupils in Oman. It also presents the main issues related curriculum development and process of curriculum evaluation....

Khalid Salim Saif Al-Jardani

156

English Language Curriculum Evaluation in Oman  

Directory of Open Access Journals (Sweden)

Full Text Available This paper starts with highlighting some of the key literature regarding curriculum evaluation in general. It highlights the English Language teaching, schools, teachers and pupils in Oman. It also presents the main issues related curriculum development and process of curriculum evaluation.

Khalid Salim Saif Al-Jardani

2012-01-01

157

English for Occupational Purposes One Language?  

CERN Document Server

English for Occupational Purposes examines the field of teaching English in occupational settings as a particular instance of general workplace training and development. It is the first book to unite scholarship on workplace English with general training. The book uses case studies and surveys from various occupational contexts to ask whether English for Occupational Purposes and general training use the same language in articulating their curricular and instructional development. The main focus of the study is on business organizations, specifically in South Korea, where English has become an

Kim, Dan

2008-01-01

158

A few reflections on the subject of literature, English Language and the teaching/ learning process. A few reflections on the subject of literature, English Language and the teaching/ learning process.  

Directory of Open Access Journals (Sweden)

Full Text Available The teaching of foreign languages has always worked apart from literature. The approach to the literary text, if (and when) made, is usually based on the use of simplified texts or stylistics. In the former case, the literary text simply stops being an authentic text to work merely as a tool for the learning of vocabulary (Brumfit and Carter: 1987). As far as stylistics is concerned, the situation is a little more complex. However valid the approach may be for linguistic purposes, if misused, it can become an enormous obstacle in the process of learning literature, especially in what refers to the students’ motivation. The teaching of foreign languages has always worked apart from literature. The approach to the literary text, if (and when) made, is usually based on the use of simplified texts or stylistics. In the former case, the literary text simply stops being an authentic text to work merely as a tool for the learning of vocabulary (Brumfit and Carter: 1987). As far as stylistics is concerned, the situation is a little more complex. However valid the approach may be for linguistic purposes, if misused, it can become an enormous obstacle in the process of learning literature, especially in what refers to the students’ motivation.

Izabel Brandão

2008-01-01

159

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 version. However, there is a considerable mismatch between the Curriculum Statement and the examination papers. The curriculum emphasis on the role of language as a tool for critical, independent thinking is not evident in the examination papers, which reinforce traditional gender norms and essentialised notions of Africa. The examination papers are cognitively undemanding, requiring only the most basic understandings of texts. The authors argue that, by making it possible to pass at a very basic level, the examination system in effect obscures the contradiction that although the majority of learners have to use English as a first language across the curriculum, the language itself is taught as a second language.

Rochelle Kapp; Moeain Arend

2011-01-01

160

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 Abstract in spanish 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 c (more) uenta 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 (more) 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.

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

2010-09-01

 
 
 
 
161

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

2013-01-01

162

Situating language at the centre of journalism training: The case for broadening the spheres of English teaching and learning in Journalism training institutions in Ghana  

Directory of Open Access Journals (Sweden)

Full Text Available This paper derives its impetus from the consensus today that the media play an indispensable role indemocratic governance for sustained development. The media foster, most importantly, accountability,transparency, rule of law, respect for human rights, and civic participation, which are vital in securing theeconomic well-being of a people. Language, as the main vehicle that drives communication or journalisticimperatives to the “consumer”, thus becomes a critical factor.The focus here is on the effective and appropriate use of English (Ghana’s official language) innewspapers in Ghana. It is argued that the majority of newspapers display linguistic ineptitude, therebyweakening their capacity to package and make development-oriented messages accessible to the reader.Specifically, the majority of newspapers present news in grammatically faulty and semantically confusingconstructions that blur meaning. Thus, through a comparative study of the English and English-relatedcourses in four journalism training institutions in Ghana and the English provisions in the latest UNESCOjournalism curricula for Africa (2007), the study shows that English competence appears to be taken forgranted in the training institutions.This paper therefore argues for journalism education in Ghana to focus on helping trainee journalists toacquire English language competency. A more worthwhile complement will be to de-emphasise the“core” journalism or media knowledge and skills students are made to focus all their attention on in theschools and rather emphasise English use and usage. The paper suggests a reorganisation of Englishstudies including institutional structure, curriculum and syllabus development, infrastructure, teaching,and learning methodology as ways of broadening English language pedagogy to produce the calibre ofjournalists who can really champion the democratic and developmental aspirations of Ghana and Africa.

Modestus Fosu

2011-01-01

163

Teaching English to Very Young Learners  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The thesis deals with teaching English to preschool children. Firstly, the fundamental theoretical issues connected to the topic are discussed. A particular attention is devoted to the question of optimal age for second language learning and to ELT methodology for the target age group; briefly, the ...

Kalus, Petr

164

Positivity of the English language.  

UK PubMed Central (United Kingdom)

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 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 broadly invariant with respect to frequency of word use.

Kloumann IM; Danforth CM; Harris KD; Bliss CA; Dodds PS

2012-01-01

165

MULTIPLE CHOICE ENGLISH GRAMMAR TEST ITEMS THAT AID ENGLISH GRAMMAR LEARNING FOR STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the teaching of English as a foreign language in Indonesia, the teaching and testing of English grammar are indispensable. To test English grammar mastery, the multiple choice test must be used due to its merit of guaranteeing the fulfillment of the content validity of achievement tests. Unfortu...

D. Wagiman Adisutrisno

166

Competence and Performance in Language Teaching  

Science.gov (United States)

In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what competence and expertise in language teaching consists of. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these…

Richards, Jack C.

2010-01-01

167

WHY IS TEACHING INTERCULTURAL COMMUNICATION IMPORTANT IN AN ENGLISH LANGUAGE ACADEMIC COURSE AT THE UNIVERSITY OF NIS MEDICAL SCHOOL?  

Directory of Open Access Journals (Sweden)

Full Text Available Communication and culture reciprocally influence each other. This intertwinement produces intercultural communication which serves as a mode of understanding for the members of one culture to learn how to communicate, behave and interpret messages coming from members from other cultural groups. The introduction of the intercultural communication concept to students from the Departments of Pharmacy and Nursing at the University of Nis Medical School during compulsory English language classes keeps the future healthcare providers in pace with modern pharmacy and medicine, forcing them to realize how important it is to comprehend what happens when intercultural contacts and interaction take place.

Natasa Bakic-Miric

2009-01-01

168

Language Training: English Training  

CERN Document Server

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

169

Language Training - English Training  

CERN Multimedia

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

170

Language Training - English Training  

CERN Multimedia

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

171

Communicative Language Teaching: Possibilities and Problems  

Directory of Open Access Journals (Sweden)

Full Text Available This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers’ Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT) principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English.

Pusuluri Sreehari

2012-01-01

172

Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on h...

Lärkefjord, Bernadette

173

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

174

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

175

Instructors' Use of English in the Modern Language Classroom  

Science.gov (United States)

Contemporary best practices in the profession encourage teaching as much as possible in the target language, but when university faculty were observed teaching Spanish, the majority spoke English during instruction and many engaged in frequent code switching (alternations) between English and Spanish. Findings indicate that instructors used…

Wilkerson, Carol

2008-01-01

176

ENGLISH LANGUAGE FOR GLOBAL COMMUNICATION  

Directory of Open Access Journals (Sweden)

Full Text Available The process of globalization that accelerated during the last decade of the twentieth century is generally associated with easier and increased cross-border capital flows, trade, and integration of world markets. There had been another globalizing influence quietly taking hold and spreading through the twentieth century which has been continuing to do so in the twenty-first too that is the English language. English emerged as the lingua franca of the world in the twentieth century, and promises to grow in that stature in the twenty-first. Its presence is overwhelming: in education, business, research, science and technology, entertainment, the Internet, and almost every other sphere of human engagement. According to estimates, it is spoken by some two billion people at various levels of fluency around the world, including 380 million native speakers (people in the US, UK, Canada, Ireland, and Australia), and those who learn it as a second or foreign language. Even though, in numbers, this is just about a third of the world's population, the geographical and domain spread of English is greater than that of any other language. In a sense, English is being globalized as well as acting as a globalizer (Betty Kirkpatrick : 2005).This paper cites how English Language is becoming a source of competitive advantage in the new age knowledge economy, keeping in view the imperial pursuits and spread of culture as well as an employability

S.KRUPA SHEELA

2013-01-01

177

VOCABULARY AND LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above all, in this paper, we have approached the idea of how vocabulary teaching and learning need to be emphasized in order for students to be competent language users.

Abrudan Cristiana

2010-01-01

178

Resources for Teaching English  

CERN Document Server

This flexible resource contains lesson plans and worksheets to inspire pupils of poetry and literature. It is a choice alternative to past exam paper practice. This book contains everything an English teacher could need to engage and captivate their pupils in contemporary poetry and prose. The step-by-step lesson plans are easy to adapt to suit individual teachers' needs, and include suggestions for utilising ICT and homework ideas. The reflective style of the photocopiable worksheets encourages pupils to draw on their own experiences when analysing the issues raised. The contents are themed t

Hill, David A

2010-01-01

179

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 Abstract in spanish 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 social 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 (more) 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 social 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 (more) 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.

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

2011-07-01

180

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

 
 
 
 
181

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

182

Literacy and Language Teaching in The Gambia.  

Science.gov (United States)

Describes The Gambia's efforts to attain a viable language and literacy program. Priority areas for language teaching are teacher training programs, specialized training in development of materails, and an intensive English program to allow students to become fluent at an early age. (BK)

Richmond, Edmun B.

1980-01-01

183

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

184

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 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 Líng (more) ua 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 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. (more) 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.

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

2010-09-01

185

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

2013-01-01

186

Applying Innovative Spirit to Multimedia Foreign Language Teaching  

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Full Text Available It has become many English educators’ common view as well as spontaneous action to implement multimedia-assisted foreign language teaching. It is the advanced media technology that has changed the former teaching pattern. However, will such a teaching pattern achieve success? Under new circumstances, multimedia foreign language teaching seems a challenge for teachers. Only with innovative educational ideas, innovative implementation of new technologies and methods will the teaching efficiency be improved and the teaching level be guaranteed.

Zhuo Zhu

2010-01-01

187

The functions of code switching in English language learning classes  

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Full Text Available It has been a cornerstone of English language teaching, as well as a proud tradition, that English should be taught by using only English. The practice is not questioned often and student teachers remember and are sometimes reminded during their practical teaching sessions of various techniques and strategies that can be used to get learners to speak English only, from pretending to be deaf when learners address them in their home language to punishing learners by exacting a ‘fine’ of some sort when they ‘lapse’ into their home languages. Auerbach (1993), Swain and Lapkin (2000), Cook (2001) and Hughes et al. (2006) discuss the resistance against the use of home or community languages in language teaching classes and describe a variety of functions for which languages other than the target language can be used with good effect. The question in this article is whether English language teaching practices in a number of Western Cape schools demonstrate similar functions of code switching.

Christa Van der Walt

2011-01-01

188

Pragmatik und Englischunterricht: Ein Beitrag zur Rezeption der Sprechakttheorie in der Fachdidaktik (Pragmatics and English Teaching: A Contribution to the Reception of the Speech-Act Theory in the Pedagogy of Foreign Language Teaching).  

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Taking as an example the reception of the Anglo-Saxon speech-act theory, it is shown how foreign language teaching in Germany has dealt with the ideas suggested by linguistics and the philosophy of language in setting and justifying teaching goals, in choosing and shaping teaching materials, and in methodology. (IFS/WGA)

Mann, Renate

1979-01-01

189

Conversation Analysis --A Discourse Approach to Teaching Oral English Skills  

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Full Text Available This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners’ oral English skills is designed in consideration to learner profile, needs analysis and communicative events and materials employed in teaching. And a teaching model is explored with reference to Riggenbach(1999). Finally, two types of assessment are discussed to provide insights for teachers on the effect of teaching and learning. All the issues discussed above will provide teachers and scholars with a clear instruction on how to apply conversation analysis to teaching oral English skills and the discussion will lead to the feasibility of applying a converstion analysis approach to teaching learners’ oral English skills.

Yan Wu

2013-01-01

190

Teaching English in the Workplace.  

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A guide to program planning and administration of instruction in EWP (English as a second language (ESL) in the workplace combined with varying degrees of general ESL/orientation information) is intended for management and union representatives, EWP coordinators, and ESL administrators as well as teachers. Its primary purposes are to bring…

Belfiore, Mary Ellen; Burnaby, Barbara

191

Research into Our College English Teaching Team Construction  

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Full Text Available Teaching team and the construction of high-level teachers team is a key construction project in the college undergraduate teaching quality engineering, and it is an important guarantee to strengthen the teaching team construction, which will enhance the reform of higher education and improve the quality of undergraduate education. College English teaching team construction is conducive to promote college English teaching reform and improve the quality of teaching. Our college English teaching team is aimed at building up the team construction model “two centers, three teaching sections for support, exquisite course construction as the platform, second classrooms for practice bases” so as to achieve such goals as “first-class teachers team, first-class teaching contents, first-class teaching methods, first-class textbooks, first-class teaching management, first-class autonomous learning experimental base for students”. College English teaching team construction will contribute to make the goal of college English as national elaborate course, enhance students’ comprehensive English language abilities, and promote school college English teaching reform.

Changyu Li

2011-01-01

192

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies  

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|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

193

Implementation of a new methodological model in teaching english as a foreign language inside the framework of the new european graduate titles in teaching studies in the E. U of Education in Soria (University of Valladolid)  

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Full Text Available This paper reflects on the Bologna Plan, the European Higher Education Area and the implications they have on their actual implementation inside the classroom. The main aim of this paper is to share the experiences involved in the implementation of the new Graduate Titles in Teaching Studies in the E.U. of Education in Soria; taking the new educational paradigm as a starting point, we will explain the specific actions carried out in a particular subject: English as a foreign language.

María Cruz Dulce Bermejo; Beatriz Tarancón Álvaro; María Pascual Cabrerizo

2011-01-01

194

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

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|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

195

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

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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

196

A Study of the Dominant Type of Technique (Controlled, Semicontrolled and Free) of Two English Teachers from a Languages Teaching Program  

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Full Text Available This article shows the process and emerging results from a study held at a private university in Bogotá, Colombia. It aims at describing and interpreting the dominant kind of language teaching technique: controlled, semicontrolled and free (Brown, 2001) within the context of two first semester English teachers of a languages teaching program. Data collection was based upon class observations, teachers’ logs and a semi-structured interview that permitted triangulation of information in order to figure out the central research query. The analysis showed that the controlled technique predominates in both teachers’ classes. Thus, this study intends to foster reflection and pedagogical debate regarding its implications for ELT instruction within that university. Key words: Teacher education, controlled, semicontrolled and free techniques, ELT Este artículo describe el proceso y resultados de un estudio realizado en una universidad privada en Bogotá, Colombia. Busca describir e interpretar el tipo dominante de técnica en la enseñanza de una lengua extranjera: controlada, semicontrolada y libre (Brown, 2001), en el contexto de las clases de inglés de dos profesores de primer semestre de un programa de licenciatura en lenguas extranjeras. La recolección de información se basó en observaciones, fichas de clase y una entrevista semiestructurada, las cuales permitieron triangular los datos con el objetivo de resolver la principal pregunta de investigación. El análisis de la información indicó que la técnica controlada predomina en las clases de ambos profesores. Por tanto, este estudio busca promover la reflexión y debate pedagógico sobre las implicaciones de dicha técnica en la enseñanza del inglés como lengua extranjera en esa institución. Palabras claves: Formación docente, técnica controlada, semicontrolada y libre, enseñanza de la lengua inglesa

Gavilán Galindo Francia del Pilar

2008-01-01

197

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  

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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.

Gillian Mansfield; Franca Poppi

2012-01-01

198

English Language Learners’ Perceptions of Motivational Changes  

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Full Text Available This study explores the changes in Taiwanese university students' English-learning motivation and the causes of these changes. The emphasis herein is on a comparison and contrast of both English major and non-major students in three different universities in Taiwan. In the study, a qualitative approach (20 semi-structured interviews) was used. The results show that the majority (19 out of 20) of the university students in this study have experienced motivational changes in their English-learning process. The factors which changed both English major and non-major students' English-learning motivation share similarities in many ways. In other words, students' majors do not affect the changes in their motivation with respect to their English classroom experience. As pointed out by the university students in this study, influences such as teachers, external pressure, exams, group dynamics and social experiences, were responsible for the changes. This paper will consider possible implications of this insight for English language teaching professionals.

Hsuan-Yau Tony Lai; Kuang-yun Ting

2013-01-01

199

Environmental Peace Education in Foreign Language Learners' English Grammar Lessons  

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English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service…

Arikan, Arda

2009-01-01

200

Conversation Analysis --A Discourse Approach to Teaching Oral English Skills  

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This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and...

Yan Wu

 
 
 
 
201

Teacher Trainees’ Use of Computer-Mediated Tasks in Teaching English as a Second Language: A Preliminary Study  

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Full Text Available This study is to identify the level of use of technology-mediated tasks amongst teacher trainees during their teaching practicum. This article reports a survey conducted with 63 teacher trainees and a semi-structured interview conducted with nine lecturers in a TESL programme at a Malaysian university. The result of the quantitative and qualitative tools revealed that the majority of the teacher trainees had positive perceptions towards the use of computer-mediated tasks. The thematic analysis revealed that the use of computer-mediated tasks by teacher trainees was also high. The data points to the need for future studies on the level of teacher trainees’ exposure to computer-mediated tasks.

Misrah Hamisah Mohamed; Mohamed Amin Embi

2013-01-01

202

Using the Mother Tongue (Arabic Language) in EFL Teaching ??????? ????? ???? )????? ???????( ?? ????? ????? ??????????  

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This paper explores the instructors' and students' reactions to using Arabic language in teaching English as a foreign language in the Department of English and Modern European Languages at the University of Qatar. Therefore, a two-form questionnaire was developed: one for the instructors and one fo...

Taha, Fayez M. [???? ???? ??

203

On the Practice Teaching of English Reading  

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Full Text Available 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 students a self-learning ability, but also allow students to expand horizons through a wide range of extra-curricular reading, and learn more about the society and culture of the nations related to teaching.

Yonghong Gao

2009-01-01

204

Teaching Oral English in Higher Education: Challenges to EFL Teachers  

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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

205

What English Language Teachers Need to Know, 2 Facilitating Learning  

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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

206

Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools  

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This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

Lim, Chap Sam; Presmeg, Norma

2011-01-01

207

The impact of teachers' limited english proficiency on english second language learners in South African schools  

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Full Text Available Abstract in english The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empiric (more) al inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

Nel, Norma; Müller, Heléne

2010-01-01

208

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

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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

2010-01-01

209

SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING  

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Full Text Available 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 of focus-on-form interventions and their theoretical motivations are presented, followed by recent research evidence: input processing, input enhancement, formfocused output and negative feedback. The last section of the paper deals with two related pedagogical issues: the choice of linguistic forms in focused instruction and its benefits depending on individual factors and the learning context.

Elsa Tragant; Carmen Muñoz

2004-01-01

210

The Use of the European Portfolio for Student Teachers of Languages (EPOSTL) to Foster Teacher Autonomy: English Language Teaching (ELT) Student Teachers' and Teacher Trainers' Views  

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It was the aim of this pilot study to investigate ELT student teachers' and teacher trainers' views on the use of the EPOSTL in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed…

Cakir, Abdulvahit; Balcikanli, Cem

2012-01-01

211

The impact of teachers' limited english proficiency on english second language learners in South African schools  

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Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

Norma Nel; Heléne Müller

2010-01-01

212

Reading Aloud in the Foreign Language Teaching  

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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

2010-01-01

213

DEFINING ENGLISH AS AN INTERNATIONAL LANGUAGE  

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Full Text Available Over the last decades English has undoubtedly established as an international language, as a language of wide communication, serving both global and local needs, its role and importance being recognized in almost every country in the world. The fast development of the world economy and technology has increased the use of English worldwide, this language being learned by more and more individuals for a great variety of purposes. This paper aims at examining English as an international language, in terms of number of users and official recognition, its key features and worldwide spread.

Adriana TEODORESCU

2010-01-01

214

Core Strategies to Support English Language Learners  

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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

215

Language Teaching and Language Technology  

UK PubMed Central (United Kingdom)

ionoflemmatization given an inflected word, find its lemma (dictionary form)syntactic categorisation (also known as "Part- of-Speech (POS) Disambiguation"). Given a word in context, what is its syntactic category?Consider English left, which can be a noun (on the left), verb (She left),adjective (the left side), or adverb (Turn left!).vocabulary extraction given a text, extract the histogram of lemma frequenciesparsing given a sentence, what is its structure? What is the subject, what isthe main finite verb?text generation given an abstract characterisation of a response, put it intogrammatical prose1See Cole, Mariani, Uszkoreit, Zaenen & Zue (1996) for a recent, comprehensive survey onlanguage technology.2 John Nerbonne, Sake Jager, Arthur van Essenspeech synthesis

John Nerbonne; Sake Jager; Arthur Van Essen

216

Enquiry into Cultivating Intercultural Nonverbal Communicative Competence in College English Teaching  

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Full Text Available As a college English teacher, the author has witnessed many teachers who focus on linguistic competence of students or high marks in academic examinations. It is one of the main reasons for low efficiency in college English teaching that nonverbal communication is neglected in daily classroom teaching. This paper deals with the necessity and importance of using nonverbal communication in college English teaching and examines the four categories of nonverbal communication which consist of body language, paralanguage, object language and environmental language. Furthermore, the author aims to figure out several tentative suggestions on how to cultivate students’ intercultural nonverbal communication competence in college English teaching.

Zhen Wang

2012-01-01

217

Effects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-major Undergraduates  

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Full Text Available It is reported that language learning is a creative and dynamic process and the learners are active partners in this process. This trend in language teaching motivated the researchers to investigate the learners' individual differences and the identification of language learning strategies (LLS) has become a major area of interest in this regard because it is suggested that language learners consciously or unconsciously employ different LLS. This research study investigated LLS used by Saudi English-major undergraduates by using SILL version7. Paired Samples t-test was applied to see if significant differences exist as a result of their GPA differences. The informants of this study were 240 English-major undergraduates (low GPA, 106 & high GPA, 134) enrolled at foreign languages department Taif university. Results reported that the participants with high English language proficiency use language learning strategies more frequently. The participants ranked the metacognitive strategies the highest as compared to other LLS followed by social and cognitive LLS respectively. Among the remaining three categories of LLS, compensation and affective strategies showed mixed preferences but memory strategies were assigned the least mean values by both sample groups. Considering the fact that frequency of LLS usage and English language proficiency are positively linked to each other, it is concluded that it seems necessary to teach language learning strategies explicitly so that even the weaker students should be able to enhance English language proficiency by exploiting a wide range of suitable strategies that are appropriate to different classroom activities and learners' L2 experience.

Choudhary Z. Javid; Turki S. Al-thubaiti; Awwadh Uthman

2013-01-01

218

Connecting Content and Language for English Language Learners  

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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

219

Not Just Good Science Teaching: Supporting Academic Language Development  

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|In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they…

Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

2013-01-01

220

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

 
 
 
 
221

Methods in Teaching of Foreign Languages  

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Full Text Available This article tries to give an overview over the different types of methods of German lessons, where German considered as a foreign language. These methods describe the complex ways of using those as teaching-/study-methods taught German as a foreign language in foreign language teaching environment, as opposed to the teaching of “old” languages such as Greek and Latin is. The different approaches extend the scientific study of methods of derivation and concepts in the context of developing foreign language education and language teaching research. As with the “how” teaching and learning of foreign languages should be in the foreground for themselves.

Rodica Teodora BIRI?

2012-01-01

222

The Routledge Dictionary of English Language Studies  

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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

223

Sociolinguistic Competence and Malaysian Students’ English Language Proficiency  

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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; Gopala Krishnan Sekharan Nair; Shashi Kumar Krishnan @ Shanmugam; Irma Ahmad; Norashikin Binte Mohamed Noor

2010-01-01

224

Using Video in the English Language Clasroom  

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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

2002-01-01

225

Including and Supporting Learners of English as an Additional Language  

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Including and Supporting Learners of English as an Additional Language identifies issues arising in teaching children from a range of linguistic backgrounds, and provides practical, research-grounded suggestions for good practice. Issues are discussed in the context of social inclusion and the Every Child Matters agenda and some differences in policy between England and Wales are identified. Strategies for working with children for whom English is an Additional Language (EAL) are explored and attention is paid to the period of transition between Key Stage 2 (KS2) and Key Stage 3 (KS3). Case st

Graf, Madeleine

2011-01-01

226

Novas tecnologias nas aulas de língua inglesa: aprimorando o processo de ensino/aprendizagem = New technologies in English language classes: improving the teaching/learning process  

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Full Text Available Este estudo relata uma experiência de inserção de novas tecnologias, no desenvolvimento das habilidades de leitura e interpretação de textos de vestibulares, da Universidade Estadual de Londrina. O foco da análise está voltado para o aprimoramento no processo ensino/aprendizagem, propiciado pela elaboração e implementação de um curso online. Os resultados apontam benefícios da inserção de ferramentas tecnológicas no ensino de línguas e o desafio que esta representa aos professores e alunos.This study reports on the experience of inserting new technologies into the development of reading and comprehension skills of texts extracted from entrance examinations at the State University of Londrina. The focus of analysis lays on the improvement of the teaching/learning process, which was accomplished through theelaboration and implementation of an online course. The results point to the benefits of inserting technological tools into language teaching, and to the challenge this represents to teachers and students alike.

Samantha Gonçalves Mancini Ramos; Susy Maria Zewe Coimbra Furuta

2008-01-01

227

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

228

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

229

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

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Full Text Available 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 teacher. In most pedagogic situations in Saudi Arabia, the teacher of English is bound to make error/contrastive analysis between LI (Arabic) and L2 (English) so that he can evolve a compatible strategy for each sub-aspect of the language: sound, grammar, spelling, meaning etc. The present paper is a modest attempt towards exploring the use of applied linguistics in the whole process of teaching/learning of the target language (English).

Intakhab Alam Khan

2011-01-01

230

English Language And The Medical Profession Instructing and Assessing The Communication Skills of International Physicians  

CERN Multimedia

English Language and the Medical Profession: Instructing and Assessing the Communication Skills of International Physicians is designed for a new context for English language teaching: the emerging, worldwide interest in English for medicine. The book offers a program for an English language curriculum that is specifically designed for the important and growing group of international medical professionals, with a focus on both instruction and assessment.

Hoekje, Barbara; Pennington, Martha C

2011-01-01

231

Study on Culture Introduction in English Teaching  

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Full Text Available For many years, foreingn language teaching in our country pays close attention to language itself, but ignores the importance of culture. Therefore, many miscommunications may appear in cross-culture communication. This thesis focuses on the relationship betweent culture and language and emphasizes on the importance of culture in languge teaching. Besides, it supplies some useful and concrete methods to bring culture into language teaching according to the writer’s own teaching experiences. Key words: language teaching, culture introduction, concrete methods Résumé: Dans l’E/A des langues étrangères de notre pays, il arrive souvent que la négligence de la connotation culturelle affecte l’effet de communication, et conduit même parfois à l’échec de communication. Face à ce phénomène, l’article présent expose l’importance de la culture dans l’E/A des langues, la relation entre la culture et l’E/A des langues étrangères et des mesures concrètes pour l’introduction de la culture dans l’E/A. Mots-clés: E/A des langues étrangères, introduction de la culture, mesures concrètes ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????

Jie-wen DI

2007-01-01

232

GLOBALIZATION OF ENGLISH AS A CORPORATE LANGUAGE  

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Full Text Available 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 language phenomenon but theresult of a deliberate linguistic attitude, strictly determined by economic interests.

ALINA MARIA ZAHARIA; RADU LOLESCU

2009-01-01

233

Mother Tongue Use in Task-Based Language Teaching Model  

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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

2012-01-01

234

Clinical teachers' perceptions of medical students' English language proficiency.  

Science.gov (United States)

Medical educators from the Faculty of Medicine at the University of Adelaide, South Australia, have expressed reservations about the adequacy of some undergraduate medical students' English language proficiency for satisfactory academic and clinical performance. This study explores the occurrence and nature of the comments made in writing by clinical teachers about the English language proficiency of 568 students over a period of 4 years. The frequency and nature of the comments made by clinicians have important implications for the planning and implementation of pedagogical strategies to support non-English-speaking background medical students experiencing difficulties with their course due to language. Although the University of Adelaide has introduced initiatives in response to some of the problems that have been identified, it is recommended that any teaching interventions require careful evaluation through a longitudinal research design to ensure that their aims are being achieved. PMID:9743794

Chur-Hansen, A; Vernon-Roberts, J

1998-07-01

235

Clinical teachers' perceptions of medical students' English language proficiency.  

UK PubMed Central (United Kingdom)

Medical educators from the Faculty of Medicine at the University of Adelaide, South Australia, have expressed reservations about the adequacy of some undergraduate medical students' English language proficiency for satisfactory academic and clinical performance. This study explores the occurrence and nature of the comments made in writing by clinical teachers about the English language proficiency of 568 students over a period of 4 years. The frequency and nature of the comments made by clinicians have important implications for the planning and implementation of pedagogical strategies to support non-English-speaking background medical students experiencing difficulties with their course due to language. Although the University of Adelaide has introduced initiatives in response to some of the problems that have been identified, it is recommended that any teaching interventions require careful evaluation through a longitudinal research design to ensure that their aims are being achieved.

Chur-Hansen A; Vernon-Roberts J

1998-07-01

236

English-Teaching Institutions in Pakistan.  

Science.gov (United States)

Discusses English medium teaching in Pakistan and suggests that at the moment it is an elitist preserve and a stumbling block for Pakistanis not taught through English. Indicates that exposing other students to English could counteract growing cultural and religious intolerance in Pakistan. (Author/VWL)

Rahman, Tariq

2001-01-01

237

A Description of Turkish-English Phonology for Teaching English in Turkey  

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Full Text Available The use of English as an international language has resulted inevitably in a blending of English and the first languages of the users. One particular consequence of this contact has been the creation of a system involving the phonemic features of the two languages, one such variety being Turkish-English phonology. The objective of this article is to provide Turkish teachers of English with a description of realistic and at the same time intelligible pronunciation for teaching and testing purposes. For this purpose, data from bilinguals and teacher trainers as well as advanced learners of English have been utilized. In view of the strong arguments in the literature that it is unrealistic to expect learners to accomplish native speaker norms in pronunciation, what is needed, methodologically, is an approach or framework that recognizes the learner’s linguistic background as well as the contexts that involve nonnative-nonnative discourse participants. The suggested framework involves a reduced but intelligible phonological system for language learners to successfully communicate in English internationally. The paper concludes the description of Turkish- English phonology by reducing the number of phonemes by 8 from a studied total of 23 phonemes from Received Pronunciation. Teachers of pronunciation can make use of the suggested pronunciation framework for effective, viable and realistic teaching targets.

Mehmet ÇEL?K

2008-01-01

238

INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES  

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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

2012-01-01

239

Teaching To Speak – Strategies To Enhance The Spoken English Of Prospective Teachers  

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Full Text Available To teach the skill of speaking is to teach the learners to produce English sounds correctly using vocabulary in grammatically correct sentences coherently and fluently. Learners are to use English confidentially. It is imperative for teachers to use methods and techniques to kindle interaction in the second language classroom. Speaking has a crucial place in second language learning and teaching. Task based language teaching will encourage students to communicate in English fluently and effectively. Teachers must provide maximum opportunity to students to speak the target language through a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. This is an experimental study and the investigator has devised few spoken English strategies to enhance the spoken English of prospective teachers. The aim of this paper is to highlight the importance of using spoken English strategies effectively to enhance the spoken English of prospective teachers.

A.Joycilin Shermila

2013-01-01

240

English Teaching Profile: Sultanate of Oman.  

Science.gov (United States)

|A review of the status of English language instruction in the Sultanate of Oman discusses the role of English in the society in general and in each segment of the educational system. The report provides information on the following topics: the characteristics and training of English teachers; the type and availability of instructional and related…

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

 
 
 
 
241

WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions  

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Full Text Available 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 language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

Juida WAN; Bee Hoon TAN

2011-01-01

242

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English  

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Full Text Available This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The results indicated significant differences between teachers’ and learners’ views on some characteristics of EELTs. Teachers seemed to agree more strongly than students that an EELT should assign homework and integrate group activities into the classroom. Other areas of significant difference in opinions included preparing the lesson well, using lesson plans and assessing what students have learned reasonably. Students, on the contrary, agreed more than teachers that teaching English in Persian (first language of the learners) was one of the prominent characteristics of an EELT. The qualitative analysis indicated that teachers perceived the features like mastery of the target language, good knowledge of pedagogy and the use of particular techniques and methods as well as a good personality to make an EELT, whereas, learners gave more weight to characteristics relating to a teacher’s personality and the way he behaves toward his students.

Homa Babai Shishavan; Karim Sadeghi

2009-01-01

243

English Language Education Across Greater China  

CERN Multimedia

This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between Mainland China, Singapore, Taiwan, Hong Kong, and Macau, while Part 2 explores in depth the phenomena inside Mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, c

Feng, Anwei

2011-01-01

244

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 Abstract in portuguese 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 utilizados 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 (more) 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 analysis 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.

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

2012-06-01

245

[Specific features of written medical English language].  

UK PubMed Central (United Kingdom)

Medical language is a special language used by experts in mutual communication. One of the characteristics of medical discourse community is writing research papers in English. When writing a research paper, it is necessary to apply appropriate rules based on the IMRAD structure. This structure has its own clearly defined style which is clear, precise, exact and objective. This style of writing reflects the characteristics of medical language. The most frequent problems that doctors encounter in this context predominantly refer to linguistic elements of English. Namely, a very common dilemma is related to the use of English tenses in specific parts of the IMRAD structure. Another problem is the use of specific expressions for introducing a research, presenting results and methods used, developing discussion and stating conclusions. This work aims to point out the specific style and structure of medical research papers in English with an outline of the linguistic elements used in this context.

Zorica A

2010-09-01

246

[Specific features of written medical English language].  

Science.gov (United States)

Medical language is a special language used by experts in mutual communication. One of the characteristics of medical discourse community is writing research papers in English. When writing a research paper, it is necessary to apply appropriate rules based on the IMRAD structure. This structure has its own clearly defined style which is clear, precise, exact and objective. This style of writing reflects the characteristics of medical language. The most frequent problems that doctors encounter in this context predominantly refer to linguistic elements of English. Namely, a very common dilemma is related to the use of English tenses in specific parts of the IMRAD structure. Another problem is the use of specific expressions for introducing a research, presenting results and methods used, developing discussion and stating conclusions. This work aims to point out the specific style and structure of medical research papers in English with an outline of the linguistic elements used in this context. PMID:21180102

Zorica, Anti?

247

Constructing English Teaching Environment in New Type of College Campus at the E-times --- A Case Study of College English Teaching Reform in Linyi University  

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Full Text Available Under the great environment of E-times, construction of the new type of college English teaching environment can change the traditional mode centered with classroom teaching and helps to establish a language teaching mode with combination of classroom training and extracurricular independent learning that corresponds with the cognitive rule of students. Based on case of the reform in College English teaching in Linyi University, the author proposed several conceptualizations for building the new type of college campus English teaching environment.

Huaru Chen

2011-01-01

248

Reassessing the position of Aviation English: from a special language to English for Specific Purposes  

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Full Text Available “Aviation English” is not only confined to pilots and air traffic controllers (ATC), it also refers to English on general terms in aeronautical and/or aviation universities. It can be designed as integrated ESP (English for Specific Purposes) curricula for students in the fields of aeronautics and/or aviation. Learners of ESP are supposed to master the vocabulary in their specific discipline as well as the English language skills. This paper explores the possibility of establishing Aviation English as an ESP specialty in aeronautical and/or aviation colleges and universities. Needs analysis has been made and curricula designed for an integrated course of study in the Chinese context, so that learners of ESP can learn the target language more effectively and meet the standards set by the International Civil Aviation Organization (ICAO). It reconsiders the ESP theories and aims to develop a possible approach to ESP teaching more suitable for the Chinese learners.

Wang Aiguo

2008-01-01

249

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 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 desarrollo 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 (more) . 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 among 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. de (more) sign 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.

Clavijo Olarte, Amparo; Quintero, Luz Mary

2012-12-01

250

The Branding of English and the Culture of the New Capitalism: Representations of the World of Work in English Language Textbooks  

Science.gov (United States)

Coinciding with the global boom in commercial English language teaching is the development of a sizeable publishing industry in which UK-produced textbooks for the teaching of English as an international or foreign language are core products. This article takes the view that these "curriculum artefacts" can also be understood as "cultural…

Gray, John

2010-01-01

251

Language teaching for the New South Africa  

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Full Text Available This paper describes some of the challenges facing the language teacher as South Africa moves into a new era. The discussion is structured around three areas of change: change in the country, changes brought about by the official language policy, and changes in the school system itself. It explores the implications for language teaching of jour key words of the new era: inclusive, non-racial, democracy, and empowerment. In relation to the 11 official languages policy, it examines the status of English, language development issues, linguistic standards, the role of grammar in teaching, and the politics of language and cultural identity. Three areas of teacher need arising from the multicultural classroom are highlighted: understanding ihe cultural and linguistic diversity of the class, ongoing language learning as essential experience, and developing teaching practices which accommodate diversity as an asset. In hierdie artikel word sommige van die uitdagings vir die taalonderwyser in 'n veranderende Suid-Afrika beskryf Die bespreking word om drie veranderingsgebiede gestruktureer: maatskaplike veranderinge, veranderinge meegebring deur die amptelike taalbeleid en veranderinge in die skoolste/sel. Vier sleutelwoorde van die nuwe bedeling in Suid-Afrika - inklusief, nie-rassig, demokrasie, en bemagtiging - word ontleed met die oog op hulle implikasies vir taalonde"ig. Mb.t. die 11 amptelike talebeleid, word die status van Engels, taalontwikkelingsaspekte, taalstandaarde, die rol van grammatika in die onderwys, en die politiek van taal en kulturele identiteit ondersoek . Drie behoejtes van onderwysers t. o. v. die multikulturele klaskamer word uitgelig: om die kultuur- en taalverskeidenheid van die klas te verstaan, die voortgesette aanleer van ander tale as kemondervinding en die ontwikkeling van onderrigpraktyke waarin diversiteit as 'n bate beskou word

Stanley G. M. Ridge

2013-01-01

252

75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...  

Science.gov (United States)

...DEPARTMENT OF EDUCATION Office of English Language Acquisition; Overview Information...and Academic Achievement for Limited English Proficient Students; Foreign Language...Secretary and Director for the Office of English Language Acquisition, Language...

2010-03-23

253

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 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 desarrolladas en las clases de inglés como lengua extranjera en la enseñanza secundaria. Se establecen categorías dicotómicas con base en las teorías y tipologías el (more) aboradas 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 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 curr (more) icula 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.

Varón Páez, Martha Elizabeth

2009-06-01

254

The Effects of Global Education in the English Language Conversation Classroom  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English ...

Reza Omidvar; Benjamin Sukumar

255

MULTIPLE CHOICE ENGLISH GRAMMAR TEST ITEMS THAT AID ENGLISH GRAMMAR LEARNING FOR STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE  

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Full Text Available In the teaching of English as a foreign language in Indonesia, the teaching and testing of English grammar are indispensable. To test English grammar mastery, the multiple choice test must be used due to its merit of guaranteeing the fulfillment of the content validity of achievement tests. Unfortunately, the construction of many multiple choice test items has not been based on a very important consideration to aid learning processes. This paper discusses the need to use multiple choice test in English grammar achievement testing, two cognitive learning theories that underlie the importance of constructing multiple choice items that aid learning processes, and examples of faulty multiple choice test items and their revisions.

D. Wagiman Adisutrisno

2008-01-01

256

The Moral and Ethical Dimensions of Language Teaching  

Science.gov (United States)

|Much has been written about teacher thinking and knowledge that underpin teacher behaviour in the classroom. Until the 1990s considerably fewer writers considered the moral and ethical dimension of teaching. This article reports on a study that analysed six Languages Other Than English (LOTE) teachers' reports about their teaching. Under the…

Mangubhai, Francis

2007-01-01

257

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

Directory of Open Access Journals (Sweden)

Full Text Available Normal 0 false false false EN-AU X-NONE AR-SA MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Arial; mso-bidi-theme-font:minor-bidi;} 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 on a 1 to 5 Likert Scale was administered to 59 English language teachers and 215 learners of English.  The results indicated significant difference between the responses of male and female participants in both teacher and learner groups on some characteristics of an effective English Language teacher.

Homa Babai Shishavan

2010-01-01

258

Communicative Teaching of English through Newspapers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 inf...

Satoda, Sachiko

259

Contribution of Bilingualism in Language Teaching  

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Full Text Available This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students’ communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design involving questionnaires, classroom observations and semi-structured interviews. The data part analyzed the students and the teachers’ expressed responses and beliefs about the role of bilingualism in EFL classes. The findings of the study in general are that bilingualism as a resource in teaching facilitates in learning L2 and helps make more people acknowledge the contribution of bilingualism in EFL classes.

Muhammad Aslam Sipra

2013-01-01

260

Didactic Creativity in Teaching Modern Languages  

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Full Text Available This article deals with creativity in teaching German as a foreign language. There are some notions concerning learner variables, the profile of teacher’s requirements, as well as teaching materials and teaching environment. The article shows some specific examples of creative work in teaching German and some recommended models. It is obvious that language teaching not only refers to terminological units and grammar structures, but it is also organized in an interesting and varied way.

Silke GESTER

2011-01-01

 
 
 
 
261

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  

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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

2012-01-01

262

Teacher-centered and/or Student-centered Learning:English Language in Iran  

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This paper reports on research findings on leaner-centered approach compared to teacher-centered approach in teaching English grammar as a foreign language in Iranian high school context. It shows the need for grammar instruction in English language classes when roughly all education effort...

Mohammad Zohrabi; Mohammad Ali Torabi; Privash Baybourdiani

263

Distribution of Articles in Malaysian Secondary School English Language Textbooks  

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Full Text Available This paper reports the results of a corpus-based study on English grammar articles presented in the Malaysian Form 1 to Form 5 English Language textbooks. The study aimed to find out the distribution patterns of the articles and the distributions of their colligation patterns in the secondary school English Language textbooks. The findings showed that all the three articles (a, an, the) are presented in all the five English Language textbooks and that their frequency of occurrences has an increasing trend from Form 1 to Form 5. However, the distributions of the colligation patterns of the articles showed inconsistency from one form to another. Some colligation patterns were over-emphasized while others were neglected in the English language textbooks. This study indicates that a textbook corpus can be useful in analyzing the presentation of grammatical structures (articles, in the case of this research). The findings can provide guidance to teachers to improve their pedagogical practices in the teaching of articles and to cater to the weaknesses of the presentation of articles in the textbooks.

Jayakaran Mukundan; Amelia Leong Chiew Har; Vahid Nimehchisalem

2012-01-01

264

THE TEACHING OF FUNCTIONAL LANGUAGE SKILLS IN A SECOND LANGUAGE TO A CHILD WITH AUTISM  

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Full Text Available This article examined the rate of self-initiated communication acquisition, in a second language, of a child with autism. The language treatment objective was to teach functional communication skills in English through the use of Picture Exchange Communication System (PECS). The findings of this study show that it is possible for a child with autism to acquire functional communication skills in his second language even though he did not possess such communication skills in his first language.

Renee Chong

2006-01-01

265

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 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 (more) 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 th (more) rough 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.

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

2012-04-01

266

A Brief Comment on Communicative Language Teaching  

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Full Text Available 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

267

A Brief Comment on Communicative Language Teaching  

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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

268

English-language theories of financial reporting  

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The chapter provides a historical overview of the principal theories of financial reporting in the English language. Early attempts to generalise from practice were supplemented with applications of economic theory, as well as ideas drawn from mathematics, systems theory, organisation theory, human ...

Napier, Christopher

269

Managing Innovation in English Language Education  

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Innovation in English language education (ELE) has become a major "growth area" in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE…

Waters, Alan

2009-01-01

270

USEFUL ENGLISH LANGUAGE TEST IN AVIATION  

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Full Text Available ?????????? ???????? ??????????? ??????-???????????? ????? ?????????? ?????????????? (Proficiency Test) ?? ??????????? ??? ?????????? ????? ????????????? ???????????????????? ??????????? ?????????????? ??????? ?????????? ??????. ??????? ???????????????????? ?? ???????????? ????? ?????. ????????????? ????? ?????????? ?????????????????? ????? ? ??????????? ???? ??? ???? ???????????? ? ???????.The article deals with the issue of test usefulness, namely usefulness of a proficiency languagetest as a tool to assess English language component of a professional competency required foraviation personnel. The test quality characteristics and specifications are described. The ways toevaluate the test usefulness with the purpose to further use in aviation are presented.??????????? ???????? ???????????? ??????-?????????????? ????? ?????? ?????????????? (Proficiency Test) ??? ??????????? ??? ?????? ?????? ???????????????????????????? ????????? ???????????????? ?????????????? ??????????? ??????????????????. ??????? ???????????? ?????????????? ? ???????????? ?????? ?????.?????????? ???? ??????????? ??????? ???????????? ????? ?? ??????????? ????? ??? ????????????? ? ???????.

Olena Petrashchuk

2011-01-01

271

Significance Of Audio-visual Aids In Teaching English  

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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

2012-01-01

272

La propaganda radial como experiencia cultural para desarrollar la competencia comunicativa en la enseñanza del inglés como lengua extranjera/ Radio Advertising as a Cultural Experience to Develop Communicative Competence in Teaching English as a Foreing Language  

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Full Text Available Abstract in spanish En el presente artículo se aborda una experiencia cultural que rompe los esquemas establecidos para la enseñanza del inglés como lengua extranjera, dado que permite al estudiante involucrarse como un ser activo en una experiencia real de comunicación en interacción genuina, donde el principio básico es proporcionar elementos que contribuyan a fortalecer la autonomía y la autorregulación, y que maximicen el desarrollo de la competencia comunicativa. Abstract in english This article proposes a cultural experience that innovates in the field of teaching English as a foreign language because it allows the students to be involved as active beings. It is a real experience of communication and genuine interaction where the basic principle is to provide elements that contribute to strengthen the autonomy, and the self-regulation to maximize the development of communicative competence.

del Campo M., Marcela; Bonilla M., Martha Isabel

2007-06-01

273

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  

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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.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 and 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

2011-01-01

274

Chinese Students' Perceptions of Native English-Speaking Teachers in EFL Teaching  

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The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural…

Rao, Zhenhui

2010-01-01

275

Language Teaching Materials and Learner Motivation  

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Full Text Available 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 usefulness.

Zhuomin Sun

2010-01-01

276

Main Influence of the Chinese Language on English Learners  

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Full Text Available This thesis focuses on how the Chinese language influences English learners, which will help English learners to recognize their difficulties in English learning and know how to break away interference from their native language.

Qiujuan Zhu

2010-01-01

277

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning  

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Full Text Available The use of multimedia in teaching and learning leads to higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and full motion video in a single application. Multimedia learning systems offer a potentially venue for improving student understanding about language. Teachers try to find the most effective way to create a better foreign language teaching and learning environment through multimedia technologies. In this paper, the researcher defines multimedia, elaborates the rationale for using multimedia, identifies multimedia learning, mentions principles of multimedia, explains theoretical basis of multimedia English teaching, reviews roles of teachers and learners in multimedia environment, discusses the relationship between multimedia and learning, and states the strength of multimedia English teaching. The review of literature shows that teachers need to make full use of multimedia to create an authentic language teaching and learning environment where students can easily acquire a language naturally and effectively.

Abbas Pourhosein Gilakjani

2012-01-01

278

Teaching writing of scientific abstracts in English: CLIL methodology in an integrated English and Medicine course  

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Full Text Available In the I Faculty at the University of Rome “La Sapienza” Medical School, one of the several methodology courses aims at developing approaches by physicians to patient queries. One such course comprises several disciplines: Pathology, Immunology, Medical Statistics, Internal Medicine and English, with the specific aim of furnishing students, all Italian speakers, with skills for searching and evaluating the medical literature for answers to patient queries regarding risks and effectiveness of therapy. This paper describes the integration of English into a Methodology Course and delineates how the language component uses a Content and Language Integrated Learning (CLIL) approach to train students to write the highly specific genre of journal abstracts for medical experimental research articles. A corpus of student writing is presented and discussed with the aim of furnishing one didactic model for language teaching within the Italian Medical Curriculum.

Philippa Mungra

2010-01-01

279

FUNCTIONAL APPROACH TO APPLIED LANGUAGE TEACHING  

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Full Text Available This article explores the teaching of applied language in Department of Applied Foreign Languages (AFL) in terms of functional approach. More than just the description of a teaching method, so dynamic and often varying from one teacher to another, the present contribution is interested, in particular, in a successful implementation of the above mentioned approach in the process of knowledge acquisition in specialized language, needed for training and employability of foreign language technicians.

Aly Sambou

2012-01-01

280

Communicative Language Teaching in an EFL Context: Learners' Attitudes and Perceived Implementation  

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Communicative language teaching (CLT) applicability to English as a foreign language (EFL) contexts has recently been debated extensively. This study addressed 1525 Jordanian EFL school learners' attitudes and perceived implementation of traditional form-focused (FFI) instruction and communicative m...

Sahail M. Asassfeh; Faisal M. Khwaileh; Yousef M. Al-Shaboul; Sabri S. Alshboul

 
 
 
 
281

Teaching English Discrete Sounds through Minimal Pairs  

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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 Hun...

Luu Trong Tuan

282

Corpus in Foreign Language Teaching and Research  

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Full Text Available 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, corpus and Corpus Linguistics can be closely connected with and widely applied in foreign language teaching and research with a predictable bright future. Keywords: corpus, Corpus Linguistics, foreign language teaching and research Résumé Le moyen de recherches sur le corpus a connu un développement rapide depuis le milieu du siècle précédent et a atteint la maturité aujourd’hui. En raison de l’importance de la linguistique de corpus et de la méthode de recherches sur le corppus, et étant donné ses ressources riches ainsi que les facilités apportées par les outils de recherche, le corpus est appliquée amplement dans les recherches linguistiques notamment dans celles de l’anglais. A l’étranger, l’étude de la linguistique de corpus a débuté tôt et a donné beaucoup de fruits ; le travail du milieu des langues étrangères chinois dans ce domaine a commencé par la présentation du corpus étranger et sa situation d’étude, et puis procède à des applications pratiques. En somme, il existe des relations étroites et diverses entre le corpus et les recherches de l’enseignement-apprentissage des langues étrangères, et les recherches de l’enseignement-apprentissage des langues étrangères basant sur le corpus présente une bonne perspective. Mots-clés: corpus, linguistique de corpus, recherches de l’enseignement-apprentissage des langues étrangères ? ? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????

Xin-ping ZHOU

2006-01-01

283

ENGLISH LANGUAGE ANXIETY: AN INVESTIGATION ON ITS CAUSES AND THE INFLUENCE IT POURS ON COMMUNICATION IN THE TARGET LANGUAGE  

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Full Text Available That anxiety has an influential effect on learning English language is undeniable. It has been observed through different research activities that most of the students in English language classrooms experience anxiety that results in stuttering and fast heart beating. The wide-spread use of English language and the use of communicative language teaching have increased the demand to have a good command over English but existence of such anxiety prevent, most of the time , them from achieving the expected goal. To achieve the desired goal, the responsibility of a language teacher is deemed highly important in order to assist the learners. This qualitative study has attempted to investigate the factors that language anxiety can possibly stem from learning environment and has recommended a variety of strategies to cope with it. The data were collected through semi-structured interviews with four individuals who have been learning English for several years. Findings of the study exhibit the basic causes of English learning anxiety from the learners’ perspectives as well as the effects of it. Furthermore, considering the important role of teachers in foreign language pedagogy, a need has been felt to investigate the beliefs and perceptions of language teachers about learning and teaching English.

Dr. T. Karunakaran; Md. Masud Rana; Manwarul Haq

2013-01-01

284

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 ????????????????????????????????????????????????????????????????????????????????????????????????

Luan HONG

2007-01-01

285

English Language Spread in Local Contexts: Turkey, Latvia and France  

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In the discussion of English language spread policies, scholars have taken various viewpoints. One approach concerns the "diffusion-of-English" and "language ecology" paradigms, which distinguish externally dominant English spread and resistance to this hegemony. Others have questioned this approach, and proposed that English language spread is…

Uysal, Hacer Hande; Plakans, Lia; Dembovskaya, Svetlana

2007-01-01

286

English Language Spread in Local Contexts: Turkey, Latvia and France  

Science.gov (United States)

|In the discussion of English language spread policies, scholars have taken various viewpoints. One approach concerns the "diffusion-of-English" and "language ecology" paradigms, which distinguish externally dominant English spread and resistance to this hegemony. Others have questioned this approach, and proposed that English language spread is…

Uysal, Hacer Hande; Plakans, Lia; Dembovskaya, Svetlana

2007-01-01

287

Do-it-yourself-Design von Lehrmaterialien für den Englisch-Unterricht Becoming a Do-it-yourself Designer of English Language Teaching Materials Convertirse en un diseñador "hágalo usted mismo" de materiales para la enseñanza del idioma inglés  

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Full Text Available Sehr viele Lehrer/innen, die Sprachen unterrichten, erstellen selbst Materialien zusätzlich zu denen, die sie im Haus erhalten, um den Bedarf von Lernenden in den je spezifischen Kontexten bestmöglich zu adressieren. Dies erfordert Praxiswissen unterschiedlichster Art, die die Person der Lernenden, Fragen des Spracherwerbs, des Unterrichtens und des Designs von Materialien betreffen. Obwohl vermehrt Forschung zu Sprachunterricht stattfindet, wird der Frage, wie Lehrer/innen ihr Material entwerfen, bisher wenig Beachtung geschenkt, und es fehlen insbesondere längsschnittliche Perspektiven. In diesem Beitrag geht es mir um Entwicklungsprozesse eines Lehrers als "Do-it-yourself-Designer" von Materialien für den Englischunterricht im Rahmen des "BA TESOL"-Programms, ein Programm für den Englisch-Unterricht mit Nicht-Muttersprachler/innen im Mittleren Osten. Im Rahmen einer qualitativen Einzelfallstudie, die ich im Folgenden vorstelle, habe ich mich über drei Jahre mit den Konzepten dieser Lehrers und der Umsetzung in der Unterrichtspraxis befasst. Implikationen für den Sprachunterricht werden am Ende diskutiert. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101334Many language teachers around the world design materials to supplement those they are provided with to address the needs of the learners in their particular context. This is a task which requires practical knowledge of various kinds relating to learners and language learning, teaching and materials design. However, while there is a growing body of research into the practical knowledge of language teachers, little of this is longitudinal and there is a lack of research into how teachers develop as materials designers. This article focuses on one teacher's growth as a DIY (do-it-yourself) designer of English language teaching materials during an in-service BA TESOL (teaching English to speakers of other languages) programme in the Middle East. Using qualitative case study methodology, I follow the teacher's development over three years, exploring changes in ideas and teaching practices. Implications for in-service language teacher education are discussed. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101334Muchos profesores de idiomas alrededor de mundo diseñan materiales para complementar aquellos que se proporcionan para satisfacer las necesidades de los alumnos en su contexto particular. Esta es una tarea que requiere conocimiento práctico de varios tipos, relacionado a los alumnos y al aprendizaje de idiomas, a la enseñanza y al diseño de materiales. Sin embargo, si bien existe un cuerpo creciente de investigación sobre el conocimiento práctico de los profesores de idiomas, poco de este es longitudinal y existe una carencia de investigación sobre las formas en que los profesores se desarrollan como diseñadores de materiales. Este artículo se centra en el desarrollo de un profesor como diseñador HUM (Hágalo Usted Mismo) de materiales para la enseñanza del idioma inglés durante un programa en-servicio EIHOI (Enseñanza del Inglés a Hablantes de Otros Idiomas) en el Medio Oriente. Utilizando la metodología de estudio de caso cualitativo, seguí el avance del profesor durante tres años, explorando cambios en las ideas y prácticas de enseñanza. Se discuten las implicaciones para la educación en-servicio de profesores de idiomas. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101334

Mark Wyatt

2010-01-01

288

Pre-service Teachers’ Beliefs Related to English as a Second Language and English as a Foreign Language: Where is the Difference?  

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Full Text Available This article reports the findings of a qualitative case study examining the knowledge base held by English language teacher candidates enrolled in two university pre-service programs in Lebanon and Canada. Through an examination of blog postings and the data collected through semi-structured interviews, eight Canadian and eleven Lebanese respondents were polled while taking courses focusing on second language teaching methodology. Based on our findings, we argue that what teacher candidates know about their field of expertise is communal, contextually bounded and uniquely rooted in their experiences within and outside their pre-service programs. Moreover, the multitude of beliefs shared by these two groups of pre-service teachers demonstrate that there is indeed a universal knowledge base associated with the teaching of English as a Second Language (ESL) and English as a Foreign Language (EFL). However, we have also found significant differences between these fields based on specific and local contexts.

Francis Bangou; Douglas Fleming; Carol Ann Goff-Kfouri

2012-01-01

289

Pre-service Teachers’ Beliefs Related to English as a Second Language and English as a Foreign Language: Where is the Difference?  

Directory of Open Access Journals (Sweden)

Full Text Available This article reports the findings of a qualitative case study examining the knowledge base held by English language teacher candidates enrolled in two university pre-service programs in Lebanon and Canada. Through an examination of blog postings and the data collected through semi-structured interviews, eight Canadian and eleven Lebanese respondents were polled while taking courses focusing on second language teaching methodology. Based on our findings, we argue that what teacher candidates know about their field of expertise is communal, contextually bounded and uniquely rooted in their experiences within and outside their pre-service programs. Moreover, the multitude of beliefs shared by these two groups of pre-service teachers demonstrate that there is indeed a universal knowledge base associated with the teaching of English as a Second Language (ESL) and English as a Foreign Language (EFL). However, we have also found significant differences between these fields based on specific and local contexts.

Francis Bangou; Douglas Fleming; Carol Ann Goff-Kfouri

2011-01-01

290

Why Use Music in English Language Learning? A Survey of the Literature  

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Full Text Available The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA).

Dwayne Engh

2013-01-01

291

La propaganda radial como experiencia cultural para desarrollar la competencia comunicativa en la enseñanza del inglés como lengua extranjera Radio Advertising as a Cultural Experience to Develop Communicative Competence in Teaching English as a Foreing Language  

Directory of Open Access Journals (Sweden)

Full Text Available En el presente artículo se aborda una experiencia cultural que rompe los esquemas establecidos para la enseñanza del inglés como lengua extranjera, dado que permite al estudiante involucrarse como un ser activo en una experiencia real de comunicación en interacción genuina, donde el principio básico es proporcionar elementos que contribuyan a fortalecer la autonomía y la autorregulación, y que maximicen el desarrollo de la competencia comunicativa.This article proposes a cultural experience that innovates in the field of teaching English as a foreign language because it allows the students to be involved as active beings. It is a real experience of communication and genuine interaction where the basic principle is to provide elements that contribute to strengthen the autonomy, and the self-regulation to maximize the development of communicative competence.

Marcela del Campo M.; Martha Isabel Bonilla M.

2007-01-01

292

Articulatory Phonetics and Contrastive Sounds: An Effective Method of Teaching English Pronounciation. A Teaching Manual for ESL Instructors.  

Science.gov (United States)

This teaching guide is especially oriented for the English as a second language (ESL) instructor who has had no previous training in articulatory phonetics, though it may be useful to the expert phonetician as well. It suggests that the ESL instructor consider the use of some basics of articulatory phonetics in teaching pronunciation according to…

Zachariou, Philemon

293

Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs  

Science.gov (United States)

|This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and…

Bambacas, Mary; Sanderson, Gavin B.

2011-01-01

294

Young English language learners making thinking and language visible  

Scientific Electronic Library Online (English)

Full Text Available Abstract in spanish Este artículo pretende proveer al maestro recursos que le asistan a entender el trabajo intelectual del niño pequeño que aprende inglés como segunda lengua y cómo este exteriorice su pensamiento utilizando ya sea su primera lengua o su segunda lengua. En la medida que se incrementa el número de niños que vienen de familias donde se habla otra lengua que no sea el inglés es un llamado para considerar el papel crítico que juegan los maestros en implementar práctic (more) as adecuadas en el salón de clase. Este artículo analiza cómo los maestros pueden ayudar a los niños a adquirir un segundo idioma sin sacrificar el primer idioma y la motivación. El artículo enfoca su atención en los procesos de lenguaje de los niños a través de la interacción entre lenguaje y cognición y el rol que juega el ambiente. Resultados de una investigación de acción que implementaba ideas del proyecto Pensamiento Visible del Proyecto Cero en la Universidad de Harvard sirve de evidencia para discutir los beneficios de crear una cultura de pensamiento en el salón para promover un modelo aditivo en niños pequeños bilingües. Abstract in english This paper aims to provide teachers with a resource to assist them in understanding the inner workings of young English Language Learners (ELLs) and how they externalize their thoughts in either their first or second language. This article not only analyzes how teachers can help children acquire a second language without sacrificing their first language and motivation, but also focuses on language processing in bilingual children through providing an understanding of both (more) the interplay between language and cognition and the role of the environment. Results from an action research project implementing Harvard Project Zero's Visible Thinking ideas serve as evidence to discuss the benefits of creating a culture of thinking in the classroom to promote additive bilingualism in young children.

Salmon, Angela K

2008-01-01

295

Pedagogical Innovations in Language Teaching Methodologies  

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Full Text Available Language teachers have always been concerned about the inadequacy of conventional methods of language teaching in education systems. As a result, the language teaching pendulum is swinging from methods to post-method pedagogy, although it still remains in motion. The dual focus on both socio-cultural theories to second language acquisition (SLA) and improvements in technologies wins the attention of practitioners, curriculum designers, and students as the major stakeholders in applied linguistics. This has resulted in greater emphasis on the important role of techniques and technologies in language teaching. Many have tried to find a more innovative direction in this respect (Rodgers, 2000). This article, along with reviewing different predictions made in this direction, takes a more edu-sociocultural-technological perspective to address the potentially important issues in language teaching in future.

Minoo Alemi; Parisa Daftarifard

2010-01-01

296

Thinking in English A New Perspective on Teaching ESL  

CERN Document Server

.cs95E872D0{text-align:left;text-indent:0pt;margin:0pt 0pt 0pt 0pt}.csA62DFD6A{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:italic; }.cs5EFED22F{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:normal; }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” approac

Muciaccia, John

2012-01-01

297

Pedagogical Practices of English Language Lessons in Malaysian Primary Schools: A Discourse Analysis  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Discourse analysis as a sub-discipline of linguistics is useful in understanding the teaching and learning process and practices of a language. In line with that, this article applies discourse analysis framework in discussing the classroom pedagogical discourse practices of English language lessons...

Rosniah Mustaffa; Idris Aman; Teo Kok Seong; Noorizah Mohd Noor

298

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

2012-01-01

299

English-for-Science-and-Technology Teaching Materials: Phase One Evaluation  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The importance of English for the workplace, in addition to that of general English proficiency, is receiving increasing attention from educators and policy makers in the field of teaching English as a foreign language. In order to prepare college students for their professional development...

Hui-Chuan Liao; Yeh-uh Hsueh Chen

300

Making Culture Happen in the English Language Classroom  

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Full Text Available The issue of introducing the target culture into language classroom practice has long been an object of debates as well as the opinions of the learners towards it. Eventually, modern practitioners found a way of having the language learners acquainted with the target culture and introducing culture through culture-based textbook activities. However, the issue of additional culturally-oriented activities in improving students learning habits is questionable today. The purpose of this paper is to examine their effect and to investigate the attitudes of students towards language teaching and learning through culture-based activities (games, role plays, dialogues, video clips, discussions and comparisons of local and target cultures). The paper presents the results of the study conducted in one of the top universities of Kazakhstan throughout the spring semester of the 2012 academic year. Eighty students of different cultural backgrounds took part in the study. The activities for the experimental groups were modified according the tasks in each unit of one of the contemporary textbooks used in General English lessons. These activities varied from warm-ups to homework tasks in the units accordingly. The results suggest that practice of the various culture-based tasks and exercises helped the students to improve their communicative and linguistic competences in English. The results obtained from this study also offer insights into how culture-based activities can be used to develop and enhance not only students’ language skills but also their awareness of various culture-sensitive issues.

Yakup Doganay; Madina Ashirimbetova; Brent Davis

2013-01-01

 
 
 
 
301

Developing Cultural Awareness in Foreign Language Teaching  

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Full Text Available Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In this paper, the underlying assumptions and influences of culture awareness in Language teaching and learning critically analyzed.

Zahra Ghorbani Shemshadsara

2012-01-01

302

Socio-politico – Pedagogical Problems of Language Teaching in Nigeria  

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Full Text Available The languages spoken in Nigeria do not only play significant roles in the socio-political life of the country, but also help in no small measure to unify or integrate the country that is so much diverse in all spheres of life. In realizing these multiplicity of roles the languages play in the country, the Government instituted and enacted a policy called language policy to control and plan the use, teaching and learning of the various languages that we have in the country. The languages are of three categories: the indigenous ones that are about 450, the official one used for official purposes, which is English, and those that enjoy Foreign Language status, that is, Arabic and French. All these languages co-exist in the country. However, the Government policy on the use, teaching and learning of these languages is bedeviled with a lot of problems which range from inadequate materials and personnel to handle the teaching of the recommended ones in the policy to socio – political problems initiated and propagated by the various groups in the country. It is thus recommended that the Government of the Federation should revisit the policy on languages in the country, rework it to accommodate the socio/politico-cultural differences and realities of the nation in order that the country may tap and enjoy the intent benefits of the multiplicity of languages and cultures that the nation is endowed with.

AYEOMONI MOSES OMONIYI

2012-01-01

303

ENGLISH LANGUAGE RELEVANCE WITH ONGOING BANK SECTOR  

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Full Text Available 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 opportunities and willingness to take specific English courses. In some areas employees reported less needs for reading comprehension, whereas in other areas respondents need more emphasis on “giving and receiving directions”. Generally, all were willing to take courses but the youngest respondents were more willing to improve their English than seniors were. Moreover, all employees, but with more occurrence in young respondents, from both contexts believed that English proficiency can broaden their International careers and can help their banks to be more competitive.

S KRUPA SHEELA

2013-01-01

304

English Language Education in Brazil: Progress and Partnerships.  

Science.gov (United States)

Discusses English-as-a-Second-Language education in Brazil, focusing on English language education in high schools and at the university level, English for specific purposes, varieties of English, publishers' influence on the profession, and professional development of English teachers. (Author/VWL)

de Matos, Francisco Gomes; Pinto, Abuendia Padilha

2000-01-01

305

The Roles of English Language Education in Asian Context  

Science.gov (United States)

|This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this…

Chang, Bok-Myung

2011-01-01

306

The Roles of English Language Education in Asian Context  

Science.gov (United States)

This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this…

Chang, Bok-Myung

2011-01-01

307

Reflection into China’s Business English Teaching Practices Based on GDUFS Graduates’ Employment Status  

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Full Text Available GDUFS, as one of China’s top three foreign language universities with the longest history in business English teaching, has accumulated over 20-year experiences in this discipline. This research reflects into its business English teaching practices based on its graduates’ employment status in recent years, and concludes that the students of business English major tend to have higher level of employment status than those of other majors, and their employers are more likely to be consultancy MNCs, commercial banks and other firms. It is suggested that new efforts for reform should be made in disciplinary development, teaching development, curriculum designs and teaching methods.

Wenzhong Zhu; Si Wu; Tingting Guo

2009-01-01

308

PRE-SERVICE TEACHERS’ BELIEFS ABOUT TEACHING ENGLISH TO PRIMARY SCHOOL CHILDREN  

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Full Text Available This paper is a part of an ongoing doctoral research on ‘Teacher Talk in ESL Classrooms’. The idea for this was gained through the hypothesis that teachers’ beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers’ English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers’ beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners’ development. Horwitz (1987) also states rightly that the formation of teachers’ educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners’ language learning abilities. In Indian context, there is dearth of research evaluating teachers’ beliefs about English teaching. This study explores teachers’ beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers’ specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers’ Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms.

Mahesh B. Shinde; Tripti K. Karekatti

2012-01-01

309

The Effects of Global Education in the English Language Conversation Classroom  

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Full Text Available Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the participant’s content as well as task plays an important role in enhancing the learning curve. With the above as a theoretical background, this study puts global issues into practice within the content of a syllabus of English language teaching in an intermediate, multilingual and multi- cultural conversation class at the Institute Of Language Studies (IOLS), India, producing competent students. The effect of integrated global education in teaching English as a second language has been qualitatively evaluated throughout the course of the experiment. Global education issues are investigated, amalgamating the content-based and task-based language teaching methods as offshoots of the communicative approach. At the same time, the learners were also encouraged to think critically. After the instruction of the intended syllabus, participants basically showed a higher degree of awareness of global issues and the ability to analyze problems and apply critical thinking in their environment. They were also more effective and coherent in their class participation than in other classes.

Reza Omidvar; Benjamin Sukumar

2013-01-01

310

English language learning and technology lectures on applied linguistics in the age of information and communication technology  

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This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how

Chapelle, Carol A

2003-01-01

311

16 CFR 300.7 - English language requirement.  

Science.gov (United States)

...2010-01-01 2010-01-01 false English language requirement. 300.7 Section...LABELING ACT OF 1939 Labeling § 300.7 English language requirement. All words...of identification, shall appear in the English language. If the product bears...

2010-01-01

312

48 CFR 614.201-70 - Use of English language.  

Science.gov (United States)

...2009-10-01 2009-10-01 false Use of English language. 614.201-70 Section 614.201-70... Solicitation of Bids 614.201-70 Use of English language. Use of English language solicitations and contracts is...

2009-10-01

313

Video in foreign language teaching  

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Full Text Available Much of the attention paid to video in foreign language teaching is focused upon a relatively small amount of commercially produced and distributed material. This paper briefly describes the development of this material in the EFLIESL field; looks at some current issues and concerns, and considers future possibilities with particular reference to computer assisted interactive video. Heelwat van die aandag wat video geniet as hulpmiddel by tweedetaalonderrig is toegespits op 'n relatief klein hoeveelheid kommersieel vervaardigde en verspreide materiaal. Hierdie artikel beskryf kortliks die ontwikkeling van bogenoemde materiaal waar dit Engels as tweede of vreemde taal betref. Verder word daar aandag gegee aan huidige tendense en toekomstige moontlikhede word oorweeg, met spesifieke verwysing na rekenaarondersteunde interaktiewe video.

Joe Hambrook

2013-01-01

314

Different Cultural Influences between the English and Chinese Languages  

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In this paper, I consider the three problematic issues of content in the Chinese and English languages. I examined how the Chinese language and culture are represented in language in daily speech and communication. Language ideology permeates numerous of aspects in language related to culture. I exa...

Ran, Jiao

315

ENGLISH LANGUAGE FOR SUCCESSFUL INTEGRATION: LEARNING FROM THE BOLOGNA PROCESS  

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Full Text Available The Bologna Process aims to provide tools to connect the European national educational systems. The purpose of this paper is to analyze what we have learned and what challenges remain today. Since the beginning all participating countries had to agree on a comparable three cycle degree system for undergraduates (Bachelor degrees or Grades) and graduates (Master and PhD degrees) in order to create compatibility and comparability for achieving international competitiveness and a worldwide degree of attractiveness in higher education. The Bologna Declaration, originally signed by 29 countries, has now reached 47 countries, engaged in the process of creating a European Higher Education Area (EHEA), searching to be competitive to launch the European Academia of the 21st Century. The European Credit Transfer and Accumulation System (ECTS) has turned out to be the perfect tool to design, describe, and deliver programs and award higher education qualifications. Markets and European universities are going to be able to compete overseas in the future if the new regulations let them to create profitable business in the education area. As expected, European Universities have responded promptly and actively to the call. In the case of small countries like Spain, it is an opportunity to internationalize Spanish universities; moreover, there is the opportunity for the expansion and consolidation of the Spanish language as the second most important foreign language. The 2009 Report highlights that early teaching of a foreign language is advancing in Europe. In lower secondary education, earlier teaching of English is becoming widespread; and the three Nordic countries, Germany, and the UK are the highest innovation performers. The result is a system of higher education more competitive and more attractive for Europeans and non-Europeans students and scholars. Reform is needed today if Europe wants to match the performance of the best performing higher education systems in the world. The English language seems to be the response in the search for a common European answer to solve common European problems.

Hernandez - Carrion Jose Rodolfo

2011-01-01

316

Teaching of Oral College English: Design and Evaluation --- Exploration of Educational Reform in College English in Capital University of Physical Education and Sports  

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Full Text Available This paper briefly analyzes issues existing in oral English teaching in physical institutes and puts forwards teaching design in oral activities and several evaluation methods for oral competence of students. The aim is to offer some new trains of thought for foreign language teaching reform in physical institutes.

Youming Wang

2012-01-01

317

An Integrated Approach to Business English Teaching in China  

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Full Text Available 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 globalization. Based on sound language teaching theories and practices, this paper proposed an integrated approach to BET which aims to cultivate business expertise rather than just teach professional terms and knowledge.Key words: Business English Teaching (BET); Integrated approach; Task-based teaching; Application of video; Text structure analysisRésumé L’enseignement de l’anglais des affaire en Chine (BET) s’est développé au plus rapidement depuis la Chine est entré dans l’Organisation mondiale du commerce (OMC). Toutefois, BET traditionnelle a ses problèmes qui sont trop l’accent sur la connaissance des affaires et des vocabulaires professionnels, ce qui conduit à la capacité des apprenants de langue inférieure pratique. Il ya une grande nécessité de résoudre les problèmes afin de répondre à la demande croissante pour les hauts talents d’affaires de qualité étant capable de travailler avec compétence dans le contexte de la mondialisation économique. Basé sur de solides théories d’enseignement des langues et des pratiques, ce document propose une approche intégrée de BET qui vise à cultiver l’expertise d’affaires plutôt que de simplement enseigner des conditions professionnelles et de connaissances.Mots clés: L’enseignement de l’anglais des affaires (BET); L’approche intégrée; basée sur les tâches d’enseignement; L’application de la vidéo; Analyse de la structure du texte

Ruixue MA

2012-01-01

318

Assumptions and Pedagogical Knowledge: Teaching and Learning According to Teachers of English  

Science.gov (United States)

This article investigates assumptions and pedagogical knowledge of English teachers working in primary, secondary and higher education in Turkey to identify their current orientations towards practices in foreign language learning and teaching. A survey was administered to 197 participants. The two questionnaires, on learning and teaching, were…

Karaata, Cemal

2011-01-01

319

Contrasting Specific English Corpora: Language Variation  

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Full Text Available The scientific community has traditionally considered technical English as neutral and objective, able to transmit ideas and research in simple sentences and specialized vocabulary. Nevertheless, global communication and intense information delivery have produced a range of different ways of knowledge transmission. Although technical English is considered an objective way to transmit science, writers of academic papers use some words or structures with different frequency in the same genre. As a consequence of this, contrastive studies about the use of second languages have been increasingly attracting scholarly attention. In this research, we evidence that variation in language production is a reality and can be proved contrasting corpora written by native writers of English and by non-native writers of English. The objectives of this paper are first to detect language variation in a technical English corpus; second, to demonstrate that this finding evidences the parts of the sentence that are more sensitive to variation; finally, it also evidences the non-standardisation of technical English. In order to fulfil these objectives, we analysed a corpus of fifty scientific articles written by native speakers of English and fifty scientific articles written by non-native speakers of English. The occurrences were classified and counted in order to detect the most common variations. Further analysis indicated that the variations were caused by mother tongue interference in virtually all cases, although meaning was only very rarely obscured. These findings suggest that the use of certain patterns and expressions originating from L1 interference should be considered as correct as standard English.La comunidad científica considera al inglés técnico como un tipo de lenguaje neutral y objetivo, capaz de transmitir ideas y hallazgos en frases simples y vocabulario reconocido por los especialistas de ese campo. Sin embargo, la comunicación global y el gran tráfico de información han producido una gran variedad de formas de transmitir el conocimiento. Aunque el inglés técnico se considera una forma objetiva de transmitir ciencia, los autores utilizan palabras y estructuras de forma diversa dentro del mismo género. Como consecuencia, los estudios contrastivos del uso de una lengua según el tipo de escritor están proliferando cada vez más. En este estudio, se pone en evidencia que la variación en la producción del lenguaje es un hecho real y que se puede demostrar al comparar corpora escrito por escritores nativos y no nativos de lengua inglesa. Los objetivos de este artículo son, primero, detectar la variación en el lenguaje técnico, segundo, demostrar que este hallazgo muestra las partes de la frase que tienen mas tendencia a variar y, finalmente, evidenciar la no estandarización del inglés técnico. Para poder llevar a cabo estos objetivos, analizamos un corpus de cincuenta artículos escritos por autores ingleses y otro de cincuenta artículos escritos en inglés por autores españoles. Los casos encontrados se clasificaron y contaron para detectar las variaciones más comunes y un análisis posterior nos indicó que la influencia de la lengua maternal fue la causante de la variación en la mayoría de los casos pero que el significado del texto no había cambiado. Estos hallazgos nos indican que el uso de ciertas estructuras originadas por la interferencia de la lengua maternal ha de ser aceptado como correctas.

María Luisa Carrió Pastor

2009-01-01

320

English collocations extracted from a corpus of university learners and its contribution to a language teaching pedagogy=Colocações em inglês extraídas de um corpus de aprendizes universitários e sua contribuição para uma pedagogia no ensino de línguas  

Directory of Open Access Journals (Sweden)

Full Text Available Taking into consideration the relevance of foreign language teaching and the learning of collocations (ALTENBERG; EEG-OLOFSSON, 1990; FONTENELLE, 1994; MEUNIER; GRANGER, 2008), this paper aims at showing results of an investigation on whether the teaching of collocations should be implicit or explicit to the Brazilian university students. Furthermore, the research has the purpose of presenting some collocational aspects from a corpus of the written language learners made up of intermediate, upper intermediate and advanced university students’ argumentative essays at a public university in Brazil. With the help of WordSmith Tools (SCOTT, 2007), it was possible to raise students’ most frequent collocational choices and patterns, the most/least used type of collocations, the influence of the mother tongue on their choices, among other aspects. With the purpose of motivating and involving students in classroom research, it was also introduced The Corpus of Contemporary American English (COCA), created by Mark Davies. By doing so, students could compare their collocational choices with the patterns found in the online corpus, extract more collocational patterns and, consequently, be aware of the potential of corpora for the foreign learning process, specifically for raising language awareness, with focus on prefabricated chunks.Considerando a relevância das colocações para o ensino-aprendizagem de língua estrangeira (ALTENBERG; EEG-OLOFSSON, 1990; FONTENELLE, 1994; MEUNIER; GRANGER, 2008), este artigo tem como propósito mostrar os resultados de uma investigação a respeito do ensino implícito ou explícito de colocações para alunos universitários brasileiros. Além disso, a pesquisa visa apresentar alguns aspectos colocacionais, levantados a partir de um corpus de aprendizes de língua escrita, composto por textos argumentativos de alunos de nível intermediário, intermediário avançado e avançado, de uma universidade pública, no Brasil. Com o auxílio do programa computacional WordSmith Tools (SCOTT, 2007), foi possível levantar as escolhas e os padrões colocacionais mais frequentemente empregados pelos alunos, os tipos de colocações mais/menos frequentemente empregadas, a influência da língua materna nessas escolhas, entre outros aspectos. Com o objetivo de motivar e envolver os alunos em pesquisa em sala de aula, foi apresentado aos alunos The Corpus of Contemporary American English (COCA), criado por Mark Davies. Ao utilizá-lo, os alunos puderam comparar suas escolhas colocacionais com os padrões encontrados no corpus, extrair outros padrões colocacionais e, consequentemente, conscientizar-se do potencial de corpora no processo do aprendizado de línguas estrangeiras, com foco em blocos pré-fabricados.

Adriane Orenha-Ottaiano

2012-01-01

 
 
 
 
321

Three Reading Phases and Their Applications in the Teaching of English as a Foreign Language in Reading Classes with Young Learners  

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Full Text Available Most foreign language reading specialists view reading as interactive. To encouragestudents to use effective strategies when reading in a foreign language, the teacher candevelop simple exercises to elicit information via targeted strategies. These exercises can bedivided by the stage of reading at which they occur such as pre-reading, while readingactivities and so on. This study aims to clarify in what sense there is awareness about readingphases, their activities and their applications in language classrooms. The findings discussedand compared with each other in order to reach a general opinion. This present study hasfocused on the effects of reading techniques applied during three reading phases on readingcomprehension. Specifically, the study also attempted to measure to what degree applicationof different reading activities affect the reading performance of the same-level subjects andthe three testing points of reading comprehension.

Elif Leyla Toprak; Gamze Almac?o?lu

2009-01-01

322

On Cultivation of Cross-cultural Awareness in College English Teaching:Take Integrated Skills of English as an Example  

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Full Text Available Abstract: Language is an indispensable part of culture. To understand language means knowing about culture first. Culture teaching plays an essential role in English language teaching. The cultural orientation in language communication should be highly valued and the relevant cultural background should be led in where necessary. This paper discusses the training of cross-cultural awareness in college English teaching by taking Integrated Skills of English as an example. Besides teaching language, English teaching is to cultivate the students’ cross-cultural awareness and transform their linguistic competence into communicative competence in an effective way.Key words: Culture teaching; Cross-cultural awareness; Communicative competence; Integrated Skills of EnglishRésumé: La langue est un élément indispensable de la culture. Afin de comprendre une langue, il faut connaître la culture d'abord. L’enseignement de la culture joue un rôle essentiel dans l'enseignement de la langue anglaise. L'orientation culturelle dans la communication linguistique devrait être mise en valeur et le fond culturel approprié doit être introduit dans le cas échéant. Cet article discute la formation de sensibilisation interculturelle dans l'enseignement de l’anglais au collège en prenant des compétences intégrées en anglais comme un exemple. Outre l'enseignement de la langue, l’enseignement de l'anglais est de former la sensibilisation interculturelle des élèves et de transformer leurs compétences linguistiques en compétence communicative de manière efficace. Mots clés: Enseignement de la culture; Sensibilisation interculturelle; Compétence communicative; Compétences intégrées en anglais

Ying YANG

2011-01-01

323

Discriminating children with language impairment among english-language learners from diverse first-language backgrounds.  

UK PubMed Central (United Kingdom)

PURPOSE: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. METHOD: Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age (M = 5;10 [years;months]) and exposure to English (M = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. RESULTS: ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. CONCLUSION: Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language.

Paradis J; Schneider P; Duncan TS

2013-06-01

324

76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...  

Science.gov (United States)

...Professional Development Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview Information...designed to improve classroom instruction for English Learners (ELs) and will assist...

2011-03-18

325

Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.  

Science.gov (United States)

|In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

Uchikoshi, Yuuko

2013-01-01

326

Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.  

Science.gov (United States)

In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

Uchikoshi, Yuuko

2013-01-01

327

English Language Teacher Education: Rewriting S-1 National Curriculum  

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Full Text Available As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to be a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionalls from Universitas Negeri Malang, GAJAHMADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and profesionalls in the field of ELT. By the 3 rd year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practise the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English. This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

M. Soenardi Djiwandono

1999-01-01

328

Brief Analysis of Establishment of Effective English Classroom Teaching Model  

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Full Text Available Classroom teaching is the major battle field for implementation of quality oriented education and the primary means of teaching is classroom teaching. Thus, it is a target that is constantly craved by the vast majority of education practitioners to study reform of classroom teaching, attempt to improve quality of classroom teaching, make limited classroom teaching hours give out unlimited vigor of life and enable students to really become the subject f learning. This article discusses effectiveness of improving English classroom teaching by analyzing the phenomenon and causes of low efficiency of classroom teaching, exploring practice of effective classroom teaching and improving efficiency of classroom teaching.

Dingmin Wu

2012-01-01

329

Wiki Storyline in Second Language Teaching  

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Full Text Available Wiki Storyline is a web-based Storyline project. The interdisciplinary approach to second language teaching provided by combining the Storyline method and ICT is dynamic, and ideal for practicing receptive and productive skills in English. Being a learner-centered approach, the Storyline creates motivation for written and oral communication and this is facilitated by digital tools. The Wiki Storyline project has been carried out with two inservice courses and this study presents a comparative analysis of the various technical solutions, as well as of the pedagogical potential explored in the two courses. In addition to the wiki, Etherpad and a blog were the key digital media tools included in the project. In the wiki a virtual world was created, while Etherpad served as a tool for real time collaborative text editing, and the blog as an arena for reflection for the participants, outside the virtual world.

Hege Emma Rimmereide; Barbara Blair; Jon Hoem

2011-01-01

330

The Cambridge Grammar of the English Language  

UK PubMed Central (United Kingdom)

king these assumptions explicit, perhaps by using the book asthe basis for a large-scale computational grammar, very likely one in the tradition ofPullum's earlier work (Gazdar et al. 1985). Such a project, although very worthwhile,would probably be too long-term for most of us, so we now turn to other ways inwhich the availability of the grammar may enhance the practice of computationallinguistics.One obvious role is as a guide to English grammar for people who build grammaticalartifacts. Such artifacts include not only large-scale computational grammars(Grover, Carroll, and Briscoe 1993; Copestake and Flickinger 2000) but also treebanks(Marcus, Santorini, and Marcinkiewicz 1994). It is idle to speculate on whether thePenn Treebank or the Alvey Natural Language Tools would have been significantlydifferent if the Cambridge Grammar had been around to influence them, but it shouldbecome a routine part of the training of future grammar writers and treebank annotatorsthat the

Rodney Huddleston; Geoffrey K. Pullum; Chris Brew

331

Intercultural Communication and Foreign Language Teaching  

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Full Text Available 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 language teaching and discusses the necessity and importance of cultivating of students’ intercultural communication ability. Keywords: culture, language, foreign language teaching, intercultural communication Résumé La communication transculturelle est aujourd’hui un sujet chaud dans le monde des langues étrangères. La relation inséparable entre la langue et la culture décide que l’enseignement des langues étrangères ne comprend pas seulement la transmission des connaissances de la langue, mais aussi celle de la culture et la formation des capacités des étudiants dans la communication transculturelle. Cet essai traite, à travers l’analyse de la connotation de la communication transculturelle, des relations entre la langue et la culture et des problèmes existants dans l’enseignement des langes étrangères, la nécessité et la signification de former les capacités de la communication transculturelle dans l’enseignement des langues étrangères. Mots-clés: culture, langue, enseignement des langues étrangères, communication transculturelle ? ? ???????????????????????????????????????????????????????????????????????????????????????????, ???????? ,?????????????????????????????????????????? ????????????????????

Shu-fen XIONG

2006-01-01

332

An Exploration of the Spoken English Teaching in Beijing English Training Schools  

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Full Text Available This study aims to explore the spoken English teaching methods and techniques in Beijing English Training Schools, such as, New Oriental School. Through the date analysis and discussion to the interviews to 8 spoken English teachers and 100 questionnaires to the spoken English class students in New Oriental School, one of the Beijing English Training Schools, demonstrate the characteristics of the spoken English teaching methods and techniques in Beijing English Training Schools. The findings of this exploration help other spoken English teachers both in public schools and English training schools to improve their spoken English teaching in China.

Weihong Li; Xuedong Shi

2012-01-01

333

English Textbooks in Parallel-Language Tertiary Education  

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|Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities…

Pecorari, Diane; Shaw, Philip; Malmstrom, Hans; Irvine, Aileen

2011-01-01

334

English Textbooks in Parallel-Language Tertiary Education  

Science.gov (United States)

Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities…

Pecorari, Diane; Shaw, Philip; Malmstrom, Hans; Irvine, Aileen

2011-01-01

335

Reflective Teaching and Professional Development of Young College English Teachers—From the Perspective of Constructivism  

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Full Text Available In recent years, young college English teachers’ professional development has become a core issue. The traditional training of young teachers ignored the empirical, experiencing and diversifying nature of language teachers’ professional development. From the perspective of constructivism, this paper elaborates the impacts of teaching reflection on young college English teachers and highlights four effective methods and strategies to carry out reflective teaching.

Jing Ma; Suzhen Ren

2011-01-01

336

An Evaluation of the English Immersion Approach in the Teaching of Finance in China  

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Full Text Available The English immersion teaching approach adopted by SEIB of GDUFS in China was developed on the basis of the immersion theory which was originally developed in North America. Its purpose is to create a learning environment in which the students acquire knowledge in business with English as the main carrier. The adoption of this approach aims to cultivate students with qualifications in both English language proficiency and business knowledge and skills. EDIF is one of the departments within SEIB that has implemented this approach since its establishment in 2001. The paper analyzes the implementation of English immersion teaching approach in the teaching of finance in EDIF from the perspectives of curriculum design, teacher training and recruitment, textbook selection and compilation and classroom teaching. Finally by comparing the results of language proficiency tests of EDIF students and those of the English majors of other colleges in China and by analyzing the employment situation of EDIF graduates, this paper concludes that students of EDIF outperform the other college students in both English language proficiency and employment competitive advantage. This indicates that English immersion teaching approach adopted by EDIF is effective and successful in the cultivation of students in both English proficiency and business knowledge.

Ruiqi Zhou

2008-01-01

337

The Affective Filter in Second Language Teaching  

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Full Text Available Language learning is a process that involves both objective and affective factors. This paper introduces the concept of affective filter which has four factors, and then argues how to make use of them in SLT. By analyzing this topic, second language teachers can find a better way to conduct their teaching.

Xiaoyan Du

2009-01-01

338

Implementing Hong Kong English into Hong Kong language curriculum  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Recognising the autonomy of Hong Kong English, which has become increasingly controversial in linguistic research, requires Hong Kong people to develop a sense of local identity within the English Language and to recognise its linguistic distinctiveness. Since local English Language teachers are bel...

Kwan, Joanna Long-Lam

339

The education of English language learners research to practice  

CERN Multimedia

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and

Shatz, Marilyn

2010-01-01

340

Turkish Language Teaching Students’ Attitudes towards Teaching Profession  

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Full Text Available Attitude can be described as a feature that is an indicator of individual’s point of view and feelings towards a subject and that motivates him/her to behave in a positive or negative way. The aim of the research is to analyze attitudes of the students who are studying in Turkish Language Teaching department towards teaching profession in terms of socio-demographic features. Students who are studying in Turkish Language Teaching departments of the universities in Turkish Republic of Northern Cyprus in 2009-2010 academic years constitute population of the study. Result of the study presented that attitudes of the students of Turkish Language Teaching departments towards teaching profession are positive in general. It is determined that attitudes of the students of Turkish Language Teaching departments towards teaching profession differentiate significantly in terms of gender, situation of being satisfied in their department, their parents’ attitudes towards them, desire to become a teacher and do not differentiate significantly in terms of grade, mother’s attitude towards them, income variables.

Hülya YE??L

2011-01-01

 
 
 
 
341

Moving Towards a More Balanced English Teaching: A Case from Taiwanese EFL Classrooms  

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Full Text Available In recent years, learning English has become a national movement. This article examines the national K-12 English curriculum in Taiwan, with specific criticism offered against some the prevailing practices that occur in Taiwanese classrooms. Influenced by the philosophy of essentialism and by an institutional regard for college and high school entrance requirements, many Taiwanese teachers spend their time teaching to the tests. But the tests only assess a partial range of skills and knowledge that successful language learners need. Teaching is not neutral. So if we examine the implicit curriculum, we could begin to appreciate some of the latent messages sent by schools in Taiwan, including important ones about reading and writing skills and the attitudes toward learning. Even the register of speech varieties and the sociolinguistics aspects of language play some role in the implicit curriculum. At last, the implications of ACTFL standards for language teaching and learning are discussed to further guide the English curriculum in Taiwan.

Jia-Ying Lee

2011-01-01

342

Situational Language Teaching in Ubiquitous Learning Environments  

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Full Text Available Situational language teaching (SLT) is an effective instruction paradigm for English teaching in terms of providing vocabularies and sentence patterns with their frequent situations through learning materials. With the growth of educational technology, we need powerful and suitable techniques to embody SLT’s features in ubiquitous learning (u-learning) and thus to benefit teachers and learners. Although researchers have proposed several innovative types of u-learning scenarios, the improved SLT paradigm in u-learning environment has been rarely investigated. This study indicated a framework of ubiquitous learning school to promote the concept of u-learning and employ SLT pedagogy in u-learning environment; it is called U-SLT. In order to support its innovation and provide situational learning services on demand, situational mashups was suggested to identify learners’ situation and learning requirement by means of integrating situation awareness with service mashups. The comparison between two u-learning modes, learning with situational mashups and learning without situation awareness support, were discussed. Experimental results showed that the students with the situational mashups support had a better learning performance and improved behaviours. Therefore, situational mashups was perceived to be a useful and desirable system for supporting U-SLT as well as the fundamental issue of a ubiquitous learning school.

Angus F.M. Huang; Stephen J.H. Yang; Gwo-Jen Hwang

2010-01-01

343

On Chinese-English Language Contact through Loanwords  

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Full Text Available All communities are involved in correlations with other communities, which leads to frequent contact between societies. And inevitably this contact breeds the borrowing of words between languages. In other words, there appear a great number of loanwords in any language and this is especially true for English and Chinese. This paper is concerned about loanwords in English and Chinese, and the characteristics of their language contact, thus further promoting language contact between these two languages and the communication between China and other English-speaking countries.

Kui Zhu

2011-01-01

344

Teaching English Medical Writing in a Blended Setting  

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Full Text Available Medical writing activities which may have a context and seem to be engaging may be perceived as demotivating by the students of medicine. This opinion was confirmed by the learners' responses to the open-ended question given to them prior to this study. In their responses students evaluated the writing section of English course negatively. The negative views about the writing course posed a problem to the class teacher. The computer technology and the Internet can easily be integrated into language classroom if activities are designed carefully, and carried out systematically. These attempts brought about a new understanding to teaching and learning: blended learning (BL). The purpose of this research was to investigate students of medicine attitude to blended writing classes. It was conducted with second year learners in the Faculty of Medicine at Kashan University of Medical Sciences. The first reflection aimed at finding out medical students' attitude toward blended writing lessons. Although learners' attitude to writing lessons was negative in the first reflections, they changed into positive in the latter ones. The findings indicated that blended writing class had changed students' perception of writing lessons positively. Therefore, this kind of classes may help students develop a positive attitude towards writing by providing meaningful writing opportunities. Like the student portfolio before it, the weblog faces challenges with practicality and security, but ultimately provides an alternative way to teach and assess authentic writing and reading skills. Blog Assisted Language Learning not only provides teachers with an exciting new way to approach communicative language learning, it also gives the students a new reason to enjoy writing! The paper concludes that Internet tools have the potential to be a transformational technology for teaching and learning writing, and teachers ought to give strong consideration to the setting up their facilities within their learning management system.

Jafar Asgari Arani

2012-01-01

345

Culturally Responsive Instruction for English Language Learners With Learning Disabilities.  

UK PubMed Central (United Kingdom)

This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs.

Orosco MJ; O'Connor R

2013-02-01

346

The International English Language Testing System (IELTS): The Speaking Test.  

Science.gov (United States)

The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a…

Ingram, D. E.

1991-01-01

347

Are English-language pedometer instructions readable?  

UK PubMed Central (United Kingdom)

BACKGROUND: We evaluated readability and related features of English-language instructions accompanying pedometers, including reading grade level, layout/formatting characteristics, and emphasis of key points. METHODS: We identified 15 pedometers currently available for purchase in the US. Reading grade level was calculated using Flesch-Kinkaid (FK) and SMOG formulas. Text point size was measured with a C-Thru Ruler. Page and illustration dimensions were measured to the nearest millimeter (mm) with a standard ruler. Layout features were evaluated using the criteria from the User-Friendliness Tool. RESULTS: FK scores ranged from 8th to 11th grade, while SMOG scores ranged from 8th to 12th grade. Text point size averaged 6.9 +/- 1.9 (range = 4-11). Instructions averaged 8.7 +/- 9.0 (range = 0-36) illustrations, most about the size of a US quarter. While many instructions avoided use of specialty fonts (n = 12; 80.0%), most used a minimal amount of white space. Just 4 (26.7%) sets of instructions highlighted the target goal of 10,000 steps-per-day. CONCLUSION: Pedometer instructions should be revised to meet the recommended 6th grade reading level. Paper size instructions are printed on should be enlarged, thereby allowing for larger text and illustrations, and additional white space. Recommended number of steps per day and proper pedometer positioning should also be predominantly highlighted.

Wallace LS; Bielak K; Linn B

2010-05-01

348

Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language/ La enseñanza del inglés a través de historias: una forma divertida y significativa para que los niños aprendan el idioma  

Scientific Electronic Library Online (English)

Full Text Available Abstract in spanish 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 llevo 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 (more) , 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. Abstract in english 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 stori (more) es 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.

Porras González, Nohora Inés

2010-04-01

349

English as an Islamic Language: A Case Study of Pakistani English  

Science.gov (United States)

|In this paper we will explore the nature of English as it is used in one Muslim country and argue that, far from being a colonizing language, English used in Pakistan reflects Islamic values and embodies South Asian Islamic sensitivities. Through analysis of the current discourses on the politics of the English language and a study of Pakistani…

Mahboob, Ahmar

2009-01-01

350

English as an Islamic Language: A Case Study of Pakistani English  

Science.gov (United States)

In this paper we will explore the nature of English as it is used in one Muslim country and argue that, far from being a colonizing language, English used in Pakistan reflects Islamic values and embodies South Asian Islamic sensitivities. Through analysis of the current discourses on the politics of the English language and a study of Pakistani…

Mahboob, Ahmar

2009-01-01

351

Complementary Languages : The national language and English as working languages in European universities  

DEFF Research Database (Denmark)

The Danish language debate is dominated by two key concepts: ‘domain loss' and its opposite, ‘parallel languages' (parallelsproglighed). The under­stood reference is to the relationship between Danish and English - i.e. the spread of English at the expense of Danish vs. the coexistence of Danish and English within relevant ‘domains' of Danish society. In this article I am going to argue that the concept of ‘domain loss' is not theoretically tenable - its usual depiction ranging from the vague to the nonsensical - which is not to say that the relationship between English and Danish within Danish society is everywhere unproblematic. A case in point is Higher Education. I will also argue that the recently proposed solution to ‘domain loss' - Danish and English used ‘in parallel', ‘parallel languages' - because it is unrealistic as well as undesirable as a consistent principle - should be replaced by an alternative concept that more adequately describes the realities of what adherents of ‘parallel languages' can hope for. The new concept I have dubbed ‘complementary languages' (komplementær­sproglighed). I will explain this concept in the following and contrast it both with ‘parallel languages' and the traditional concept of ‘diglossia'

Preisler, Bent

2009-01-01

352

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 make adjustments to their respective ELT policies. This paper tries to review the global spread of English and discusses world Englishes and varieties of English. Besides, it would also describe and analyze the corresponding English language policies in East Asian contexts through a comparative perspective. A description analysis of ELT policies in Japan, Korea, Chinese Taiwan and China’s Mainland would be presented. Key words: globalization; ELT policy; East Asia; comparative study Résumé: La décennie dernière était témoin de la réalisation même croissante de la signifiance de la langue anglaise, ce qui a déclenché en plein essor le concept de l’enseignement de l’anglais comme une langue internationale.(EIL) L’anglais comme une lingua franca a joué un rôle important dans le monde depuis 1950s pendant le 21e siècle. Dans le but de rivaliser avec rivaux occidentaux pour le nouveau siècle, les pays et les régions asiatiques dans le cercle en expansion de la langue anglaise a à répondre positivement à la mondialisation de la langue anglaise et à mettre en ajustement leurs politiques respectives ELT. Cette mémoire tente de revoir la diffusion mondiale de la langue anglaise et de discuter de l’anglais mondial et des variétés de l’anglais. D’ailleurs, elle décrira et analysera aussi la correspondance des politiques pour la langue anglaise dans le contextes des pays asiatiques par une perspective comparative. Une description et une analyse des politiques ELT au Japon, en Corée, à Taiwan et dans la Chine continentale sera présentée. Mots-Clés: mondialisation; politique ELT; asiatique; étude comparative

Qi SHEN

2009-01-01

353

GENERAL ASPECTS OF NLP IN TEACHING LANGUAGES  

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Full Text Available This article is focus on NLP as a tool helping to improve personal excellence in teaching languages. NLP states that learning begins in the students’ frame of reference and thus, it is important for teachers to increase their interpersonal skills and ability to recognize it. A map of how language operates is drawn by the Meta Model - a tool for a fuller understanding of what people say -, which deals with the concepts of surface structure and deep structure. The meta programs deal with deletions, distortions and generalisations which appear in language during communication. Establish rapport is a helpful method to create favourable teaching atmosphere and humanising teaching is a way to improve students’ performance.

Clementina Ni??, Sorin Enea

2011-01-01

354

Improving Mathematics Problem Solving Skills for English Language Learners with Learning Disabilities  

Science.gov (United States)

In this article the authors provide before, during, and after problem solving strategies and instructional suggestions for teachers. The focus of the article is to improve the ability of students with disabilities that are also English as a second language (ESL) learners to solve word problems. The authors provide multiple teaching strategies, questioning techniques, and links to lesson resources.

Torres-Velasquez, Diane; Rodriguez, Diane

2005-01-01

355

EFL Teachers' Perceptions, Evaluations and Expectations about English Language Courses as EFL in Saudi Universities  

Science.gov (United States)

The focus of this study is to explore EFL teachers' perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenue for effective EFL teaching-learning curriculum techniques and syllabus in the Saudi tertiary context. Saudi universities offer credit…

Liton, Hussain Ahmed

2013-01-01

356

Entrenching the English Language in a British Colony: Curriculum Policy and Practice in Trinidad and Tobago  

Science.gov (United States)

This paper recognizes that the teaching of English was an objective in British colonial expansion, and investigates some approaches used in schools to accomplish this end at a time when learners already had a basic grasp of the language. The Colony used in this example is Trinidad and Tobago, and the period immediately prior to closure of over a…

London, Norrel A.

2003-01-01

357

3rd grade English language learners making sense of sound  

Science.gov (United States)

Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade studentsâ discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from studentsâ discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

Suarez, Enrique; Otero, Valerie K.

2013-07-13

358

3rd grade English language learners making sense of sound  

Science.gov (United States)

Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

Suarez, Enrique; Otero, Valerie

2013-01-01

359

International English Language Testing: A Critical Response  

Science.gov (United States)

Uysal's article provides a research agenda for IELTS and lists numerous issues concerning the test's reliability and validity. She asks useful questions, but her analysis ignores the uncertainties inherent in all language test development and the wider social and political context of international high-stakes language testing. In this response, I…

Hall, Graham

2010-01-01

360

The Work of Management Academics: An English Language Perspective  

Science.gov (United States)

|This paper investigates the influence of the English language on the work of management academics. They are seen as knowledge workers in the context of business and management, who have to be able to use the English language in such ways to pursue successfully and competently the main purpose of their work--the generation, dissemination and…

Tietze, Susanne

2008-01-01

 
 
 
 
361

Integrating Online Discussion in an Australian Intensive English Language Course.  

Science.gov (United States)

Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

Sutherland-Smith, Wendy

2002-01-01

362

Application of ICTs in Teaching and Learning English (ELT) in Large Classes  

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Full Text Available Information and communication technologies today have transformed the way humans communicate as well as doing things. In education, ICTs play vital roles in facilitating teaching and learning. They have transformed classroom communication methods and modified instruction strategies. Also, ICTs have made teaching and learning interactive and collaborative instead of the traditional teacher- talking and students listening approach. Large class sizes are common phenomenon almost word-wide. In order to achieve quality education in large classes, teachers have to take extra steps. Teachers of English Language utilize ICTs in teaching almost every aspect of English Language teaching. This study through qualitative approach has described the way multimedia devices are used to facilitate the teaching and learning of English Language in large classes. It has also pointed out the how the internet technologies (email and websites) can be utilized in teaching learning English in Large classes. Therefore, in spite of large class sizes, the teacher can still perform as in small classes with the aid of information and communication technologies.

Emmanuel C. Sharndama; Dr Innocent Agu IJemofwu

2013-01-01

363

English is an Asian Language: Do Our Textbooks Reflect This?  

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Full Text Available Abstract: Because of the economic boom, the extensive use of English, and the vital process of acculturation, English is now used in South East Asia to communicate amongst South East Asians, to express sociocultural meanings. Hence English should not be treated as a foreign language and learners of English should be firmly grounded in their own culture, traditions and values.

Toh Knon Peng

1997-01-01

364

On the Cultivation of Oral English Communicative Competence in Teaching  

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Full Text Available To develop students’ communicative competence is the objective of English teaching. But in the four basic skills, speaking is usually the poorest for English learners in China. After so many years of English learning, Chinese students are often found to hardly communicate with others in English. Obviously there is something wrong with the old traditional methods of oral English teaching. In order to improve Chinese learners’ oral communicative competence, some innovative ways in this paper are suggested for English teachers to create a welcoming English atomosphere and a lot of activities are rendered for teachers to encourage students to practice English both in and after class.

Yaming Jin

2012-01-01

365

Developing Cultural Awareness In Foreign Language Teaching  

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Full Text Available Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rules of language, but are not always able to use the language adequately as it requires since they are not knowledgeable enough about the target culture. Bearing all this in mind, the aim of this article has been to provide necessary information for the foreign language teachers and learners so that they can establish a good connection with the target language and its culture.

Ismail CAKIR

2006-01-01

366

Semantic processing skills of Grade 1 English language learners in two educational contexts  

Scientific Electronic Library Online (English)

Full Text Available Abstract in english This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language (EAL) learners taught by EAL teachers. In the second context EAL and English first language (L1) learners were taught by L1 teachers in integrated classes (more) . The three groups of Grade 1 learners were assessed on the semantic subtests of the Diagnostic Evaluation of Language Variation Criterion, Referenced Edition, which evaluate the psycholinguisticprocessing skills underlying lexical acquisition and organization. Vocabulary learning is central to the development of academic language and literacy. There were statistically significant differences between the three groups on all measures. The EAL learners in the first context had significantly lower scores than the EAL and L1 learners in the second context, and the EAL learners in the second context had significantly lower scores than their L1 peers. Pre-school exposure to English and gender did not have significant effects, except on the subtest assessing fast mapping of novel verbs. The results provide information on what can reasonably be expected from EAL learners in Grade 1, suggest language skills that can be addressed to support the learners, and have implications for language in education practices with EAL learners in different educational contexts.

Jordaan, Heila

2011-01-01

367

SLA Research and Language Teaching.  

Science.gov (United States)

This book discusses how second language acquisition (SLA) research can illuminate language pedagogy, and suggests four main roles for the SLA researcher: developing relevant theories; conducting classroom research; making research accessible to teachers; and facilitating action research. The first chapter outlines a number of different…

Ellis, Rod

368

The "SignOn"-Model for Teaching Written Language to Deaf People  

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Full Text Available This paper shows a method of teaching written language to deaf people using sign language as the language of instruction. Written texts in the target language are combined with sign language videos which provide the users with various modes of translation (words/phrases/sentences). As examples, two EU projects for English for the Deaf are presented which feature English texts and translations into the national sign languages of all the partner countries plus signed grammar explanations and interactive exercises. Both courses are web-based; the programs may be accessed free of charge via the respective homepages (without any download or log-in).

Marlene Hilzensauer; Franz Dotter

2012-01-01

369

The developmental acquisition of English grammar as an additional language.  

UK PubMed Central (United Kingdom)

The results are presented here of an investigation into the development of receptive and expressive English grammar when this is acquired as a second language. A cross-sectional survey using standardised assessments was conducted. 103 children were randomly selected from three local primary schools. These children were aged between 5 and 11 years and were acquiring English sequentially. Data relating to the receptive and expressive grammar of English as a second language was collected from each child. Analysis of this data revealed preliminary developmental patterns that appear to be specific to the sequential acquisition of English grammar. This data confirms the importance of not using data pertaining to the acquisition of first language English for English that is acquired as a second language.

Quinn C

2001-01-01

370

The developmental acquisition of English grammar as an additional language.  

Science.gov (United States)

The results are presented here of an investigation into the development of receptive and expressive English grammar when this is acquired as a second language. A cross-sectional survey using standardised assessments was conducted. 103 children were randomly selected from three local primary schools. These children were aged between 5 and 11 years and were acquiring English sequentially. Data relating to the receptive and expressive grammar of English as a second language was collected from each child. Analysis of this data revealed preliminary developmental patterns that appear to be specific to the sequential acquisition of English grammar. This data confirms the importance of not using data pertaining to the acquisition of first language English for English that is acquired as a second language. PMID:11340802

Quinn, C

2001-01-01

371

Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language La enseñanza del inglés a través de historias: una forma divertida y significativa para que los niños aprendan el idioma  

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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.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 llevo 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.

Nohora Inés Porras González

2010-01-01

372

Current Approaches to the Teaching of Foreign Languages.  

Science.gov (United States)

|Five papers presented at a language conference are compiled in this report. They include: (1) "Le Francais au Pot-Pourri," or "Adapting the 'Open-Classroom' to the Teaching of Foreign Languages," (2) "We Can Teach Anyone to Speak French," (3) "The Use of Puppetry in the Teaching of Foreign Languages," (4) "A New Perspective for Integrated Foreign…

Barrett, Martin T.; And Others

373

A Study on Change in the Attitude of Students towards English Language Learning  

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Full Text Available The purpose of this paper is to find out whether there is any change in the attitude of students towards English Language Learning (ELL) when they come for college education after completing the school education. The transformation in the attitude of students from school to college was examined in terms of marks, interest towards English language, self- motivation to learn the language, participation in the class, understanding the importance of English in securing a job and learner-centred language teaching methods that ensure more freedom to the learners. About 52 first year Mechanical Engineering students from Tamil medium stream took part in this research. To examine their shift in attitude towards ELL, an attitude questionnaire was administered and a semi-structured interview was conducted. The findings of the study indicated that there was a significant shift in their attitude towards ELL at their college level.

C. Vijaya Bhaskar; S. Soundiraraj

2013-01-01

374

Literacy Instruction for English Language Learners A Teacher's Guide to Research-Based Practices  

CERN Multimedia

Literacy Instruction for English Language Learners turns hundreds of ELL studies into dozens of strategies for regular classroom instruction. Nancy Cloud, Fred Genesee, and Else Hamayan have examined the research evidence to determine what works for ELLs. They recommend best practices for teaching English learners to read and write from emergent literacy to primary school and on through middle school and include helpful features that make the research directly accessible to all teachers.

Cloud, Nancy; Hamayan, Else

2009-01-01

375

3rd grade English language learners making sense of sound  

CERN Multimedia

Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English l...

Suarez, Enrique

2012-01-01

376

TEACHING ENGLISH IN SAUDI ARABIA: PROSPECTS AND CHALLENGES  

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Full Text Available This paper will reflect three major issues related to the teaching of English in Saudi Arabia. Firstly, it will discuss the present status of education and ELT in Saudi Arabia, secondly, it will state various challenges of teaching English, and finally, it will attempt some remedies that can be recommended to tackle those challenges.

Mohd. Mahib ur Rahman; Eid Alhaisoni

2013-01-01

377

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools  

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Full Text Available The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold: (1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.

Dalal A. Bahanshal

2013-01-01

378

The Application of Input Hypothesis to the Teaching of Listening and Speaking of College English  

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Full Text Available Krashen’s Input Hypothesis develops from his earlier theory—the Monitor Model, which is one of the major Second Language Acquisition Theories. Based on this Hypothesis, an emphasized comprehensible input means significance to the effect of teaching of listening and speaking of college English as well as to the improvement of the communicative skill of the college students.

Wenquan Wu

2010-01-01

379

Using Technology for Teaching Arabic Language Grammar  

Science.gov (United States)

This study investigates the effect of using technology such as CD-ROM, computers, and internet to teach Arabic language grammar to students at Princess Alia University College at Al-Balqa University. The sample of the study consisted of 122 third year female students; (64) for the experimental group and (58) for the control group. The subjects of…

Arrabtah, Adel; Nusour, Tayseer

2012-01-01

380

Developing a Model of Teaching English to Primary School Students  

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Full Text Available 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 for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English), the use of interesting media, and more active students' participation in the tasks involving various games which successfully elicited students' English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.

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

2004-01-01

 
 
 
 
381

Education of English Language Learners Research to Practice  

CERN Multimedia

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. I

Shatz, Marilyn

2010-01-01

382

Towards Individual Centered Foreign Language Teaching  

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Full Text Available The never ceasing and rapid evolution in foreign language teaching (FLT)methodology and its alliance with new fields of thought and recent significanteducational tenets obligate a new central change. The learner centered teaching modewhich was the compulsory alternative of the teacher centered FLT has made vitalcontributions to the field. Individualization is hardly a new concept now. Nevertheless,in actual teaching the learner centered mode has been to a great extent perceived asclass centered or group centered teaching that does not deliberately concentrate on theindividual learner. The recent educational theories about intelligence profiles of learnersnecessitate a new change of focus. Today, the personal realm of every single learner inthe class should be valued more than ever in order to personalize FLT for moreefficient, individual friendly learning. Individuals’ emotions, personal beliefs, andtalents are important considerations. Every learner should feel that she or he is in thecenter of the foreign language learning tasks performed in and out of the classroom.This instructional dimension which is still being dealt quite inconclusively in terms ofapplication should be entitled as “individual centered foreign language teaching.”

?skender Hakk? Sar?göz

2008-01-01

383

English-Language Learners: Key Issues  

Science.gov (United States)

Since its inception, America's system of public education has faced many challenges. One of its more important challenges has been how to teach children from diverse backgrounds and cultures. As a society that prides itself on a democratic ideology, cultural diversity and schooling are not trivial issues. One of the more significant diversity…

Verdugo, Richard R.; Flores, Brittney

2007-01-01

384

English Language Teacher Expertise: The Elephant in the Room  

Science.gov (United States)

School has become a high-stakes environment for K-12 English language learners (ELLs) who are increasingly taught in mainstream classes where they are expected to meet grade-appropriate standards developed for fluent English speakers and where they must demonstrate achievement through standardized tests in English. The mainstreaming of ELLs, along…

Harper, Candace A.; de Jong, Ester J.

2009-01-01

385

Study on Correlation of Foreign Language Anxiety and English Reading Anxiety  

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Full Text Available This paper firstly gives the definition of anxiety and its classification and then states the sources of foreign language anxiety. Research has made on the correlation between foreign language anxiety and reading anxiety, which shows Chinese students are bothered by reading anxiety coming from their lack of background knowledge and psychological factors such as anxiety, fear, bad reading habit and low interest in foreign language, etc. According to the above discussion, the paper gives the four strategies to help the students overcome reading anxiety, promoting students reading efficiency and we English teacher also can get teaching implication on this issue.

Qian Huang

2012-01-01

386

Whys & therefores a rational look at the English language  

CERN Document Server

Whys & Therefores aids the reader to arrive at generalizations for the shape of the English language: words, grammar, meaning, sound and spelling. The format adopted throughout is that of a light-hearted ongoing Socratic dialogue between a mentor and a pupil. The intended effects of such activity are: awareness of what it means to 'know' a language; reliance upon native-language intuition; discovery of what one didn't know that one already 'knows' about the language; use of ungrammaticality as an investigative tool; healthy questioning of received facts about language from so-called experts; a

Rutherford, William

2011-01-01

387

"Education Is All about Opportunities, Isn't It?": A Biographical Perspective on Learning and Teaching English in Sri Lanka  

Science.gov (United States)

|In this article, David Hayes explores the language learning and teaching experiences of a teacher of English in Sri Lanka. He shows how the acquisition of English enabled the teacher to access the social capital available to speakers of English, which holds a divisive place in postcolonial Sri Lankan society. In his reflections on his career,…

Hayes, David

2010-01-01

388

Empirical Study on Intercultural Communication Teaching for English Majors in Chinese Universities  

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Full Text Available The relationship between intercultural communication competence and foreign language teaching has been attended to worldwide for many years. Its importance has also been well recognized. In China, many universities have run Intercultural Communication as an individual course at both undergraduate and postgraduate levels. This paper presents findings from an empirical research on intercultural communication teaching for undergraduate English majors from six universities in Yunnan province in southwest China. It focuses on students’ perception of present intercultural communication course in terms of purpose of learning, content and effective approaches, expectations for teachers and suggestions for improving the course. Based on data analysis, this paper puts forward some implications on intercultural communication teaching. Teachers should help students to develop appropriate cultural attitudes and improve their intercultural communication competence so as to meet the demand of the globalized world. Meanwhile, collaboration among researches and teachers are advocated to improve teaching of intercultural communication.Key words: Intercultural communication; English majors; Perception; Teaching

Ying HUANG; Ying KOU

2012-01-01

389

A Theoretical Study on English Teaching in Chinese Ethnic Minority Regions  

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Full Text Available From an investigation about the factors influencing the trilingual education in Chinese ethnic minority regions, the author find out that the minority students are incompetent in English learning. Inappropriate teaching strategies, learning materials as well as language policy hinder the development of teaching and learning progress in those areas, which still causes the minority students’ lack of learning motivation. In trilingual education, we believe that teaching should be learner-centered and teachers, students, tasks and context of situation are greatly emphasized. This paper conducts a research on English teaching in trilingual education based on the application of motivation, communicative competence and autonomous learning theories in Chinese minority regions, looking forward to provide some approaches on improving the minority students’ English learning competence.

Huang Jian

2013-01-01

390

AIMS AND OBJECTIVES OF TEACHING ENGLISH IN INDIA  

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Full Text Available This paper throws light on how an English teacher can set about fulfilling their aims. It also point out the ground of the secondary school level. It is concerned with the means to achieving the aims and objectives of teaching English. It discusses how reading, writing, listening and speaking can be made more effective, how the basics should be taught and what a teacher should aim to do in teaching English at secondary school level.

B.W.Somatkar

2012-01-01

391

Jordanian University Communicative Language Teaching Dangling Between Theory and Practice  

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Full Text Available This study investigates whether Jordanian university instructors’ practices match their attitudes in regards to selected communicative language teaching (viz. pair/group work, the teacher’s role, error correction, and use of native language).The research design is essentially qualitative in which observation is the basic instrument. The researcher traced the aforementioned CLT principles in the practices and attitudes of two university instructors teaching English. After the researcher observed the two participants’ classroom practices and took notes of their classroom behaviors for three 60-minute lectures, she conducted a semi-structured interview to reveal their attitudes towards CLT as well as challenges hindering its adoption in their context. The findings indicated a relative disparity between the instructors’ attitudes and their classroom practices despite some instinctive embracement of certain CLT features. The major challenges were embodied in lack of CLT training, huge class sizes, limited exposure vents to English, structure-oriented syllabuses and shortage of time.Key words: Communicative language teaching; Communicative competence; Attitude; Classroom practices

Raghd Yacoub Al Rabadi

2012-01-01

392

A Study of Culture Teaching in College English Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 peo...

Liangguang Huang; Runjiang Xu

393

Teacher knowledge in English language teaching: an analysis of its socio-historical construction in the Western Central Region of Costa Rica / Saber docente en profesores de inglés: un análisis sobre su construcción socio-histórica en la región central occidental de Costa Rica  

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Full Text Available Abstract: This article results from a research project developed in Costa Rica, specifically, in the central western region. Its main objective is of findings that shed light on the socio-historical principles and construction of teacher knowledge of English language teaching. Teacher knowledge is approached as a discursive and everyday life construction whose historical antecedents influence its constitution and perception. Therefore, an analysis of the historical situations that justified the English language teaching in Costa Rica is provided. Also, it is analyzed the way(s) national institutions like the “Ministerio de Educación Pública” as well as the English language teaching major from “Sede de Occidente, Universidad de Costa Rica” have historically assumed and set the principles of teacher knowledge. This study concludes that there have been four main domains regulating the English language teacher knowledge. They are the technical, the institutional, the content and the economic domains.Resumen:Este artículo es el resultado de un proyecto de investigación realizado en la Región de Occidente de Costa Rica. El principal objetivo es presentar los principios socio-históricos que han constituido el saber docente en la enseñanza de la lengua inglesa. Desde el punto de vista teórico, se aborda (como propuesta) el saber docente como una construcción discursiva y cotidiana donde sus antecedentes históricos determinan su configuración e interpretación. Consecuentemente, se desarrolla un análisis discursivo de las condiciones históricas que justificaron la enseñanza del inglés en Costa Rica así como la forma en que el Ministerio de Educación Pública y la carrera del bachillerato en la enseñanza del inglés –Universidad de Costa Rica, Sede de Occidente- han percibido y desarrollado el tema del saber docente. Finalmente, se concluye que, en Costa Rica, el saber docente en la enseñanza del inglés esta principalmente construida bajo cuatro aspectos aquí denominados como: dominio técnico, dominio institucional, dominio de contenido y el dominio económico.

Araya Araya, Karla; Córdoba González, Gustavo

2008-01-01

394

On the Embodiment of Economy Principle in the English Language  

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Full Text Available Economy principle is also called that of the least effort, which is pursued by human being in various activities due to the innate indolence. It aims at the maximum effect with the least input. It displays itself in each language in different ways. It is reflected in both static and dynamic respects of languages. This paper mainly focuses on the embodiment of economy principle in the English language from four aspects: phonetics/phonology, lexis, syntax and semantics.

Guiying Zhou

2012-01-01

395

Teaching medicine to non-English speaking background learners in a foreign country.  

UK PubMed Central (United Kingdom)

Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author's experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, and academic backgrounds of the learners, emphasizing pace and clarity of speech, presenting a conceptual framework instead of detailed discourse on subjects, and regular visual reinforcement of spoken words. The limitations introduced by the language barrier and the use of interpreters are briefly discussed. As society and institutions of higher learning become more global and multicultural, clinician-educators may benefit from teaching in other countries in order to enhance their teaching skills with NESB learners, both abroad and in their own institutions.

Dhaliwal G

2009-06-01

396

THE INITIAL TEACHING ALPHABET AND THE WORLD OF ENGLISH. (PROCEEDINGS OF THE SECOND ANNUAL INTERNATIONAL CONFERENCE ON THE INITIAL TEACHING ALPHABET, AUGUST 18-20, 1965).  

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|COMPLETE TRANSCRIPTIONS OF 60 PAPERS CONCERNED WITH THE INITIAL TEACHING ALPHABET (ITA) ARE PRESENTED IN THIS REPORT, THE INITIAL SECTION OF WHICH IS DEVOTED TO A DESCRIPTION OF ITA AND A SURVEY OF ITS GENESIS AND DEVELOPMENT. SUBSEQUENT SECTIONS DEAL WITH THE ROLE OF ITA IN (1) THE DEVELOPMENT OF ENGLISH AS A UNIVERSAL LANGUAGE AND THE TEACHING

MAZURKIEWICZ, ALBERT J.

397

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education  

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People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

2013-01-01

398

Characteristics of the Language of Women in English  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study researches the characteristics of the language of women in English in terms of sociolinguistics. It embraces phonology, specialized vocabulary, communication, grammar. In phonology, features of the language of women are mainly present in pronunciation, tone, pitch. Vocabulary of women is ...

Qiuling Bi

399

ENGLISH LOANWORDS IN THE ROMANIAN LANGUAGE OF DRUGS  

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Full Text Available The extensive use of drugs in the present-day society led to a specific type of language used by drug producers, dealers and users, having mainly a cryptic and an euphemistic character. The extreme development of the drugs slang in English determined a considerable influence over other languages through direct borrowings or other diverse adaptations.

Ileana Silvia CIORNEI

2010-01-01

400

"Great Expectations:" The Motivational Profile of Hungarian English Language Students  

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In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dornyei and Otto's process model of motivation ("Motivation in Action," 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire…

Kormos, Judit; Csizer, Kata; Menyhart, Adrienn; Torok, Dora

2008-01-01

 
 
 
 
401

Notes on Teaching English Pronunciation to EFL Learners: A Case of Iranian High School Students  

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Full Text Available Some believe that a learner must acquire the ability to produce and recognize all speech sounds used by the speaker of the target language while others think that if the goal is communication it is not necessary to teach all phonemic aspects. In fact in teaching (especially the phonology of) a language, the learners' objectives are to be taken into account. If their goal in the long run is either to teach the language or to use it in radio news broadcasts, they should learn pronunciation accurately, correctly, and authentically; otherwise, when communication is possible, there is no obligation to strive for perfect pronunciation. One way to achieve this purpose is by sensitizing students to the conversational tactics they use naturally when talking in their native tongue: turn-taking, supporting, challenging, questioning, expanding on statements, and so on; they do not tend to use these when interacting in English (Counihan, 1998).

A. Majid Hayati

2010-01-01

402

CONTACT PERSON BASED FOREIGN LANGUAGE TEACHING  

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Full Text Available Communication is defined as the exchange of information between two or more people. Human, as being social existence meet their need of communication by using linguistic or non-linguistic symbols. The realization of communication requires both, sender and receiver as well as the use of symbols with same meanings. Traditional foreign language teaching the teacher generally applies and tries to explain a means communication unfamiliar to the student. In this case, the communication neither has a real receiver nor does there a vivid communication example exist that the students could imitate.In classes where the Communication Assistant Based Foreign Language Teaching Approach is applied there is a teacher and an assistant who are familiar with the target language and culture as well as the mother tongue and culture of students. For an application of this approach two beginner classes were determined; of which one became the experimental and the other the control group. A student born and raised in a country where the target language is spoken is assigned as a communication assistant. At the end of this application it was determined that this approach had a positive influence on the learner in that the students’ achievement and their participation and besides it had provided a stress free teaching atmosphere.

Yusuf ?AH?N

2011-01-01

403

English Language Learning Strategy Use by Chinese Senior High School Students  

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Full Text Available Language learning strategies are important factors that affect students’ learning. In China, senior high school is an important stage in a person’s education. This study examines the English language learning strategy use by Chinese senior high school students by means of the Strategy Inventory for Language Learning. The findings reveal that Chinese senior high school students use compensation strategies most frequently; that significant differences exist between male students and female students with female students using strategies more frequently than males; and that differences also exist in the strategy use among the three grades. The reasons for these differences in strategy use by Chinese senior high school students are discussed and implications for the future language learning strategy training and English teaching are put forward.

Yaping Zhou

2010-01-01

404

Pedagogical Practices of English Language Lessons in Malaysian Primary Schools: A Discourse Analysis  

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Full Text Available Discourse analysis as a sub-discipline of linguistics is useful in understanding the teaching and learning process and practices of a language. In line with that, this article applies discourse analysis framework in discussing the classroom pedagogical discourse practices of English language lessons at primary school level in Malaysia. The discussion is based on three case studies conducted in the state of Melaka. The pedagogical discourse in the classrooms was observed, audio recorded and later transcribed and analysed. The pedagogical discourse analysed focuses on the teachers’ and students’ practices. Among the teachers’ practices identified were questioning, accepting and explaining where as the students’ practices were answering and listening. These pedagogical practices are discussed in relation to their types, place of occurrences in the discourse and their related examples. The discussion hopes to give details on how linguistics, especially discourse analysis, benefits in language pedagogy and at the same time, enlightens the practices of English language lessons in the classrooms.

Rosniah Mustaffa; Idris Aman; Teo Kok Seong; Noorizah Mohd Noor

2011-01-01

405

An Application of a Questionnaire of Social and Cultural Capital to English Language Learning  

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Full Text Available The aim of this study was to find out the relationship between EFL students’ social as well as cultural capital and their foreign language achievement, using Bourdieu’s theories in the sociology of education as frames of reference. To this end, the Social and Cultural Capital Questionnaire (SCCQ) was administered to 128 EFL learners majoring in English language. The Multiple Linear Regression Analysis was performed to analyze the data. Social and cultural capital data were matched with university students’ academic records in language proficiency courses. Results indicated that cultural competence was the best predictor of the listening skill, whereas speaking, reading, writing, grammar, and the total GPA were mostly predicted by students’ diploma GPA and literacy, the two factors which are related to cultural capital. Finally, statistical results were discussed, and implications were provided in the context of English language teaching.

Reza Pishghadam; Mohsen Noghani; Reza Zabihi

2011-01-01

406

Integration of Language Learning Theories and Aids Used for Language Teaching and Learning: A Psycholinguistic Perspective  

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Full Text Available The maximum use of both human senses and aids for language teaching and learning is more effective than the minimum use of them. This statement has been introduced argumentatively from a psycholinguistic perspective. For achieving this purpose, however, the researcher has introduced first the types of aids which can be used for language teaching, then the theories of language learning and lastly the integration of both aids and language learning theories towards more effective teaching and learning of languages.

Ahmed Mohammed Alduais

2012-01-01

407

THE THEORY AND PRACTICE OF COMMUNICATIVE LANGUAGE TEACHING IN JAPAN  

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Full Text Available Richards and Rogers (2001) describe Communicative Language Teaching (CLT) as causing a major paradigm shift within language teaching in the twentieth century and that such ramifications continue to exert an influence on the contemporary English language classroom. Whether regarded as revolutionary or evolutionary, it can surely be argued that CLT’s influence is far reaching and influential. Most classes,books andideologies claim to be communicative in some way. Nevertheless success in adopting a method created by English native speakers is less clear when attempting to utilize the approach in a country such as Japan where the culture of learning differs from themethods the approach advocates. In an analysis of how CLT has been adopted in Japanese secondary schools a host of socio-cultural and educational factors, such as the cultural appropriateness of the approach, the prevalence of grammar based University entrance exams and teacher perceptions are given for the apparent difficulties thatprevent the successful implementation of the approach. The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has strived to improve the communicative ability of secondary school students through various educational reform measures and teacher training which according to the teachers it is aimed at has caused confusion in how the approach can be, if at all, implemented within their teaching context. Mandating such educational reforms from the top isn’t always the easiest or most effective approach and judging from the analysis here a more grassroots bottom up approach may be more beneficial starting from how the teachers and students respond to it and how it can be adapted to fit the Japanese English as a Foreign Language (EFL) environment.

Barry Kavanagh

2012-01-01

408

TEACHING OF THE LANGUAGE FOR SPECIFIC PURPOSES FOR AGRICULTURAL ENGINEERS  

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Full Text Available We deal in this paper with teaching foreign languages for specific purposes LSP the future agricultural graduates, which plays a major role at the Slovak Agricultural University in Nitra as part of its language education system. Besides specialized terms and definitions, it also covers mastering the specific functional style of a given foreign language. Graduates from this university have shown their competence in various agricultural fields of study, as well as foreign language use in professional placement abroad. To be good at one s specialization means to follow the latest news and the newest forms of research constantly, to read professional magazines proficiently, to be able to write scientific papers and present them in public, and to be ready to lead international teams in various agricultural projects. Our paper deals with the research we have provided at the Department of Languages. The goal of research was the four year monitoring of the group of 156 students of the Slovak Agricultural University in Nitra who were supposed, within their language UNIcert, level III C1 exam, to write their projects on varied specific topics of their own choices, to prepare and perform their presentations in the English or German languages, as well as evaluation of their results. The mentioned research was carried out in the years 2007 2010. The students were, through this exam, verified their complex skills in creating their own texts as well as their ability to present them in public.

Lubomira Moravcova; Ludmila Madarova

2013-01-01

409

Language through literature through language: An action research report on the English 100 course at the University of North West  

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Full Text Available In this article the writer surveys attitudes to the integration of language and literature in ESL/EFL teaching, noting the reservations that have been expressed about it in the past, and which still continue to linger in some quarters. Against this background he then describes the development and implementation of an integrated English syllabus at the University of North West, focusing on his current action research in teaching the first year modules. Using examples from the material he has developed for these modules, he demonstrates how the principles of language/literature integration, as articulated by writers in the field, can be translated into practice in a number of ways. Since this is an on-going project the writer presents his findings as a report on work in progress. The article does, however, conclude with a brief summary of the positive responses received from lecturers and students in response to questionnaires and surveys conducted in 2000 and 2001. A linguist deaf to the poetic function of language and a literary scholar indifferent to linguistic problems and unconversant with linguistic methods, are equally flagrant anachronisms. Roman Jakobson (in Simpson, 1997:ii) I imagined how it would be like to study literature alone. This would be tough especially if English is not your first language. Just tough. (From the journal of an English 100 student, University of North West)

I. Butler

2002-01-01

410

Using Conversation Analysis in the Second Language Classroom to Teach Interactional Competence  

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|This article focuses on the use of conversation analysis (CA) to help teaching interactional competence in English to adult second language learners from lower to intermediate levels. To set the context, this article gives a brief overview on the use of CA in second language research as well as considering the construct of interactional…

Barraja-Rohan, Anne-Marie

2011-01-01

411

Language differences between monolingual English and bilingual English-Spanish young children with autism spectrum disorders.  

UK PubMed Central (United Kingdom)

Bilingualism is common worldwide and increasingly prevalent, but there is little information about bilingual children with autism spectrum disorder. The goal of the study was to compare expressive and receptive language skills in monolingual English and bilingual English-Spanish children with autism spectrum disorder. A review of the multidisciplinary evaluations done in toddlers who were diagnosed with autism spectrum disorder at a university-affiliated center between 2003 and 2010 was performed. Data included demographics, developmental testing, autistic characteristics, and expressive and receptive language skills, obtained from formal speech and language evaluation. A total of 80 toddlers were identified, 40 classified as bilingual English-Spanish. Compared with monolinguals, bilingual children were more likely to vocalize and utilize gestures, with no other differences in language skills. There were no differences in cognitive functioning and autistic features between the groups. In this study, bilingualism did not negatively affect language development in young children with autism spectrum disorder.

Valicenti-McDermott M; Tarshis N; Schouls M; Galdston M; Hottinger K; Seijo R; Shulman L; Shinnar S

2013-07-01

412

Language differences between monolingual English and bilingual English-Spanish young children with autism spectrum disorders.  

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Bilingualism is common worldwide and increasingly prevalent, but there is little information about bilingual children with autism spectrum disorder. The goal of the study was to compare expressive and receptive language skills in monolingual English and bilingual English-Spanish children with autism spectrum disorder. A review of the multidisciplinary evaluations done in toddlers who were diagnosed with autism spectrum disorder at a university-affiliated center between 2003 and 2010 was performed. Data included demographics, developmental testing, autistic characteristics, and expressive and receptive language skills, obtained from formal speech and language evaluation. A total of 80 toddlers were identified, 40 classified as bilingual English-Spanish. Compared with monolinguals, bilingual children were more likely to vocalize and utilize gestures, with no other differences in language skills. There were no differences in cognitive functioning and autistic features between the groups. In this study, bilingualism did not negatively affect language development in young children with autism spectrum disorder. PMID:22859698

Valicenti-McDermott, Maria; Tarshis, Nancy; Schouls, Melissa; Galdston, Molly; Hottinger, Kathryn; Seijo, Rosa; Shulman, Lisa; Shinnar, Shlomo

2012-08-01

413

Devising a Language Certificate for Primary School Teachers of English  

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This paper sets out to examine how the Common European Framework of Reference can be employed as a useful tool for the purpose of devising a language certificate meant to assess the competence needed for effective teaching at the primary school level. To this end, the B1 level descriptors of th...

Bondi Marina; Poppi Franca

414

Teaching English Using ICT A practical guide for secondary school teachers  

CERN Multimedia

Want to get boys excited about poetry? Try establishing a wiki-war on the use of form and structure. Or perhaps a podcast to develop close analysis of language. How about getting them blogging about their favourite characters?. Based on established principles of the best ways to use ICT in English, this practical resource looks at when and how ICT can be used to engage and inspire students of English, but only when it enhances teaching and learning, never for its own sake. Beginning with an overview of what ICT can offer and how it is changing the way we teach and learn, the authors then give

Rank, Tom; Warren, Chris

2011-01-01

415

Pre-service teachers' experiences teaching secondary mathematics in English-medium schools in Tanzania  

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In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas.

Kasmer, Lisa

2013-09-01

416

An investigation of mathematics and science instruction in English and Spanish for English language learners  

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The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics