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Vocabulary Teaching in English Language Teaching  

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

Runjiang Xu; Qi Pan

2011-01-01

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Vocabulary Teaching in English Language Teaching  

Directory of Open Access Journals (Sweden)

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

Qi Pan

2011-11-01

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ENGLISH LANGUAGE TEACHING THROUGH LITERATURE  

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Full Text Available English education in India has largely depended on the teaching of literature. It is only in the recent years that there has been a shift of emphasis from teaching literature to language. The relationship between literature and English language teaching has been rather a difficult marriage throughout all these years. In many situations while English language teaching adopted a structural approach, literature was taught as a separate subject. Nevertheless, current approaches have endeavored to reexamine the value of literature and have begun to uphold its worth again. These approaches assert the value of literature teaching from several aspects, primarily, literature as an agent for language development and improvement. Literature is a verbal art that leads readers to appreciate the beauty of language. Literature is used in English Language teaching to broaden students' horizons by giving them a knowledge of the classics of literature, to improve students' general cultural awareness, to stimulate students' creative and literary imagination and to develop their appreciation of literature. Literary texts offer a rich source of linguistic input and can help learners to practice the four language skills – listening, speaking, reading and writing – in addition to exemplifying grammatical structures and presenting new vocabulary. The Literary texts provide opportunities for multi-social classroom experiences and can appeal to learners with different learning styles. Literature is beginning to be viewed as an appropriate vehicle for language learning and d

K. UJJWALA

2013-05-01

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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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LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING  

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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

2010-08-01

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ENGLISH LANGUAGE TEACHING METHODS –AN OVER VIEW  

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

Dr. T. Karunakaran

2013-07-01

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Jazz Chants in English Language Teaching  

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

Jin Zhang

2011-01-01

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Jazz Chants in English Language Teaching  

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

Jin Zhang

2011-05-01

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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

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Identity, literacy, and English language teaching  

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Full Text Available In the field of English language teaching, there has been increasing interest in the way literacy development is influenced by institutional and community practices, and the way power is implicated in language learners’ engagement with text. In this paper, I trace the trajectory of my research on identity, literacy, and English language teaching, informed by theories of investment and imagined communities. Data from English language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners, and participate more actively in literacy practices. The research challenges English teachers to consider what pedagogical practices are both appropriate and desirable in the teaching of literacy, and what practices will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teacher and student identity.

Bonny Norton

2013-07-01

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TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE  

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

BADEA ELENA CODRUTA

2012-05-01

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COGNITIVE LINGUISTICS AND ENGLISH LANGUAGE TEACHING AT ENGLISH DEPARTMENTS  

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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...

Vladan Pavlovi?

2010-01-01

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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

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Role-play in English Language Teaching  

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Full Text Available Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun!

Feng Liu

2009-09-01

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Spirituality and English language teaching---a Christian exploration  

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In recent years there have been discussions on Christian faith and its effects on English language teaching. Topics in these discussions have ranged from how Christian faith will effect English language teaching on the social level, the institutional level, and the individual level (Smith, 2007) to English teaching as a Christian mission (Snow, 2003). In this dissertation, the researcher will focus on how the Christian faith of influences individual North American English language teaching sc...

Hong, Mingyan

2007-01-01

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Essay: Programs for Teaching English Language Learners  

Science.gov (United States)

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

Donna Christian, Center F.; Fred Genesee, Mcgill U.

2008-01-01

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A Research on Second Language Acquisition and College English Teaching  

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Full Text Available It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition research and language teaching, the relevant acquisition theories are of great importance for college English teaching, during which teachers are expected to base their teaching on second language acquisition theories to study the rules of college English teaching, to reform the current teaching patterns and methods and to improve teaching quality. This is a significant project to study carefully for college English teachers as well as second language acquisition researchers.

Changyu Li

2009-11-01

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TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM  

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

Rodriques, Marku Monis And M. V.

2012-01-01

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Teaching Mathematics and English to English Language Learners Simultaneously  

Science.gov (United States)

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

Slavit, David; Ernst-Slavit, Gisela

2007-11-01

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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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Teaching English as a Foreign Language in China.  

Science.gov (United States)

Reviews the political, economic, and educational situations in China to explain why the teaching of English as a foreign language (EFL) has revived and to forecast the development of EFL over the next two decades. Topics explored include language needs of students of science and technology, teaching methodologies, and teacher training. (CB)

Cheng, He-ping

1988-01-01

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Role of New Emerging Technology in English Language Teaching  

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

Dr. Madhvi Rathore

2013-10-01

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

Science.gov (United States)

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

Allison, Barbara N.; Rehm, Marsha L.

2011-01-01

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Workpapers: Teaching English as a Second Language, Volume V.  

Science.gov (United States)

This is the fifth volume of work papers on the teaching of English as a second language. The topics are varied and cover a large area of related subjects. The titles in this volume include: "The Interaction of Dialect and Style in Urban American English,""Trends in English Abroad,""Some Thoughts on Bilingual Education for Mexican American Children…

California Univ., Los Angeles.

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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

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ENGLISH LANGUAGE TEACHING WITH AN ELECTRONIC CONCEPT MAPPING  

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Full Text Available Educational technologies have contributed greatly to the improvement of the process of education. Besides contributing to education directly, the development in new technologies made it almost compulsory to bring new approaches in teaching methods. Among these contributions can be mentioned the application of Internet Technologies in teaching. There is an ever-increasing positive impact on learning of combining technological materials with teaching methods, or using them as teaching materials. Electronic concept mapping can be considered as a teaching method to raise motivation and meaningfulness with its features being contextual, visual, multi-dimensional and interactive. Concept maps are of significant structure in language teaching because of their cognitive complexity, coherence and taxonomic organization. As concepts are contextual in English, this will create an appropriate atmosphere for it to be learnt together with its phonetic and linguistic structure. In this study a model of e-concept maps has been used as an alternative teaching method.

Erdogan Tezc

2007-06-01

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DIDACTIC MONITORING IN THE PROCESS OF TEACHING THE ENGLISH LANGUAGE  

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Full Text Available The article is the reflection of the practical experience. Some questions about the student training in the process of teaching English, the forms of control that are useful for teaching the linguistic subjects, didactic monitoring that is oriented to the process of studying languages are considered in the article. The main aim of the author is to create the model of didactic monitoring and check the efficiency of monitoring in the process of teaching and studying English. The author offers a model of didactic monitoring. In the frame of the model she carries out the complex methods of control of the all kinds of the students’ language activities, the author also offers a complex method of collection, analysis and processing information in the sphere of teaching English with the aim to correct the process of teaching.Purpose is to create the model of didactic monitoring and check the efficiency of monitoring in the process of teaching and studying English.Methodology: studying and analysis of the pedagogical, psychological, philosophical, methodical literature; analysis of the teaching programs and plans; pedagogical analysis of English tasks and tests; questioning of teachers and students; pilot control of the model of didactic monitoring.Results. The results of the work were used to develop a mechanism for introduction of didactic monitoring as a source of complex control in the process of teaching English.Practical implications are the process of teaching foreign languages at educational establishments of different kinds.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-16

Larisa Vladimirovna Kaznachevskaya

2013-10-01

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Teaching English as a foreign language for dummies  

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

Maxom, Michelle

2009-01-01

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THE USE OF MULTI – MEDIA IN ENGLISH LANGUAGE TEACHING  

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

ARVIND VASANTRAO DESHMUKH

2012-01-01

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THE USE OF MULTI – MEDIA IN ENGLISH LANGUAGE TEACHING  

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

ARVIND VASANTRAO DESHMUKH

2012-11-01

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English Language Teaching Curriculum in Iran: Planning and Practice  

Science.gov (United States)

The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment;…

Atai, Mahmood Reza; Mazlum, Farhad

2013-01-01

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Incorporating English Language Teaching Through Science for K-2 Teachers  

Science.gov (United States)

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

Shanahan, Therese; Shea, Lauren M.

2012-06-01

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

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

Önem, Evrim; Ergenç, Iclal

2013-01-01

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Amharic and English: An Introduction to the Principles of Language Teaching and Language Learning.  

Science.gov (United States)

These materials are part of a one-week experimental program to bring together the language and the TESL components of the Peace Corps Training Program for Ethiopia. The program is based on the relationship between language teaching and language learning, that is, between the methods classes in the teaching of English as a second language, and the…

Slager, William R.; And Others

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Considering Emotions in Critical English Language Teaching Theories and Praxis  

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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

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Factors Affecting English Language Teaching and Learning in Higher Education  

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

Hong Thi Nguyen

2014-07-01

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Teaching English as an International Language and its Reflections in Turkey  

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Full Text Available In the field of English language teaching interest is growing in issues related to teaching English as an international language due to the rapidly changing status of English worldwide. This article identifies key theoretical issues, such as the spread of English, ownership of English, linguistic variation and intelligibility, and also discusses which variety of English to teach and the appropriateness of communicative language teaching methodology for teaching English as an international language. The main aim is to identify and discuss the issues related to teaching English as an international language in general, as well as highlighting the applications of these issues in the Turkish context

Yesim Bektas-Cetinkaya

2012-08-01

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English Teaching in the Independent School, I: Language  

Science.gov (United States)

Defines the content of English teaching and points out that unless English teachers have a clear picture of what they should be doing, they can hardly judge the success or failure of what they are doing. (Author/RK)

Barbieri, Richard

1976-01-01

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

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

John Airey

2011-10-01

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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

2006-10-01

 
 
 
 
41

Teaching English as a Second Language in China  

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Full Text Available
As an English teacher in China, I’ve illustrated here some experiences and teaching methods in my teaching practice. This paper intends to help English teachers in China know some special characteristics of Chinese students, such as their purposes of learning, their learning habits and methods, so that teaching English may be more effective and fruitful.
Key words: teaching English, methods, characteristics of Chinese students
Résumé: En tant qu’enseignant d’anglais en Chine, j’ai illustré ici des expériences et méthodes d’enseignement dans ma pratique d’enseignement. L’article présent tente d’aider les enseignants d’anglais de Chine à mieux connaître les caractéristiques spécifiques des étudiants chinois, telles que leurs objectif, habitudes et méthodes d’apprendre, de sorte que l’enseignement de l’anglais puisse être plus efficace et fructueux.
Mots-Clés: enseignement de l’anglais, méthodes, caractéristiques des étudiants chinois

Su-zhen WANG

2007-06-01

42

Teaching English as a Foreign Language through Literature  

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Full Text Available This paper presents evidence that literature for children can be effectively used to acquire English as a foreign language in students of all ages. Students benefit from being challenged with language input that is slightly beyond their independent level of comprehension. This comprehensible input can be provided by listening to the reading or the telling of a story. Suggestions for practical applications of language acquisition and learning principles are included in five categories of activities using English language literature—story selection, listening, shared reading, independent reading, and drama.

Mei-Ling Chen

2014-02-01

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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

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Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?  

Science.gov (United States)

This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

Lyttle, LeighAnne

2011-01-01

45

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

2012-10-01

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Research on English Language Teaching Practice in Open Distance Learning  

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

Yingling Gu

2011-03-01

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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

48

Vocabulary: The Key to Teaching English Language Learners to Read  

Science.gov (United States)

The greatest challenge inhibiting the ability of English-language learners (ELLs) to read at the appropriate grade level is perhaps a lack of sufficient vocabulary development. While extensive reading is beneficial, these students must acquire the necessary vocabulary in order to read extensively. Both vocabulary breadth and vocabulary depth are…

Wallace, Christopher

2008-01-01

49

Complete English as a Foreign Language Teach Yourself  

CERN Document Server

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

Stevens, Sandra

2010-01-01

50

Foreign Language Teaching Reform and Improvement of College English Teaching Quality  

Directory of Open Access Journals (Sweden)

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

Yinghao Jin

2009-02-01

51

English Language Teaching in Egypt. At the Crossroads of Global Communication.  

Science.gov (United States)

Discusses English language teaching in Egypt, where students are required to study English beginning in the fourth grade. Describes the educational requirements of Egyptians pursuing careers as English teachers, inservice training opportunities, overseas training programs, and future directions of English teaching in Egypt.(Author/VWL)

Monem, Doaa Abdul; El-Sokkary, Wael; Haddaway, Carol; Bickel, Beverly

2001-01-01

52

Science Sampler: Using sheltered instruction to teach English Language Learners  

Science.gov (United States)

Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).

Verma, Geeta; Pepper, Jerald B.; Martin-Hansen, Lisa

2008-11-01

53

Teaching English to Speakers of Other Languages A Teacher Education Handbook  

CERN Document Server

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

Paton, Anne

2009-01-01

54

A Model for Team Teaching Using American Sign Language and English.  

Science.gov (United States)

A bilingual education program for deaf children (ages 13-16) in American Sign Language (ASL) and English is described. Using a team-teaching approach, a deaf teacher taught social studies using ASL while a hearing teacher taught language arts using Signed English and speech. Follow-up activities are summarized and a teaching unit outlined. (VW)

Stewart, David A.; Hollifield, Aileen

1988-01-01

55

The Effect of Teaching English Phonotactics on the Lexical Segmentation of English as a Foreign Language  

Science.gov (United States)

This paper reports on an intervention study which investigated the effect of teaching English phonotactics upon Arabic speakers' lexical segmentation of running speech in English. The study involved a native English-speaking group (N = 12), a non-native control group (N = 20); and a non-native experimental group (N = 20). Each group was pre-tested…

Al-jasser, Faisal

2008-01-01

56

Teaching English as an Additional Language 5-11: A Whole School Resource File  

Science.gov (United States)

There are increasing numbers of children with little or no English entering English speaking mainstream lessons. This often leaves them with unique frustrations due to limited English language proficiency and disorientation. Teachers often feel unable to cater sufficiently for these new arrivals. "Teaching English as an Additional Language Ages…

Scott, Caroline

2011-01-01

57

English as a Foreign Language Instructors’ Induction: Early Practices of Language Teachers Teaching at Tertiary Level  

Directory of Open Access Journals (Sweden)

Full Text Available This study aimed to investigate the nature of the induction process of English as a foreign language (EFL teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a having 1 to 3 years of teaching experience, and (b teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized under themes in a qualitative research tradition. Subsequently the findings were interpreted. The findings were organized around research questions and there appeared four main themes: (1 nature of induction process; (2 common concerns of novice teachers; (3 possible adaptation challenges; and (4 practices to overcome difficulties. The results revealed that pre-service education, especially of the graduates of non-Education Faculties, did not adequately respond to the needs of the novice teachers in induction period. Considering this insufficient preparation and unsatisfactory pedagogical formation processes, an effective teacher education program as well as a contributing teacher induction program was claimed to be adopted by higher education institutions.

Mustafa Öztürk

2012-04-01

58

Bibliographies on Language Learning and Teaching, with Special Reference to English as a Foreign Language. Specialised Bibliography B6.  

Science.gov (United States)

This bibliography cites bibliographies of works dealing with language learning and teaching, and with English as a foreign or second language. Entries include both American and European publications, most published since 1970. (CLK)

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

59

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

Directory of Open Access Journals (Sweden)

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

2012-05-01

60

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

Directory of Open Access Journals (Sweden)

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

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

2014-03-01

 
 
 
 
61

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

62

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

Directory of Open Access Journals (Sweden)

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

Bei Zhang

2013-07-01

63

CRITICAL THINKING SKILLS AND MEANING IN ENGLISH LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

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

2011-07-01

64

Differences of English and Chinese as Written Languages and Strategies in English Writing Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The size of both the United States and China guarantees that many people will communicate in English and Chinese. But those two common languages do not guarantee perfect communication in writing practice for several reasons. This paper explores the factors resulting in non-understandable communication of English and Chinese as written language, and some strategies applied by English teachers when training students’ English writing.

Ying Wang

2013-04-01

65

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

Directory of Open Access Journals (Sweden)

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

George Androulakis

2011-02-01

66

Moodling English Language Education  

Science.gov (United States)

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

Coskun, Abdullah; Arslan, Abdullah

2014-01-01

67

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

Science.gov (United States)

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

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

2014-01-01

68

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

Directory of Open Access Journals (Sweden)

Full Text Available Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency-based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. The institution which offers English language as part of their curriculum must answer the demand for an English language competent graduate by preparing the best way to teach the language. This article examines the steps to develop a competency-based English language teaching where student's attitude and achievement comprise the important segments of evaluation. It focuses on the challenges, which will probably be faced by the teachers in implementing this competency-based teaching at the university level.

Angelika Riyandari

2004-01-01

69

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

Science.gov (United States)

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

Aly, Mahsoub Abdul-Sadeq

2008-01-01

70

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

CERN Document Server

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

Giovanelli, Marcello

2014-01-01

71

Sino-English Culture Difference and Teaching in Foreign Language Education  

Directory of Open Access Journals (Sweden)

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

Shuying An

2011-07-01

72

The Third Way: A Call for Breaking the Dependency on the Mainstream English Language Teaching  

Science.gov (United States)

The worldwide spread of English, especially through the tenets and assumptions of the mainstream English language teaching (ELT) has had ideological, socio-cultural and political implications in the field of education. Reviewing these tenets and assumptions, this paper attempts to reveal this growing industry through publicizing the spread of…

Davari, Hossein; Aghagolzadeh, Ferdows; Golfam, Arsalan; Kambuziya, Aliyeh Kord Zafaranlu

2014-01-01

73

Internet-Assisted Technologies for English Language Teaching in Turkish Universities  

Science.gov (United States)

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

Celik, Serkan

2013-01-01

74

Language by Demand: A Case for Vocational English in Second Language Teaching.  

Science.gov (United States)

Vocational English Second Language (VESL) programs have traditionally given immigrant, migrant, and refugee language learners access to employment. VESL programs provide not only the language input needed for learning specific job tasks but also address the sociocultural skills of language needed to negotiate in today's workplace. The demand for…

Tito, Maureen

75

English as an Additional Language, Policy and the Teaching and Learning of English in England  

Science.gov (United States)

This paper is focused on the ways in which social policy and social concerns have impacted upon and shaped provision for students who consider English as an additional language (EAL). It provides an overview of practice and provision in relation to EAL learners in the context of state-funded education in England over the last 60 years in order to…

Costley, Tracey

2014-01-01

76

Teach English, Teach about the Environment: A Resource for Teachers of Adult English for Speakers of Other Languages (ESOL)  

Science.gov (United States)

This paper was developed to help teachers teach English to adult students while introducing basic concepts about the environment and individual environmental responsibility. These concepts can help the newly-arrived be part of cleaner and healthier communities by understanding and practicing the "3Rs" of solid waste management: reduce, reuse, and…

US Environmental Protection Agency, 2007

2007-01-01

77

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.

78

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

Directory of Open Access Journals (Sweden)

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

Bassma Basheer Nomass

2013-01-01

79

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

80

Successful Strategies for Teaching Reading to Middle Grades English Language Learners  

Science.gov (United States)

The author reviews exemplary strategies for teaching reading to middle grades English language learners (ELLs) derived from 21 peer-reviewed journal articles and professional books. The author presents an in-depth look at three successful categories of reading strategies: interactive read-alouds to model fluent reading and engage learners, the…

Bolos, Nicole

2012-01-01

 
 
 
 
81

Exploring the Process of Integrating the Internet into English Language Teaching  

Science.gov (United States)

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in…

Abdallah, Mahmoud Mohammad Sayed

2007-01-01

82

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

83

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

Science.gov (United States)

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

Ping, Wang

2010-01-01

84

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

85

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

86

Using humour in teaching English as a foreign language at more advanced levels  

Directory of Open Access Journals (Sweden)

Full Text Available The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students’ level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students’ proficiency level. Moreover, using humour both as a tool and as a resource affected students’ motivation and willingness to study.

Prodanovi?-Stanki? Diana

2011-01-01

87

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

88

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

Directory of Open Access Journals (Sweden)

Full Text Available

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

 

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

Mansfield Gillian

2012-04-01

89

Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Drawing upon the literature on the history of the language teaching methods focusing on the use of L1 in L2 teaching and the debate surrounding the role of L1 in the L2 classroom in general and in the English classroom in particular, this article presents at its core a study that investigated the attitudes of Vietnamese university teachers toward the use of Vietnamese in English Language Teaching (ELT in the context of Vietnam. A total of 12 teachers from three universities in Ho Chi Minh City, Vietnam participated in the study. The data was collected via questionnaire and semi-structured interview. The findings support the judicious use of Vietnamese in some situations in ELT. The results also highlight that the use of Vietnamese is not the same in all ELT classrooms. Instead, it should be adapted to suit the context of a specific classroom.

Kim Anh Hang Kieu

2010-05-01

90

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

CERN Document Server

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

91

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

Directory of Open Access Journals (Sweden)

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

Zaenab S. Abdul Majeed

2012-05-01

92

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

Directory of Open Access Journals (Sweden)

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

Shibani Banerjee

2014-03-01

93

English language teaching program of universities: does it cater for multiple intelligences of students?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of present study was to evaluate English language teaching program of Iranian universities to see to what extent MI theory has been implemented in educational system. As Marsh (1997) holds “curriculum starts as a plan; it only becomes a reality when teachers implement it with real students in a real classroom" (cited in Anthony, 2008: 77). Since teachers and textbooks are manifestations of education in curriculum, the study intended to investigate how the content of textbooks re...

Abbasian, Reza; Khajavi, Yaser

2012-01-01

94

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 curric...

Hümset Seçkin

2011-01-01

95

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

96

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

Science.gov (United States)

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

Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

97

Elementary teachers' knowledge and practices in teaching science to English language learners  

Science.gov (United States)

Efforts to improve education---more concretely science education---by creating fundamental shifts in standards for students and teachers have been launched by educators and policy makers in recent years. The new standards for science instruction address improvements in student learning, program development, assessment, and professional development for teachers, with the goal to prepare US students for the academic demands of the 21st century. The study examined teachers' knowledge and practices in science instruction with English language learning (ELL) students. It also examined relationships among key domains of science instruction with ELL students, as well as profiles of teaching practices. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger 5-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. The study involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses, classroom observation ratings, and post-observation interviews, results indicated that (1) teachers' knowledge and practices were within the bounds of the intervention, but short of reform-oriented practices and (2) relationships among the four domains existed, especially at grade 5. These findings can provide insights for professional development and future research, along with accountability policies.

Santau, Alexandra O.

98

A Contrastive Study on Transitional Markers in English Language Teaching Research Articles Written by English and Persian Academic Writers  

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Full Text Available The present study attempted to work on the distributions of the Transitional Markers in a corpus of thirty articles related to the discipline of English Language Teaching. All of the articles are written in English, fifteen by academic writers who are native speakers of English and the other fifteen by Persian academic writers. Using descriptive statistics, it was revealed that the Transitional Markers belonging to the categories of contrast and purpose were more used by native writers and Transitional Markers belonging to the category of comparison & similarity were used almost equally by both groups of writers. Transitional Markers belonging to the categories of addition, time, result, place, example and summary & emphasis were more used in the ELT articles written by Persian article writers. Moreover, using inferential statistics, it was indicated that a significant difference exist between the uses of the Transitional Markers in the two groups of the articles.

Mansooreh Elahi

2013-07-01

99

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

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

Yehia Ahmed Y. Al-Sohbani

2013-12-01

100

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

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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

2011-06-01

 
 
 
 
101

Neuerscheinungen zum Fremdsprachenunterricht 1: Englisch (Recent Publications in the Teaching of Foreign Languages 1: English)  

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Reprints reviews of 20 recent (1973-74) books on English teaching, including: works on English at the primary level, communicative competence, teaching literature; three grammar systems and some text collections; modern English drama, English short stories; American novels and lyric poetry; aspects of linguistics; four lexicons. (Text is in…

Neusprachliche Mitteilungen, 1976

1976-01-01

102

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

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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 whic [...] h 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.

2008-02-01

103

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

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

Khaled Jebahi

2013-08-01

104

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

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

Sedat Beceren

2012-07-01

105

THE DEVELOPMENT OF ENGLISH LANGUAGE TEACHING (ELT COMPETENCY-BASED SYLLABUS IN SENIOR HIGH SCHOOL  

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Full Text Available Although competency has long been the major concern in ELT either in the EFL or ESL contexts, the rise of competency-based syllabus launched by the Ministry of National Education (2006 brought about significant issue among the English teachers in the country. One of the crucial issues is that how to transfer the concepts of competences into the syllabus design.  Since a syllabus does not only contain a list of subject content, but also how curriculum planners (teachers reflect their understanding and belief about nature of language and of language teaching and learning, the ELT must be carried out to achieve communicative competence. Current investigation on the practices of ELT, however, indicates that English teachers are still walking in place, leaving the CC as a big slogan in their jobs.

Besral Besral

2012-07-01

106

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

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Full Text Available Malaysia has come to a point where second and third languages become part of the requirements to be employed especially in the multinational and international companies. After gaining its Independence, English becomes the second language in Malaysia, and Bahasa Melayu is recognised as the official language of the country. This move has greatly impacted the education sector in Malaysia, and one of the challenges is that younger generation lacks English language competency. This can be supported by some recent surveys about employability of Malaysian graduates, in that one of the issues which hinders graduates to secure jobs is the inability to converse in English (see Mohamed Khaled Nordin, 2009; Noor Azina Ismail, 2011. Therefore, this article aims to examine the teaching and learning strategies and assessments for an oral communication course at the Defence University in Malaysia. At the same time, this article attempts to provide a basis for Continual Quality Improvement (CQI for the course.The findings of this article are a series of reflective practices, observed and experienced by the author. These reflective practices can be used for further improvements and future references of the course.

Jowati Juhary

2014-03-01

107

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

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

Mackinney, Erin; Rios-Aguilar, Cecilia

2012-01-01

108

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

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

Nurhan SAKAR

2009-04-01

109

Experiences of Teaching the Heat Energy Topic in English as a Second Language  

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In view of the current debate in Malaysia about the teaching of science and mathematics in English, a qualitative study was undertaken involving a purposeful sampling of three non-physics teachers to ascertain how well equipped they were with the necessary pedagogical content knowledge relating to the teaching of the topic of "heat energy" in the…

Halim, Lilia; Dahlan, Fathiyah; Treagust, David F.; Chandrasegaran, A. L.

2012-01-01

110

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

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

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

2012-01-01

111

Achieving the Impossible? Teaching Practice Component of a Pre-Service Distance English Language Teacher Training Program in Turkey  

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The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskisehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice…

Kecik, Ilknur; Aydin, Belgin

2011-01-01

112

Multidisciplinary Curriculum to Teaching English Language in Sudanese Institutions (A Case Study  

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Full Text Available Teachers in Sudan usually teach one subject in isolation, in other words they use the disciplinary approach. Stake holders recently are questioning the efficiency of the use of more than one discipline. It appears that clarification of a problem or discussing topics needs to relate different aspects together and that by melting various disciplines in one pawl to enable students to think critically and to have the ability to use the proper analogy and analysis of a concepts of their universe or the content under study. Teaching English language needs to integrate knowledge and contents. Designing a curriculum or a programme that help bringing different disciplines homogeneously to better educate students .It requires syllabus designers to design a program that incorporates the appropriate aspects of history, religion, politics business, communication, and other sciences that meet the objectives of the content being taught. This study builds a rationale for the combining different disciplines of the curriculum to be taught in Sudanese Institutions. Finally, this paper discusses small scale of a project that has melt more than one aspects of different contents, subjects and concepts and it has been implemented through problem solving method.

Ishraga Bashir Mohammed Elhassan

2012-02-01

113

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

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

Palitha EDIRISINGHA,

2007-07-01

114

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

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

?smail Hakk? ERTEN

2014-05-01

115

Pedagogical Pop. A Practical Guide to Using Pop Music in English Language Teaching  

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Popular music is seen as useful in language teaching. Its language quality is improving. Four selection criteria are proposed: sound appeal, intelligibility, degree of difficulty, relevance to pupils' interests. Before singing, the words should be fully understood. Popular songs have an important place in area studies. (IFS/WGA)

Cass, Graham; Piske, Albrecht

1977-01-01

116

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

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

Porras González Nohora Inés

2010-05-01

117

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

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

Ogunduyile Abimbola. O

2013-07-01

118

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

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

Serpil Tekir; Arda Ar?kan

2007-01-01

119

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

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

Nguyen Viet Hung

2012-09-01

120

Interdisciplinary Teaching in Elementary Schools: Educating English Language Learner (ELL) Students with Multidimensional Practices  

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School accountability has funnelled educational practices into a path where teaching practices are heavily centred in Language Arts instruction. Focusing learning almost exclusively in the aforesaid area develops a one-dimensional process that could hold back certain students from a well-balanced education. This article presents a model of…

Rodriguez-Valls, Fernando

2012-01-01

 
 
 
 
121

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

2011-08-01

122

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

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Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support…

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

2013-01-01

123

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

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English 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 student [...] s' and English instructors' perceptions of different program dimensions, such as the materials, teaching process, and assessment. The data were collected via questionnaires filled out by students and interviews with the English instructors at the preparatory program. The findings of the study show that the modular system should be discontinued as it has certain drawbacks and should be replaced by a more manageable and feasible system considering specific contextual constraints, such as the number of instructors, classrooms and teaching resources. Also, it was found that there are certain aspects of the curriculum that need to be improved in order to develop a more effective program. It is hoped that this study will lead to more evaluative studies in foreign language teaching programs.

Abdullah, Co& #351; kun.

124

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

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

Pillay, Parvathy

2011-01-01

125

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

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

Frank, Betty-Vinca N.

126

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

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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-t...

Abdul Majeed, Zaenab S.; Normah binti Othman

2012-01-01

127

The Multiple Intelligence Theory in English Language Teaching : Theme-based lesson plans on Halloween  

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In this project I will show how Multiple Intelligence theory can be applied in the English language classroom, meeting different students with different needs. I have created a theme-based series of English language lesson plans based on the Multiple Intelligence theory. I have developed and gathered a number of activities for each of the intelligences on the theme of Halloween. In the beginning I explain the Multiple Intelligence theory, its origins and some of its key points. I also di...

Anna Svava Sólmundardóttir

2008-01-01

128

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

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

Yamada, Mieko

2013-01-01

129

Teaching English Language Learners at Risk for Reading Disabilities to Read: Putting Research into Practice  

Science.gov (United States)

The purpose of this article is to describe features of interventions that are empirically validated for use with first-grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral…

Vaughn, Sharon; Mathes, Patricia G.; Linan-Thompson, Sylvia; Francis, David J.

2005-01-01

130

Teaching English language learners in mainstream science classrooms: Teacher practice and educational opportunity  

Science.gov (United States)

Equal educational opportunity for English language learners (ELLs) has been a goal of the public educational system in the United States. Language policy reforms have increasedaccountability in order for schools to improve student achievement and measure the progress of ELLs. The No Child Left Behind Act (NCLB) requires assessment and accountability. In this study, the number of ELLs has increased significantly at the high school level and school district as a whole. Along with the changing demographics, the findings reveal a district-wide policy of equalizing educational opportunity through equal treatment. Language policies provide critical decisions about how to measure what students know in all subjects. The assimilation model limited access to mainstream course content, produced inaccurate assessment results and grades. The science curriculum was only accessible through English and the use of the students' native languages was discouraged. The voices of the students were silenced and their academic achievement continues to lag behind their English-speaking peers.

Schroeder, Carlotta Dorothy

131

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

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

Serpil Tekir

2007-08-01

132

Culture Differences and English Teaching  

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

Jin Wang

2011-06-01

133

Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners  

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This article highlights how English language learners' (ELLs) prior knowledge can be used to help learn science vocabulary. The article explains that the concept of prior knowledge needs to encompass the ELL student's native language, previous science learning, native literacy skills, and native cultural knowledge and life experiences.…

Dong, Yu Ren

2013-01-01

134

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.

language: EN-US; mso-ansi-language: EN-MY; mso-bidi-language: AR-SA;">Keywordslanguage: EN-US; mso-ansi-language: EN-MY; mso-bidi-language: AR-SA;">: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

Abbas Pourhosein Gilakjani

2011-12-01

135

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

2013-06-01

136

Hands across the Water: A Pan-Pacific Collaborative English Language Teaching Project.  

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This article describes a collaborative project between an English language class in Japan and one in the United States. The institutions involved were Tokyo International University (TIU), located in Kawagoe, Saitama, Japan, and its branch campus, Tokyo International University of America (TIUA) in Salem, Oregon. This project created an…

Duell, Barry; Gregory, Wayne

1997-01-01

137

Comparing the Effect of English Language Teaching by Instructional Softwares and Classical Method on Students Academic Achievement  

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Full Text Available The purpose of the research was to compare the effect of teaching English through instructional softwares to teaching it through classical methods on students’ academic achievement. The research had an applied aim and its method was quasi-experimental. Statistical population included all the male students of secondary schools of Sari, district-one consisting 934 students and 479 of whom were selected by simple random sampling method. A researcher-made questionnaire with an adequate reliability (a = 0/86 was used for gathering data. The gathered data were analyzed by single-group t test, two dependent groups t test and two independent group t test.The results revealed that not only using instructional softwares were effective on students’ academic achievement but its' effect on students’ academic achievement was more than classical methods as well. Teaching english through instructional softwares highly motivated the students toward language learning.

Gholamhossein Heidari

2010-10-01

138

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

2011-12-01

139

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

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

Asl? Lidice Göktürk Sa?lam

2012-07-01

140

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

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

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

2013-03-01

 
 
 
 
141

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

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

Farnaz Vali Moghaddam Zanjani; Morteza Ramazani

2012-01-01

142

An AI Framework to Teach English as a Foreign Language: CSIEC  

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CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation...

Jia, Jiyou Peking University

2009-01-01

143

MULTIPLE INTELLIGENCES THEORY – A MILESTONE INNOVATION IN ENGLISH LANGUAGE TEACHING AT THE UNIVERSITY OF NIŠ MEDICAL SCHOOL  

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Theory of multiple intelligences is considered an innovation in both teaching and learning English language because it helps students develop all the eight intelligences that are grouped as verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. The aforementioned intelligences are thought to represent ways in which individuals understand and perceive the world, solve problems and learn. Correspondingly, by fo...

Nataša Baki?-Miri?

2010-01-01

144

Literacy practices, texts, and talk around texts: english language teaching developments in Colombia  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish Este artículo muestra la complejidad de la interacción en el aula de clase de inglés en dos colegios públicos de educación básica secundaria en Armenia, Colombia y su relación con las políticas educativas y las recientes reformas a nivel nacional. A partir de una detallada descripción de la interacc [...] ión entre profesor(es) y estudiantes se analizan las practicas pedagógicas y los textos utilizados. Igualmente se examinan los textos empleados y como el profesor y sus estudiantes encuentran el significado del texto, así como la forma como en este contexto los estudiantes están aprendiendo a leer y qué se entiende por comprensión de lectura. Abstract in english This paper seeks to provide a window into the complexity of classroom interaction in English language classes in public secondary schools in Colombia. It will show the relationship between what goes on in public schools and classrooms, the wider policy context, and recent reforms. Through a detailed [...] analysis of data collected in two schools and the interaction that takes place between the two teachers and their students around and about texts, this article provides insights into the specific nature of the literacy practices, the texts used, and the particular ways in which the teachers and learners made sense of these texts. It examines how the students are learning to read in English in these classes, and what the teachers understand by 'doing reading' and 'reading comprehension'.

Silvia, Valencia Giraldo.

145

Teaching English as a Foreign Language to Dyslexic Young Learners: an Intervention Programme  

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Full Text Available The scope of this chapter is to study the stimulation of phonological awareness of the English language, in Greek dyslexic young learners, who present a specific reading disability in both their mother tongue as well as in the foreign language. According to scientific research, phonological awareness, i.e. the knowledge of the phonological structure of a language by its user, is intrinsically related to the reading process. At the same time, it has been confirmed that dyslexic learners experience difficulty in segmenting and blending speech sounds, due to insufficiently developed phonological awareness. For this reason, a well-founded intervention programme is designed and put into action, aiming at studying the reading development of dyslexic young learners. The findings have revealed that phonological awareness can be stimulated, resulting in the development of reading accuracy.

Panagiota Goudi

2010-02-01

146

MULTIPLE INTELLIGENCES THEORY – A MILESTONE INNOVATION IN ENGLISH LANGUAGE TEACHING AT THE UNIVERSITY OF NIŠ MEDICAL SCHOOL  

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Full Text Available Theory of multiple intelligences is considered an innovation in both teaching and learning English language because it helps students develop all the eight intelligences that are grouped as verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. The aforementioned intelligences are thought to represent ways in which individuals understand and perceive the world, solve problems and learn. Correspondingly, by focusing on the problem solving activities, teachers, by implementing theory of multiple intelligences encourage students not only to build-up their existing language knowledge but also learn new content and skills. The implementation of the theory of multiple intelligences in teaching the English language at the University of Niš Medical School has had a positive impact on learning English language and increased students' interest in language learning. Genarally speaking, this theory offers a better understanding of students’ intelligence and a greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all the eight intelligences not just the few they excel in prior to enrolling a university or college.

Nataša Baki?-Miri?

2010-06-01

147

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

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

Alexandra Uzoaku Esimaje

2012-03-01

148

Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms  

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In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

Zannou, Yetunde Mobola

149

Intercultural Competence in Language Teaching: German after English A pilot study of the classes 4–6 in Poznan/Poland  

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The following essay is about teaching German after English and the intercultural traces that can be found in German teaching and learning after having been learned English. The current polish situation makes this topic relevant, as German is taught as second foreign language. The present study wants to investigate which influence this learning German after English has when speaking of intercultural competence.

Zuzok, Nadja

2010-01-01

150

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

151

Teaching letter sounds to kindergarten English language learners using incremental rehearsal.  

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Proficiency in letter-sound correspondence is important for decoding connected text. This study examined the effects of an evidence-based intervention, incremental rehearsal (IR), on the letter-sound expression of three kindergarten English language learners (ELLs) performing below the district benchmark for letter-sound fluency. Participants were native speakers of Hmong, Spanish, and Polish. A multiple-baseline design across sets of unknown letter sounds was used to evaluate the effects of IR on letter-sound expression. Visual analysis of the data showed an increase in level and trend when IR was introduced in each phase. Percentage of all non-overlapping data (PAND) ranged from 95% to 100%. All participants exceeded expected growth and reached the spring district benchmark for letter-sound fluency. Results suggest that IR is a promising intervention for increasing letter-sound expression for ELLs who evidence delays in acquiring letter sounds. PMID:24495497

Peterson, Meredith; Brandes, Dana; Kunkel, Amy; Wilson, Jennifer; Rahn, Naomi L; Egan, Andrea; McComas, Jennifer

2014-02-01

152

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

2013-04-01

153

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< 0.05.

Aisha M. Alhussain

2012-06-01

154

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

2013-02-01

155

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

2011-10-01

156

Between Me and the World: Teaching Poetry to English Language Learners  

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Many people may question the value of teaching poetry in public schools, particularly when it yields no "marketable" skills, and standardized testing and the government funding connected to test scores increasingly determine classroom curriculum. While poetry may seem like "fluff" next to math and history, poetry actually serves as a very…

Saito, Andrew

2008-01-01

157

A Study on the Impact of Using Multimedia to Improve the Quality of English Language Teaching  

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Full Text Available One of the most important uses of technology is that it makes it easy for instructors to incorporate multimedia into their teaching. There are different multimedia tools. 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. Therefore, teachers can incorporate these multimedia tools in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of multimedia tools for Iranian EFL students. Over 100 students complete a questionnaire to determine if their multimedia tools are auditory, visual, or kinaesthetic. The purpose of this study is to increase faculty awareness and understanding of the impact of multimedia tools on the teaching process. A review of the literature along with analysis of the data will determine how multimedia tools affect the teaching process.

Abbas Pourhosein Gilakjani

2012-11-01

158

ACCA College English Teaching Mode  

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

Renlun Ding

2008-12-01

159

English and Native Languages: Integration Not Competition.  

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Describes the discussion and recommendations of the March 1982 Symposium on Language Development for Native Peoples. Focuses on why TESL Canada advocates not only good English as a second language and standard English as a second dialect teaching in Native education, but also relevant, effective Native language teaching. (NEC)

Burnaby, Barbara

1984-01-01

160

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

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

Françoise Salager-Meyer

2009-12-01

 
 
 
 
161

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

2009-08-01

162

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

Directory of Open Access Journals (Sweden)

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

Roberto Martínez Mateo

2012-03-01

163

The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The main objective of this study is to emphasize on whole language approach developing mainly the two primary skills of reading and writing in varying degrees and combinations. Based on a language proficiency test, out of 150 senior EFL learners from Azad University of Torbat Heydariye, 90 were chosen and defined as intermediate learners. Two expository reading and writing tests were taken and the results were compared with four reading and four writing scores which were defined as their gene...

Seyyed Mohammad Reza Adel; Javad Nabizadeh Moghadam

2011-01-01

164

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

Directory of Open Access Journals (Sweden)

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

ASHOK KUMAR .B. SURAPUR

2013-04-01

165

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

Directory of Open Access Journals (Sweden)

Full Text Available This research has shown that the use of authentic children’s literature is an effective and motivating ESL classroom strategy. However, this study investigated the use of children’s stories in EFL elementary classrooms where the teaching methods are very traditional and the resources are limited. This study was carried out in an elementary school in an Arab town in Israel. Approximately a hundred fifth and sixth grade pupils filled in a questionnaire expressing their attitudes towards being taught through stories. Teacher trainees taught the classes, wrote reflections, filled in questionnaires and were observed by the researchers. This information has been collected and served as the data for the study. Results suggest that the use of this strategy is very positive and should be carefully considered by EFL teachers, EFL trainees and teacher educators.Keywords: children's stories, EFL teacher trainees, EFL pupils, traditional classrooms

Ruwaida Abu Rass

2010-02-01

166

Educando para transgredir: reflexões sobre o ensino crítico de línguas estrangeiras/inglês / Teaching to transgress: reflections on critical foreign language/english teaching  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Neste texto, compartilho algumas reflexões sobre o meu trabalho com o ensino crítico de línguas estrangeiras/inglês no Centro de Línguas da Universidade Federal de Goiás. Teoricamente fundamentado nos pressupostos da Pedagogia Crítica (FREIRE, 2006), dos Estudos Culturais (SILVA, 2007), da Teoria Ra [...] cial Crítica (FERREIRA, 2006), dos Estudos/Pedagogias Feministas (LOURO, 1997) e da Linguística Aplicada Crítica (PENNYCOOK, 1998, 2001), procuro relacionar o construto pedagogia como transgressão (HOOKS, 1994; PENNYCOOK, 2006) ao ensino de línguas estrangeiras/inglês. Os dados apresentados mostram que o ensino crítico desencadeia muitos conflitos na sala de aula de língua inglesa, mas também evidenciam a sua relevância para o desenvolvimento crítico, linguístico e comunicativo dos(as) alunos(as) e para a formação crítica de professores(as). Abstract in english In this text, I share some reflections of my work with critical foreign language/English teaching at the Centro de Línguas of the Universidade Federal de Goiás. Theoretically supported by the premises of Critical Pedagogy (FREIRE, 2006), Cultural Studies (SILVA, 2007), Critical Racial Theory (FERREI [...] RA, 2006), Feminist Studies/Pedagogies (LOURO, 1997) and Critical Applied Linguistics (PENNYCOOK, 1998, 2001), I seek to relate the construct pedagogy as transgression (HOOKS, 1994; PENNYCOOK, 2006) to foreign language/English teaching. The data presented show that critical teaching triggers many conflicts in the English language classroom, but they also demonstrate its relevance for the students' critical, linguistic, and communicative improvement, and for the teacher's critical education.

Marco Túlio de, Urzêda-Freitas.

2012-06-01

167

Pedagogical Implications to Teaching English Writing  

Digital Repository Infrastructure Vision for European Research (DRIVER)

English, as an international language, takes such a position in foreign language teaching and learning in China. As we all know that the ultimate purpose of language teaching is to cultivate students’ communicative ability including not only the oral ability, but also the writing ability. However, teaching of English writing is far from satisfactory, and many students still have a great difficulty in writing English composition. They find it hard to express their ideas and feeling freely an...

Fushan Sun

2010-01-01

168

Error in the learning and teaching of english as a second language at higher education level  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language...

Mestre I Mestre, Eva Mari?a

2011-01-01

169

Resources for Teaching English  

CERN Document Server

English teachers constantly have to think up new ways to engage their class. It's hard enough for teachers to fit all their marking, extra-curricular duties and training into their lives, let alone finding time to think up exciting new ways of introducing Dickens, or designing activities to bring Caribbean poetry to life. Resources for Teaching English 11-14 provides complete, curriculum-friendly lesson plans and student worksheets for busy secondary school teachers. This resource comprises an assortment of more than 70 lesson plans, each designed to motivate and inspire students and make the

Ceranic, Helena

2011-01-01

170

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

Science.gov (United States)

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

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

2012-01-01

171

Language Training: English Training  

CERN Multimedia

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

Françoise Benz

2004-01-01

172

Language Training : English Training  

CERN Multimedia

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

Françoise Benz

2004-01-01

173

On Adding Cultural Contents to English Teaching  

Directory of Open Access Journals (Sweden)

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

Yanping Huang

2011-01-01

174

English Language Teaching in Public Primary Schools in Mexico: The Practices and Challenges of Implementing a National Language Education Program  

Science.gov (United States)

Over the past 15?years, many state governments in Mexico have initiated local programs to introduce English at the primary school level. In 2009, the Mexican Ministry of Education formalized the "Programa Nacional de Inglés en Educación Básica" (PNIEB) as part of the national curriculum, based on the argument that increasing the number…

Ramírez Romero, José Luis; Sayer, Peter; Pamplón Irigoyen, Elva Nora

2014-01-01

175

Language Training: English Training  

CERN Multimedia

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

Françoise Benz

2004-01-01

176

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Biju, M. A.

2013-01-01

177

TEACHING BUSINESS ENGLISH FOR COMMUNICATION IN ROMANIA  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The paper mentions the history of teaching Business English in Romanian universities in the past 20 years and focuses on Business English for communication nowadays. It discusses the evolution of the subject and, as today teaching Business English tends to cultivate business expertise rather than teach language skills, a more systematic Business English curriculum is aimed at. Since learners need to improve their ability to communicate in particular business and general communication situatio...

Minodora Otilia Simion

2012-01-01

178

An Effective Role of E-Learning Technology for English Language Teaching by Using Meta Communication Actors  

Science.gov (United States)

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…

Istifci, Ilknur; Lomidazde, Tamar; Demiray, Ugur

2011-01-01

179

Language Training: English  

CERN Multimedia

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

Françoise Benz

2004-01-01

180

Language Training: English  

CERN Multimedia

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

Françoise benz

2005-01-01

 
 
 
 
181

Non-Native Speakers Reach Higher Ground: A Study of Reciprocal Teaching's Effects on English Language Learners  

Science.gov (United States)

English Language Learners are an ever-growing population in public school systems today. Consequently, the policies and procedures that schools are required to adhere to are not limited to language minority students. In order for teachers to meet the needs of English Language Learning students, they need to address their student's whole…

Armbrister, Ana Leonor

2010-01-01

182

Effectiveness of Cooperative Learning (Jigsaw II) Method in Teaching English as a Foreign Language to Engineering Students (Case of Firat University, Turkey)  

Science.gov (United States)

The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active-passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves…

Gomleksiz, M. N.

2007-01-01

183

Reverting to English to Teach Mathematics: How Are Malaysian Teachers and Students Changing in Response to a New Language Context for Learning?  

Science.gov (United States)

In 2002 the language policy for teaching mathematics in Malaysia was changed from the national language Malay, to English, to be implemented from the beginning of 2003. This gave the curriculum developers and importantly the teachers just six months to prepare for this change. This small study investigated how after 18 months, 22 secondary…

Clarkson, Philip C.; Idris, Noraini

2006-01-01

184

A Case Study of Teachers' Implementation of Curriculum Innovation in English Language Teaching in Turkish Primary Education  

Science.gov (United States)

This article reports a 2-year case study (2003-2005) on teachers' instructional practices, and the impact of teacher understandings and training upon the teachers' implementation of the Communicative Oriented Curriculum (COC) initiative in the context of a major curriculum innovation in teaching English to young learners in Turkish state schools.…

Kirkgoz, Yasemin

2008-01-01

185

Cooperative Principle in Oral English Teaching  

Directory of Open Access Journals (Sweden)

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

Mai Zhou

2009-07-01

186

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 mode...

Tan Yao Sua; Raman, Santhiram R.

2007-01-01

187

On Interrelations between Language Teaching and Speech Teaching  

Directory of Open Access Journals (Sweden)

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

Xianmei Sun

2012-01-01

188

Teaching Non-English Speakers To Read in English  

Science.gov (United States)

Although reading skills transfer from first to second language, there are other considerations when teaching English reading to non-English-speakers. Reading is the foundation for future studies, and should be taught effectively from the beginning for students to have success in their studies. Good readers in any language have experiences that…

Mellor, Elva R.

189

The Use of Native Language in L2 Teaching: A Case Study of English Department and Preparatory Year, Najran University, Saudi Arabia  

Science.gov (United States)

Despite many ELT experts' opinions that while teaching a foreign language one should not use the mother tongue in the classroom, new researches show that sparing use of the mother tongue can be effective for the L2 learners. It is true that the 6- year compulsory English education of the school graduates of Saudi Arabia is not quite up to the…

Al-Dera, Abdullah Saad

2011-01-01

190

The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman: A Qualitative Study  

Science.gov (United States)

This study asks questions and elicits answers about the importance of English language teaching (ELT) instruction time on the national curriculum in the Sultanate of Oman from an ideological perspective. It triangulates data from semi-structured interviews made with different agents involved in the Omani ELT system and representing different…

Al-Issa, Ali S. M.

2013-01-01

191

An Eclectic Method of College English Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available The paper has taken a critical view of various approaches of language teaching, each of which may has its advantages and disadvantages. By analyzing these approaches and objectives of college English teaching, the writer tries to develop an eclectic method of language teaching strategy, which includes formal instruction and communicative activates. The respective role of teachers and students is also discussed in this paper.

Wenjing Li

2012-01-01

192

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

Science.gov (United States)

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

Hismanoglu, Murat

2012-01-01

193

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

Directory of Open Access Journals (Sweden)

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

2007-01-01

194

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

Directory of Open Access Journals (Sweden)

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

195

Creativity in language teaching  

Directory of Open Access Journals (Sweden)

Full Text Available One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in learners – particularly those involving studentcentred, interaction-based, and open-ended elements. Drawing on teacher narratives and conversations with teachers, the notion of creativity in language teaching is explored from three different perspectives: 1. the qualities creative teachers possess. 2. how teachers apply creativity in their teaching. 3. how creativity can be supported in the school. Examples illustrate how creative teachers’ conceptualize their approaches to teaching.

Jack C Richards

2014-10-01

196

How to Teach Aural English More Effectively  

Directory of Open Access Journals (Sweden)

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

Huan Huang

2009-08-01

197

Language Training: English Training  

CERN Multimedia

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

Françoise Benz

2004-01-01

198

Language Training - English Training  

CERN Document Server

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

HR Department

2009-01-01

199

Language Training: English Courses  

CERN Multimedia

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

Françoise Benz

2005-01-01

200

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

 
 
 
 
201

Language Training: English Courses  

CERN Multimedia

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

Françoise Benz

2005-01-01

202

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.  

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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

2008-04-01

203

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

204

Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University  

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Full Text Available This paper discusses recent uses of information and communication technologies (ICTs in fostering Internet-based projects for learning English as a Foreign Language (EFL at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors’ experiences integrating distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromsø, Norway.

Lena Zamorshchikova

2011-05-01

205

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

CERN Document Server

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

Beach, Richard; Webb, Allen

2012-01-01

206

Problems Of Teaching English And Its Solutions  

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

Mital Josephbhai Macwan

2012-01-01

207

A Multi-Purpose Program of Teacher Education: Oral Communication. Workpapers in Teaching English as a Second Language. Vol. 13.  

Science.gov (United States)

A term-project assignment for a course in phonetics for prospective teachers of English as a Second Language (ESL) is described. The project involves six steps: (1) identification of a specific pronunciation problem for study; (2) analysis of the problem; (3) development of a self-instructional program; (4) recording the program on audio-tape; (5)…

Bowen, J. Donald

208

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

209

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia  

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Full Text Available In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with “standard” English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3% believed that their students would not have good English language competencies, the majority of students (87.8% rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

Laura A. Otaala

2013-05-01

210

A Study of Culture Teaching in College English Teaching  

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

Liangguang Huang

2011-06-01

211

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

Science.gov (United States)

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

Kim, Eun Gyong

2011-01-01

212

Revisiting English Language Learning among Malaysian Children  

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Full Text Available Despite learning English language for six years at elementary and five years at secondary levels, Malaysian students’ English language competency has always been the obstacle in securing success at university level as well as in job opportunities. Hence, various interventions have been taken in the teaching and learning process as well as changes in language policy. This paper calls for a revisit on Malaysia’s policy on teaching English English at primary schools. It discusses the findings of English language acquisition as experienced by Azlan, Hazwan and Aida’s (pseudonyms, aged six, and explored through an ethnographic case study. The children’s, their mother’s and teacher’s voices were gathered through interviews. The children’s behaviours in and outside of school and at home were also captured through observations. A grounded theory data analysis approach was employed in analysing the data. Findings illuminated that for these children, the second language was acquired through play and use; and that developing children’s confidence should be the starting point. The implication of this finding is discussed in the light of the English language policy for teaching English to Malaysian primary school children.

Hamidah Yamat

2014-01-01

213

Art, Music and Movement in Teaching and Learning of English in school years 1-6.  :   Can Art, Music and Movement facilitate Early English Language Learning?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers an...

Falesta?l, Rebecka; Isholt, Axel

2012-01-01

214

Practical Strategies for English Situational Teaching in Colleges  

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Full Text Available The situational teaching is an effective and practical teaching model. Through implementing situational teaching in practical college English teaching, we can more effectively improve the effect of the teaching. The traditional teaching method mostly adopts the direct teaching method in college English courses because college English is a language courses. It is not conducive to creating feeling interactions between teachers and students. Through implementing situational teaching, we can make students more actively participate in the classroom teaching process. So students can better understand the language environment and cultural backgrounds related with the teaching and deepen the understanding of teaching content through their communications with teachers and other students. Based on advantages and principles of English situational teaching in colleges, this paper explores practical design of situational teaching at starting from specific problems in the teaching practice.

Suping TIAN

2014-10-01

215

A autenticidade do material didático para o ensino de inglês com língua estrangeira / The authenticity of the pedagogical material for the teaching of English as a foreign language  

Directory of Open Access Journals (Sweden)

Full Text Available The present article concerns authenticity in course books for the teaching of English as a foreign language (EFL in Brazil. It focuses on the investigation of a number of recent EFL textbooks to assess the degree of authenticity of their oral input and classroom tasks. The analysis has shown that a few of these materials already exhibit a number of authentic features.

Bianca Pimentel Berk Schubert

2010-01-01

216

Teaching English in Primary Schools in Vietnam: An Overview  

Science.gov (United States)

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

Hoa, Nguyen Thi Mai; Tuan, Nguyen Quoc

2007-01-01

217

On the Teaching of English Listening  

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

Lu Yin

2012-02-01

218

English language knowledge for secondary teachers  

CERN Document Server

If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

Ross, Alison

2013-01-01

219

Goal Making for English Teaching.  

Science.gov (United States)

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

Maloney, Henry B., Ed.

220

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors  

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Full Text Available Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n=173 working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed.

Amanda Yesilbursa

2013-04-01

 
 
 
 
221

A Study of the Teaching of Culture in College English  

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

Decheng Jiang

2010-09-01

222

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

2012-01-01

223

English Language Curriculum Evaluation in Oman  

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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

2012-08-01

224

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

225

Language teachers and teaching  

CERN Document Server

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

Ben Said, Selim

2013-01-01

226

Problems of Teaching English to Amerindian Children in Guyana.  

Science.gov (United States)

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

Edwards, Walter F.

1981-01-01

227

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

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

María Teresa Valdés Linares

2010-09-01

228

English Language Learner Charter Schools  

Science.gov (United States)

In districts with Hispanic populations, English language learning is a priority, particularly in the elementary grades, which many students enter still speaking Spanish as their primary language. In affiliation with the National Council of La Raza (NCLR), a private, non-profit organization focused on reducing poverty and discrimination and…

Dessoff, Alan

2010-01-01

229

Teaching Language Through Science.  

Science.gov (United States)

This article presents a rationale for correlation of science with language instruction, whether English as a second language (ESL) or first language development. Science can provide a conceptual base for vocabulary and syntactic development. Numerous studies indicate that language ability can be significantly increased through participation in…

Korn, Caroline A.

230

VOCABULARY AND LANGUAGE TEACHING  

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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

2010-12-01

231

EFL Teachers' Voice on Communicative Language Teaching.  

Science.gov (United States)

This study investigated the attitudes of Turkish secondary school English-as-a-Foreign-Language (EFL) teachers about various aspects of communicative language teaching, noting difficulties they encountered when teaching English communicatively in the Turkish EFL context. Data collection involved surveys of and focus group interviews with high…

Eveyik-Aydin, Evrim

232

Teaching English in Rural Area  

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Full Text Available English is considered as a global language. The knowledge of English is a demand oftime. In the modern world of globalization, English is a linking language. It is very usefuland helpful in every walk of life. It is very important for acquiring jobs and developingthe personality. English has the status of an international language as it is spoken andunderstood by a vast majority of people in the world. Knowledge of English is essentialfor establishing intellectual, cultural, economic, commercial and political relations withthe rest of the world and therefore serves as a major link language. In today's world ofglobalization, study of English is very essential as it is a window to the world.

S. K. Singh

2012-08-01

233

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

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

Escobar Alméciga Wilder Yesid

2013-04-01

234

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

235

ENGLISH LANGUAGE FOR GLOBAL COMMUNICATION  

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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

2013-03-01

236

Language Teaching and Language Policy.  

Science.gov (United States)

Discusses the relationship between language instruction and language policy. Looks at language policy and language instruction in different countries and focuses specific attention on U.S. policy. (Author/VWL)

Kaplan, Robert B.

2001-01-01

237

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

Science.gov (United States)

...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

238

Issues in Supporting the Teaching of Reading in English as a Second Language to Arabic-Speaking Children  

Science.gov (United States)

In this paper, I argue that in-service language-teacher education programs should consider all elements of the linguistic, geographical and cultural context of the teachers the course is designed for, and respond to this context in a constructivist way in program design and implementation. Using qualitative case-study data, I focused on the…

Wyatt, Mark

2012-01-01

239

The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as A Foreign Language  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students’ behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fu...

Iakovos Tsiplakides; Areti Keramida

2010-01-01

240

Understanding Omani students’ (University English Language Problems  

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

Ilango Sivaraman

2014-05-01

 
 
 
 
241

The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as A Foreign Language  

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Full Text Available Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students’ behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The self-fulfilling prophecy effects of teacher expectations are an important, yet not adequately appreciated affective variable in second and foreign language learning. In this article we present the theoretical background on teacher’s expectations for their students. We also describe the sources of teachers’ expectations and the ways through which teachers communicate expectations to students. We finally deal with the pedagogical implications, offering suggestions about how teachers might become more successful in communicating high expectations.  Keywords: self-fulfilling prophecy, teacher expectations

Iakovos Tsiplakides

2010-05-01

242

Workpapers in English as a Second Language, [Volume III].  

Science.gov (United States)

This volume contains the 1969 working papers on subjects related to teaching English as a second language (TESL) and abstracts of Masters Theses completed by students studying TESL. Several articles discuss teaching and learning a second language and practical considerations in second language learning such as reading and writing skills, the use…

Bracy, Maryruth, Ed.

243

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

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

2011-07-01

244

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

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

245

On Multi-Dimensional Vocabulary Teaching Mode for College English Teaching  

Science.gov (United States)

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

Zhou, Li-na

2010-01-01

246

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

Scientific Electronic Library Online (English)

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

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

2010-09-01

247

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

Scientific Electronic Library Online (English)

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

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

248

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

Science.gov (United States)

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

Jakubiak, Cori

2012-01-01

249

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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 universita [...] rio 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. Abstract in english 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.

Gillian, Mansfield; Franca, Poppi.

2012-04-01

250

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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 universita [...] rio 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. Abstract in english 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.

Gillian, Mansfield; Franca, Poppi.

251

Broadsheet English: Teaching English through Newspaper Articles  

Science.gov (United States)

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

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

2012-01-01

252

Teaching English in the Workplace.  

Science.gov (United States)

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

253

Science for English Language Learners K-12 Classroom Strategies  

CERN Document Server

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

Fathman, Ann K

2006-01-01

254

Words, Words, Words: Reading Shakespeare with English Language Learners  

Science.gov (United States)

In 2006, the author returned to school after completing the Teaching Shakespeare Institute at the Folger Library inspired with new performance-based ideas for teaching the plays. The author began to wonder about using Shakespeare as a vehicle for investigating "rich and strange" language with English Language Learners (ELLs). The author began by…

Porter, Christina

2009-01-01

255

On the Practice Teaching of English Reading  

Directory of Open Access Journals (Sweden)

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

2009-08-01

256

Research into Our College English Teaching Team Construction  

Directory of Open Access Journals (Sweden)

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

2011-11-01

257

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 langu...

Yang, Ying

2011-01-01

258

English Language Learners’ Perceptions of Motivational Changes  

Directory of Open Access Journals (Sweden)

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

2013-07-01

259

Culture Teaching in Foreign Language Teaching  

Directory of Open Access Journals (Sweden)

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

Li Sun

2013-02-01

260

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

 
 
 
 
261

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

Directory of Open Access Journals (Sweden)

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

Gillian Mansfield

2012-04-01

262

"Deadwood" and the English Language  

Science.gov (United States)

In "The New Language of the Old West," "Deadwood"'s creator and executive producer David Milch offers an extended exposition of the television show's language: "Language--both obscene and complicated--was one of the few resources of society that was available to these people.... It's very well documented that the obscenity of the West was…

Benz, Brad

2007-01-01

263

Developing Functional Language with Young Children from English-Speaking and Punjabi-Speaking Home Backgrounds: Incidental Teaching and Contingent Access to Materials.  

Science.gov (United States)

Presents a study designed to demonstrate the effectiveness of Incidental Teaching (IT) procedures which are meant to facilitate child initiated language in the nursery classroom. States that IT strategies work well in multi-ethnic classes and that careful rearrangement of the classroom environment encourages student initiated conversation. (GEA)

Dolley, Diane; Wheldall, Kevin

1988-01-01

264

The Teaching of English in Morocco: The Place of Culture.  

Science.gov (United States)

This article discusses Moroccan attitudes toward English language instruction and usage, focusing on such issues as "cultural imperialism," the deculturalization of English, and implications for teaching English as a Foreign Language (EFL) in Morocco. It is argued that a culturally sensitive approach to EFL instruction should focus more on the…

Hyde, Martin

1994-01-01

265

New Directions and Changes for Teaching High School English as a Second Language in Puerto Rico: Ideas Derived from Transformational Grammar and Other Contemporary Readings.  

Science.gov (United States)

This paper examines the important role of English in Puerto Rico and the present situation of Puerto Rico's English language program. The writer gives a brief historical background of linguistics and discusses recent theories of language acquisition and transformation generative grammar. Possible applications and implications of these theories for…

Lugo, Mabel Erb. de

266

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

267

Evaluating Workplace English Language Programs  

Science.gov (United States)

Companies across the United States provide workplace English classes to non-native-English-speaking employees to increase productivity, retention, and on-the-job safety. Institutions that financially support the programs often require evidence of learning through standardized tests as a prerequisite for continued funding. However, the tests…

Ekkens, Kristin; Winke, Paula

2009-01-01

268

Understanding the Desirability of English Language Education in Taiwan  

Science.gov (United States)

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

Tseng, Chao-Ling

2008-01-01

269

Error correction in english teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2013-01-01

270

Using technology in foreign language teaching  

CERN Document Server

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

Troudi, Salah

2014-01-01

271

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

272

Language training: English & French courses  

CERN Multimedia

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

Françoise Benz

2006-01-01

273

The Assessment of Second Language Teaching  

Science.gov (United States)

This paper reports on an action-research project that focuses on the assessment of second language teacher education. It was carried out in the context of the Cambridge Certificate in English Language Teaching to Adults (CELTA) and centres on how assessment criteria for this qualification are interpreted and operationalized by teacher educators…

Thaine, Craig

2004-01-01

274

Discourse analysis and language teaching Discourse analysis and language teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Like other branches of linguistics language teaching has, until recently, been concerned with grammatical rather than communicative competence. Wilkins observes that although there have been major changes in the methodology of language teaching over the years the underlying principle has remained the same: 'it has been assumed that units of learning should be defined in grammatical terms, although the precise sequence in which they occurred would be influenced by pedagogic cons...

Malcolm Coulthard

2008-01-01

275

Discourse analysis and language teaching Discourse analysis and language teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Like other branches of linguistics language teaching has, until recently, been concerned with grammatical rather than communicative competence. Wilkins observes that although there have been major changes in the methodology of language teaching over the years the underlying principle has remained the same: "it has been assumed that units of learning should be defined in grammatical terms, although the precise sequence in which they occurred would be influenced by pedagogic considera...

2008-01-01

276

More than Numbers: Teaching ELLs Mathematical Language in Primary Grades  

Science.gov (United States)

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

Sistla, Michelle; Feng, Jay

2014-01-01

277

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

Science.gov (United States)

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

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

2009-01-01

278

On Gender Difference in English Language and Its Causes  

Directory of Open Access Journals (Sweden)

Full Text Available Interaction between language and gender has always been one of the over-heated subjects in sociolinguistics. Based on findings from related areas, this thesis aims to give a comprehensive account of gender difference in English language and the possible causes, in order to offer an indication for the establishment of harmonious interpersonal relationships as well as different focus when teaching students of different genders to improve learning and teaching efficiency at the same time.

Hailiang Ning

2010-01-01

279

Language Identity among Iranian English Language Learners: A Nationwide Survey  

Science.gov (United States)

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

Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

2014-01-01

280

COMMUNICATIVE LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available This paper focuses on the idea of an effective communication between teacher and students aiming to prove that classroom activities maximize opportunities for learners to use target language in a communicative way for meaningful activities. The emphasis lies on meaning (messages they are creating or tasks they are completing rather than form (correctness of language and language structure.

Angela JIREGHIE

2012-06-01

 
 
 
 
281

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

Science.gov (United States)

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

Chen, Suchiao; Tsai, Yachin

2012-01-01

282

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

Directory of Open Access Journals (Sweden)

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

2008-07-01

283

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

Science.gov (United States)

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

Pan, Lin; Block, David

2011-01-01

284

Teaching English: The Two Traditions.  

Science.gov (United States)

Argues for the expansion of college English courses and the redefinition of "literature" to include such works as the books of Bram Stoker, H. Rider Haggard, and television and movie scripts as a way of keeping English "alive and well." (FL)

Fiedler, Leslie A.

1980-01-01

285

The Application of English-Chinese Comparison to Culture Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available
This thesis is a tentative endeavor to employ English-Chinese comparison to culture teaching so as to help English learners overcome negative transfer from their native culture and learn more idiomatic English.
Key words: the English language, the Chinese language, comparison, culture teaching
Résumé: Cet essai tente d’employer la comparaison anglais-chinois à l’enseignement de culture afin d’aider les apprenants de l’anglais à vaincre les transferts négatifs de leur culture native à la culture anglaise et à apprendre davantage un anglais impeccable.
Mots-Clés: langue anglaise, langue chinoise, comparaison, enseignement de culture

Qiu-juan ZHU

2006-09-01

286

Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices  

Science.gov (United States)

This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the…

Young, Tony Johnstone; Sachdev, Itesh

2011-01-01

287

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

Science.gov (United States)

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

Dash, Niladri Sekhar

2011-01-01

288

An overview on the use of new technologies in English language teaching = Considerações sobre o uso de novas tecnologias no ensino de língua inglesa  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this work is to discuss some aspects related to the use of new technologies in the teaching and learning of English. Some advantages and disadvantages for this use in the English class will be presented; and comments on some of the difficulties or barriers teachers may face when using the new technologies in their classes will be made.O objetivo deste trabalho é discutir alguns pontos relacionados ao uso de novas tecnologias no processo de ensino–aprendizagem de língua inglesa. Algumas das vantagens e desvantagens de tal uso nas salas de aula de inglês serão apresentadas, bem como serão discutidas algumas das dificuldades em usar tais recursos em sala de aula.

Luciana Cabrini Simões

2007-01-01

289

English language learning through networked written interaction  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The advance of globalization and the information technology revolution call for fundamental changes in foreign language teaching and learning. However, according to Warschauer & Kern (2005:2) “the computer, like any other technological tool used in teaching (…) does not in and of itself bring about improvements in learning.” Instead, they propose that we should “look to particular practices of use in particular contexts” so that we might be able to ascertain if the use of network-ba...

Guerra, Luis

2012-01-01

290

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies  

Science.gov (United States)

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

Hinton, Leanne

2011-01-01

291

Weblogs for English Language Learning: Students' Perceptions  

Science.gov (United States)

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…

Wan, Juida; Tan, Bee Hoon

2011-01-01

292

14 CFR 221.4 - English language.  

Science.gov (United States)

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

2010-01-01

293

Web-Based English Language Learning  

Science.gov (United States)

Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this…

Sarica, Gulcin Nagehan; Cavus, Nadire

2008-01-01

294

Of experience in the application of language games in the teaching of English at the University of St. Petersburg Interior Ministry  

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Full Text Available This article discusses the possibility of using some language games as a means of enhancing professional-cognitive activity of students in the classroom of English at St. Petersburg University of the Ministry of Interior of the Russian Federation.

Ekaterina Krypina

2014-04-01

295

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

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English 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 learner [...] s. 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.

296

Teaching English Pronunciation to Koreans.  

Science.gov (United States)

This guide provides teachers of Korean children and adults with information on the problems Koreans encounter in learning to pronounce English. Principles of contrastive analysis and error analysis are used to give insight into these pronunciation problems. The first section dealing with problem sounds covers the following: (1) an explanation of…

Robson, Barbara

297

Words for English-Language Learners  

Science.gov (United States)

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

Biemiller, Andrew

2012-01-01

298

English Language Assessment in Malaysia: Teachers’ Practices in Test Preparation  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive ...

Soubakeavathi Rethinasamy; Looi-Chin Ch’ng

2013-01-01

299

Communicative Language Teaching in the Chinese Environment  

Science.gov (United States)

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

Hu, Wei

2010-01-01

300

English language and the language of development: A Malaysian perspective  

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Full Text Available English language is the main international language. It is also said that English is the language of progress and development. In this age of Internet and globalization, the use of English has increased tremendously. In Malaysia, English has an impact in certain major developmental areas. This paper investigates, analyzes and further explains the interrelationships between English and the process of development in the country. Discussion includes specific parts of interest: the historical background of English in Malaysia, English and the concept of development communication, functions of English in Malaysia, English and Information Communication Technology (ICT, and roles of English in development. The writer also intends to share with readers the reality and challenges in the use of English in non-native English speaking countries like Malaysia and expresses his ideas on possible recommendation to the issues.

Mohd Faisal b. Hanapiah

2004-06-01

 
 
 
 
301

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

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

Laleh Khojasteh

2012-02-01

302

Beyond Language: Teacher Education and English Learners  

Science.gov (United States)

At the author's institution, the majority of preservice teachers pursuing a master's degree in education curriculum and instruction are White middle-class students, so preparing them to be reflective practitioners with adequate knowledge, skills, and dispositions to teach English learners, whose cultural perspectives often differ significantly…

Tilley-Lubbs, Gresilda

2012-01-01

303

Decisions about the Teaching of English.  

Science.gov (United States)

Directed primarily at those who have not yet taught English and who aspire to do so, this book presents an approach for teaching English to adolescents of the 1970s and later that supports the practical, enduring aspects of traditional instruction but also uses innovative methods that are not excessive, trivial, or faddish. To assist teachers in…

Simmons, John S.; And Others

304

Teaching English in the Workplace. Second Edition. Revised and Expanded.  

Science.gov (United States)

This book is written primarily for English-as-a-Second-Language (ESL) teachers who are preparing to meet the challenge of teaching ESL in the workplace. The book focuses on the role these teachers play in establishing and implementing workplace language programs. The aim of the book is to provide ESL teachers with a basic orientation to the…

Belfiore, Mary Ellen; Burnaby, Barbara

305

Core Strategies to Support English Language Learners  

Science.gov (United States)

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

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

2012-01-01

306

International Student Security and English Language Proficiency  

Science.gov (United States)

"International student security" refers to the international student's maintenance of a stable capacity for self-determining human agency. The article focuses on the role of English-language proficiency in the security of students from English as Foreign Language countries, drawing on evidence from a program of semistructured interviews with 200…

Sawir, Erlenawati; Marginson, Simon; Forbes-Mewett, Helen; Nyland, Chris; Ramia, Gaby

2012-01-01

307

New English Teaching Mode in Colleges  

Directory of Open Access Journals (Sweden)

Full Text Available In recent years, increasing use of the Internet has changed English teaching methods. In this study, we constitute and propagate one new English teaching mode in colleges. It is three-dimensional which comprises online class, regular class and extracurricular activities. Its three prominent feathers include highlighting the students? important position; highlighting English comprehensive application and autonomous learning ability and extending computer network autonomous learning. Furthermore, five general implementing processes are included. Through feedback questionnaire and average marks comparison, we found that this mode improved the efficiency of experiment classes. It is hoped that this new mode would be able to assist more teachers to improve their teaching efficiency and more English learners to improve their learning efficiency.

Yanmei Song

2014-05-01

308

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

Scientific Electronic Library Online (English)

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

Amparo, Clavijo Olarte; Luz Mary, Quintero.

2012-12-01

309

What English Language Teachers Need to Know, 2 Facilitating Learning  

CERN Document Server

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

Murray, Denise E

2010-01-01

310

On Vocabulary Presentation Modes in College English Teaching and Learning  

Directory of Open Access Journals (Sweden)

Full Text Available Vocabulary is one of the most indispensable components in a language. The most important way teachers use to teach new vocabularies is vocabulary presentation mode, and how the new vocabularies are presented in English teaching and learning will have a great influence on the students’ EFL vocabulary retention. This paper mainly elaborates the researches on some effective vocabulary presentation modes abroad and at home in order to help college students master vocabulary presentation modes so that they can learn the new vocabularies efficiently, and improve English vocabulary teaching and learning level. 

Jun Chen

2014-04-01

311

Adult English Language Learners with Limited Literacy  

Science.gov (United States)

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

Bigelow, Martha; Schwarz, Robin Lovrien

2010-01-01

312

Invented Rule with English Language Learners  

Science.gov (United States)

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

Boyer, Valerie E.; Martin, Kathryn Y.

2012-01-01

313

Practitioner Toolkit: Working with Adult English Language Learners.  

Science.gov (United States)

This document is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs. The Toolkit is designed to have a positive impact on the teaching and learning in these programs. The results of two…

Lieshoff, Sylvia Cobos; Aguilar, Noemi; McShane, Susan; Burt, Miriam; Peyton, Joy Kreeft; Terrill, Lynda; Van Duzer, Carol

2004-01-01

314

Video Production in the English Language Arts Classroom.  

Science.gov (United States)

Argues that teaching video production techniques in high-school English classes achieves the goals of language arts proficiency, media literacy, and student self-realization. Discusses preproduction; information search; script and storyboard; writing activities; oral communication activities; teamwork; aesthetic judgment; media literacy; affective…

Lund, Donna Joan

1998-01-01

315

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

Directory of Open Access Journals (Sweden)

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

2010-01-01

316

The Routledge Dictionary of English Language Studies  

CERN Document Server

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

Pearce, Michael

2012-01-01

317

English in the Chinese foreign language classroom  

CERN Document Server

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

Wang, Danping

2013-01-01

318

Communicative Textbooks: English Language Textbooks in Iranian Secondary School  

Directory of Open Access Journals (Sweden)

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

Dahmardeh, Mahdi

2009-01-01

319

On Oral English Teaching for Chinese English Majors from a Constructivist Perspective  

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Full Text Available Oral English teaching is not satisfactory and many teachers face a problem of considering how to develop learners’ oral English proficiency. Thus, to find ways of systematically and practically improving oral English teaching, the paper, chiefly based on constructivism, investigates both the current situation of and problems in oral English teaching for Chinese English majors, and provided suggestions for teaching oral English course.Key words: Oral English teaching; English majors; Constructivism

Ping LIU

2012-12-01

320

English, Language Dominance, and Ecolinguistic Diversity Maintenance  

DEFF Research Database (Denmark)

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

Phillipson, Robert; Skutnabb-Kangas, Tove

2013-01-01

 
 
 
 
321

Trends in English Language Education in China.  

Science.gov (United States)

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

Huang, Yuan-yuan; Xu, Hua-li

1999-01-01

322

Education and Language: Errors in English Language and their Remedies  

Directory of Open Access Journals (Sweden)

Full Text Available Problem Statement: The current study tries to investigate the nature and typology of errors that primary school pupils in Nembure Division, Embu County, Kenya make in the acquisition of English as a second language. Primary school learners of English as a second language are prone to making numerous errors. This is worrying because good performance in English in Kenya and the world enhances a learner’s choice of prestigious careers especially those that strictly consider English as a special requirement.Purpose: The purpose of the study was to investigate the nature and typology of errors made by second language learners of English in Nembure Division and to suggest remedies to these errors.Methods: A written task in the form of a composition was administered to collect data from 182 class seven pupils.Findings and Results: The results revealed that learners make many errors in the area of spelling and phonetics.Conclusion and Recommendations: Learners make many errors in the process of acquiring English as a second language. The study recommends that English language teachers isolate errors from the learners’ work and give individualized attention to those learners’ with unique problems; that English language teachers categorize the errors that learners make and address them from that perspective; that teachers give spelling exercises to the learners frequently, and that the Kenya National Examination Council (KNEC should consider starting an oral examination for pupils in primary schools. This will encourage the pupils to improve their spoken and consequently their written language.

Peter Kinyua Muriungi

2011-10-01

323

Cooperative Language Learning and Foreign Language Learning and Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Yan Zhang

2010-01-01

324

Cooperative Language Learning and Foreign Language Learning and Teaching  

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

Yan Zhang

2010-01-01

325

A New Approach to Teaching English Poetry to EFL Students  

Directory of Open Access Journals (Sweden)

Full Text Available Poetry like other literary genres exists to be enjoyed and appreciated. The difficult task facing any instructor is to develop this sense of appreciation and enjoyment in students who are not interested in poetry. For a long time, literature in general and poetry in particular, was purged from the teaching programmes on the ground that it made no contribution to learning a foreign language for practical purposes. Fortunately, in the past few decades there has been a renewed interest in using literature in the language classroom. Despite the renewed interest in teaching literary texts in the classroom, little has been written about teaching poetry to college-level students in Iran. Many English instructors along with many university students do not enjoy English poetry. Even a majority of them express a negative attitude towards poetry. No one can deny that poetry is difficult not only for EFL students, but also for native speakers. My long experience in teaching poetry to Iranian college students has forced me to come to the conclusion that the students’ negative attitude towards poetry can be ascribed, among many other facts, to (a inappropriate selection of the texts and (b ineffective teaching methodology. This study suggests a new approach to teaching English poetry in EFL situations. The purpose of this study was to determine the relative effectiveness of this approach in improving the students’ attitude towards English poetry at college level at Allameh-Tabataba’i University in Tehran-Iran.

Mohammad Khatib

2011-01-01

326

Morphophonemic Transfer in English Second Language Learners  

Science.gov (United States)

Malay (Rumi) is alphabetic and has a transparent, agglutinative system of affixation. We manipulated language-specific junctural phonetics in Malay and English to investigate whether morphophonemic L1-knowledge influences L2-processing. A morpheme decision task, "Does this "nonword" sound like a mono- or bi-morphemic English word?", was developed…

Ping, Sze Wei; Rickard Liow, Susan J.

2011-01-01

327

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

328

Languages and Language Learning in the Face of World English.  

Science.gov (United States)

Describes the lack of importance ascribed to English as a language in Elizabethan times and points out that the popularity of any language resides in its perceived cultural and economic capitol. Draws distinctions between instrumental and integrative motivations and discusses the place of favorable attitudes and positive motivations in language

Edwards, John

2001-01-01

329

English Language Teacher Motivation in Sri Lankan Public Schools  

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Full Text Available Drawing on in-depth qualitative data from fifty-four surveys and five interviews, this study investigated aspects of motivation and demotivation among Sri Lankan English language teachers. The participants included a convenience sample of English teachers currently employed in public schools. The results of the study revealed that students themselves, the act of teaching students, and the prestigious social position for English teachers in Sri Lanka are main motivators for teachers. The main demotivators for the participants included limited facilities for teaching and learning in schools, inefficiency of school administration and zonal education offices, difficulties in obtaining teacher transfers, the discrepancy between the English curriculum and students’ English proficiency, and the poor relationship between colleagues. Overall results of the study indicate that teacher demotivation is a significant issue in Sri Lankan public schools which needs the immediate attention of the country’s education policy designers and management. 

Sujeewa Hettiarachchi

2013-01-01

330

English-Only Europe? : challenging language policy  

DEFF Research Database (Denmark)

English-Only Europe? explores the role of languages in the process of European integration. Languages are central to the development of an integrated Europe. The way in which the European Union deals with multilingualism has serious implications for both individual member countries and international relations. In this book, Robert Phillipson considers whether the contemporary expansion of English represents a serious threat to other European languages. After exploring the implications of current policies, Phillipson argues the case for more active language policies to safeguard a multilingual Europe. Drawing on examples of countries with explicit language policies such as Canada and South Africa, the book sets out Phillipson's vision of an inclusive language policy for Europe, and describes how it can be attained.

Phillipson, Robert

2003-01-01

331

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

2011-10-01

332

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

2012-10-01

333

Nonverbal Communication in College English Classroom Teaching  

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

Liangguang Huang

2011-07-01

334

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

Scientific Electronic Library Online (English)

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

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

335

The Didactics of Foreign Language Teaching with Multimedia  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Kanselaar, G.

1993-01-01

336

Teaching English Discrete Sounds through Minimal Pairs  

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

Luu Trong Tuan

2010-09-01

337

Cognitive Apprenticeship --- An Effective Learning Mode in the College English Listening Teaching  

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Full Text Available An analysis has been made on the existing problems in the traditional process of foreign language teaching in China; and with the help of the theory of cognitive apprenticeship, a further study has been conducted on the effective learning mode in the process of college English listening teaching. An empirical study on the graded English teaching, conducted in the university where the author works, has been made to indicate that the use of multi-media and network technology in the English listening teaching can, to a large extent, improve the language learning environment, develop the student language competence and boost college English teaching in China.

Guoqian Shan

2009-02-01

338

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

339

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish 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 con [...] tribute to strengthen the autonomy, and the self-regulation to maximize the development of communicative competence.

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

340

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish 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 con [...] tribute to strengthen the autonomy, and the self-regulation to maximize the development of communicative competence.

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

2007-06-01

 
 
 
 
341

Own-Language Use in Language Teaching and Learning  

Science.gov (United States)

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

Hall, Graham; Cook, Guy

2012-01-01

342

English Language Qualifications : Earth and Environment  

... iBT TOEFL (Internet-based Test of English as a Foreign Language): An overall score of 87, with no less than Listening 20; Reading 20; Speaking 22; Writing 21 These scores meet the UK Border Agency (UKBA) minimum requirements for English Language competency on the Confirmation of Acceptance for Studies (CAS). If an applicant does not meet the UKBA standard for ... TOEFL (iBT): An overall score of 94, with no less than Listening 21; Reading 23; Speaking 23; Writing 24. UK/EU Students If you already possess a British Bachelors (Honours) degree then you have already met the English Language requirements. If you are an EU student who has completed your Bachelors (or equivalent) outside of the UK,...

343

Including and Supporting Learners of English as an Additional Language  

CERN Document Server

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

344

ENGLISH LANGUAGE RELEVANCE WITH ONGOING BANK SECTOR  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Krupa Sheela, S.

2013-01-01

345

Language Teaching: State of the Art  

Science.gov (United States)

In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was…

Salmani-Nodoushan, Mohammad Ali

2006-01-01

346

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

Science.gov (United States)

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

Lee, Kang-Young

2012-01-01

347

I Speak English: A Tutor's Guide to Teaching Conversational English.  

Science.gov (United States)

Prior to setting forth recommended classroom procedures, this guide discusses the needs and characteristics of the student of English as a second language (ESL) as well as the requirements for successful ESL tutoring. The principles of ESL testing are set forth, and an informal placement pre-test and post test are included. The units of…

Colvin, Ruth J.

348

Introduction of Communicative Language Teaching in Tourism in Cuba.  

Science.gov (United States)

Describes experimental program based on the ideas of the communicative approach to teaching English as a foreign language that was implemented at the Centre for Studies in Tourism in Havana in 1987. Special emphasis is on the difficulties encountered by teachers in a foreign language setting who had been previously used to teaching prescribed,…

Valdes, Antonio Irizar; Jhones, Ada Chiappy

1991-01-01

349

TEACHING ENGLISH IN SEVERAL CENTRAL AND EASTERN EUROPEAN COUNTRIES  

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

Sim Monica Ariana

2008-05-01

350

English Language Teachers’ Knowledge and their Self-efficacy  

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Full Text Available The present research aims at exploring the relationship between novice English teachers' knowledge and their self-efficacy. A teacher knowledge test and an efficacy questionnaire were administered to 55 novice English teachers. The data were gathered from male and female novice teachers teaching at language institutes in Tehran with ages between 20 and 25. The results showed that there is a significant relationship between English Teachers Knowledge Test (TKT and their self-efficacy. The results are discussed in the light of previous findings.

Azadeh Zakeri

2011-03-01

351

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Intakhab Alam Khan

2011-01-01

352

Culture in foreign language teaching  

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Full Text Available In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004 and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010. Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

Claire Kramsch

2013-01-01

353

Translation of Classical Arabic Language to English  

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Full Text Available Machine Translation (MT is the application of computers that translates texts from one natural language (source language to another (target language. The past research dealt with problems mostly related to translating modern Arabic into English. This system is considered as the first of its kind to address the problem of translating classical Arabic into English where it involves cultures knowledge of the two languages. The work is a rule-based machine translation system and consists of three main modules, i.e., analysis, transfer and generation modules. In the transfer module phase, this research has developed and extracted the logical structure from Arabic and English to synchronize the sentences at lower level such as phrases. The generation module then combines the words and phrases to decide the appropriate meaning of them based on the situation of the sentences. A prototype was developed to prove the translation techniques that have been discovered. The performance of the system has been evaluated by comparing it with human translation. The accuracy of the results is 83.5%. These results proved the viability of this approach for Arabic-English machine translation.

Mohd Juzaiddin Ab Aziz

2012-01-01

354

Managing Innovation in English Language Education  

Science.gov (United States)

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

355

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

Science.gov (United States)

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

356

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

2010-08-01

357

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

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

Yuru Shen

2012-09-01

358

Playing and Teaching English to Adults  

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Full Text Available This project tried to answer the query: Can adult students (who have not studied English before speak English if they are given the opportunities to do it? The high school subjects in question belong to Instituto San Fernando Ferrini. Subjects study at night and they have not studied English before so they were afraid. Results suggested that changing parameters such as speaking in English most of the time and including dynamic activities such as games could help adult students feel better about speaking. Further research is needed to describe how to improve pronunciation and writing in adult students. The project was based on the legal framework of MEN (Ministerio de Educación Nacional: Decreto 3011, 1997 that establishes parameters to teach adult students because they have particular characteristics such as families, children, marriages, responsibilities, etc.

Cuervo Ballén Víctor Manuel

2000-08-01

359

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  

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

Aurora Benítez Gener

2012-04-01

360

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

2013-01-01

 
 
 
 
361

The Importance of Discourse Markers in English Learning and Teaching  

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Full Text Available With the wave of development of discourse analysis, more and more linguists and pedagogists begin to apply the research findings and results in this field to language learning and teaching and so far have provided a lot of help. However, whether it is also true for Chinese English learners in using these markers needs further proof. Thus this dissertation aims to investigate into the applicability of DM theory to Chinese teachers and learners in evaluation DMs and the problems they have in learning and using them. Through the analysis on both the qualitative and quantitative results, the research supports and proves the important position of dms in language learning and teaching. It also points out the problems faced by the learners and suggests some possible means for both teachers and students to solve the problems. Later it provides a possible way for the future teaching of dms, which in turn might provide a useful framework for other teaching methods. As a result of the theoretical analysis and the research, the paper concludes that dms do occupy a position in English learning and teaching. It is quite advisable and necessary to pay enough attention to them and try to apply and use them automatically, correctly and appropriately with the help of teachers. Also any over-emphasis on these dms should be avoided against a distraction from the subject matter and together with other methods to facilitate learning process and to bring out a most efficient and effective result in language learning.

Wei Sun

2013-11-01

362

Investigation on College English Teaching and Study on STSR English Teaching Strategy  

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Full Text Available Using investigation and interview as the main research methods, the project team presents an experimental study on STSR (Note 1. In the investigation research, the project team chooses 66 college English teachers and nearly 600 non-English majors from Qingdao University of Science and Technology and makes an investigation of their teaching and learning processes respectively by attending lectures, issuing questionnaires, discussing and sample analyzing, etc. In the experimental study, the project team chooses 100 students as the one-year-STSR study sample and divides them into 2 groups (experimental group and control group based on statistic principle. Data collected in the experiment and used in this paper are dealt with under the help of SPSS Software. The results show several problems in college English teaching in the university. In addition, influence of STSR on students’ English learning is revealed. Several reformation suggestions and demonstration functions of STSR on college English teaching are thereby put forward.

Sixia Gao

2009-02-01

363

Living and Learning in Mexico: Developing Empathy for English Language Learners through Study Abroad  

Science.gov (United States)

This paper provides a qualitative examination of university student experiences with culture, language, and race in a short-term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English

Marx, Sherry; Pray, Lisa

2011-01-01

364

SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden  

Digital Repository Infrastructure Vision for European Research (DRIVER)

My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; ...

Draper, Elaine

2010-01-01

365

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

Science.gov (United States)

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

Rabbidge, Michael; Chappell, Philip

2014-01-01

366

THE SECOND LANGUAGE ACQUISITION OF ENGLISH CONCORD (  

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Full Text Available This study investigated the types and causes of errors in learning the English concord among Indonesian students of English. The errors would be focused on the students’ interlingual (mother tongue as well as intralingual (learning strategies interference. The data were all collected from the students at Satya Wacana Christian University, Indonesia. Two research questions were answered: 1 between interlingual and intralingual errors, which one did the participants make more in learning English concord? 2 Among intralingual errors, which source of errors was the most evident? Fifteen students (n = 15 participated in this study. In regard to the data collection and analysis, I used the steps suggested by Corder (1974, in Ellis and Barkhuizen, 2005. The results of this study suggest that the intralingual errors were more significant than interlingual ones in the acquisition of the concord. The results were in line with some of the previous findings found by Bataineh (2005, Chan (2004, Duskova (1983, Lim (2003, and Richards (1983. They also supported the claim in the field of SLA that acquisition of a foreign language is determined by the nature of the language that the learners are learning, rather than through contrast between the learners’ first language and the target language.

Hendro Setiawan Husada

2007-01-01

367

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

2012-05-01

368

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

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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

369

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

2008-04-01

370

Teaching language teachers scaffolding professional learning  

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

Maggioli, Gabriel Diaz

2012-01-01

371

The Role of English Language Culture in the Omani Language Education System: An Ideological Perspective  

Science.gov (United States)

One of the powerful ideologies that govern English language learning and teaching in the Sultanate of Oman is the "colonialist/culturalist" ideology and the various paradigms embodied within it. This ideology is present in the various statements made by the different agents involved in ELT in Oman, in particular "The Philosophy and Guidelines for…

Al-Issa, Ali

2005-01-01

372

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

2012-06-01

373

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

Scientific Electronic Library Online (English)

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

SANDRA, MORALES RIOS; ANITA, FERREIRA CABRERA.

374

Analysis of English language textbooks in the light of English as an International Language (EIL: A comparative study  

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Full Text Available The global spread of the English language has not only resulted in more non-native speakers than native speakers (Crystal, 1997, but it has even put into question the ownership of the language (Widdowson, 1994; Brumfit, 1995. Therefore, English is recognized as an international language that does not belong to any particular country and is used for global, political, cultural and financial exchange. The following study aimed to find out to what extent English language textbooks demonstrate the international status of the language by comparing four different textbooks published in different years. To this purpose, the following criteria were taken into account: references to Inner Circle countries, references to Outer and Expanding Circle countries, non-native accents, dialogues in non-English speaking countries, place of home culture and famous people. The analysis revealed differences among the selected books with a gradual tendency towards more recognition of the international status of English. Finally, the results were discussed and some suggestions were made in the context of English language learning and teaching.

Naji Meidani, Elham

2013-01-01

375

Opinión, conocimiento y uso de portales web para la enseñanza del inglés como lengua extranjera / Opinion, Knowledge and Use of Web Pages to Teach English as a Foreign Language  

Scientific Electronic Library Online (English)

Full Text Available SciELO Venezuela | Language: Spanish Abstract in spanish El objetivo de esta investigación fue determinar cuál es el nivel de conocimiento, uso y opinión de los docentes de inglés de Educación Media-Diversificada, con respecto a las páginas web. La investigación fue de tipo no experimental y descriptivo. Se aplicó una encuesta a los docentes de inglés com [...] o lengua extranjera, con el fin de constatar el nivel de análisis interpretativo de los docentes. Los resultados arrojan que los encuestados en su mayoría, demostraron poseer conocimientos básicos requeridos en el aprovechamiento de las páginas web, con el fin de mejorar la enseñanza del inglés, demostrando una actitud favorable con alta aceptación en la incorporación de la web al hecho educativo. Abstract in english The goal of this research was to determine what is the level of knowledge, use and opinion of High School English teachers, regarding web pages. The research was non experimental and descriptive. We applied a survey to the teachers of English as a Foreign Language, looking forward to contrast the le [...] vel of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal requires knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.

Ana, Prato; Mirna, Mendoza.

376

ENGLISH: THE LANGUAGE OF COMMUNICATION IN TOURISM  

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Full Text Available Tourism has become a success story of modern times. In the past decades the number of people whotravel abroad has grown rapidly. Tourism is a service - sector which has proved to be constant in times of economiccrisis and will continue to grow at a rapid pace in the 21st century. But tourism is an extremely complexendeavour.Communication is vital to its success since it is only through the effective use of communication thattourism marketers can offer to customers cues about world wide experiences.. Unfortunately, with the emphasis onscience and professional subjects, language studies are often neglected in universities. Consequently, English remains adifficult language to master in spite of the fact that the Tourism sector can benefit enormously from it and it can reviveinterest in learning languages .

SIMION MINODORA OTILIA

2013-02-01

377

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

Scientific Electronic Library Online (English)

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

Aline Nunes de, Sousa.

378

English Language Classroom Practices: Bangladeshi Primary School Children's Perceptions  

Science.gov (United States)

English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This…

Shrestha, Prithvi Narayan

2013-01-01

379

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

2013-02-01

380

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

2009-04-01

 
 
 
 
381

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

2012-03-01

382

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

2013-03-01

383

Young English language learners making thinking and language visible  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English 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 niño [...] s 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 prácticas 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 s [...] econd language without sacrificing their first language and motivation, but also focuses on language processing in bilingual children through providing an understanding of both 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.

Angela K, Salmon.

2008-01-01

384

Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom  

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Full Text Available Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture especially in the context of English as a foreign language. However, with the increasingly important status of English as an international language, the ownership of English has been extensively discussed. Scholars have argued that English is no longer in the custody of any particular country or community. Therefore, whether we should address target language culture in the English classroom or not has become a matter of debate. The study aims to explore EFL learners’ perceptions of the ownership of English and acquiring cultural knowledge in the classroom through in-depth interviews. In total, twenty undergraduates, including both English-major and non-English-major students, from three different universities in Central Taiwan participated in the study. The results show that the majority of the participants reject the notion that English belongs to particular countries in today’s world. In terms of acquiring cultural knowledge, they believe that it is necessary to have some target language cultural knowledge (e.g. British culture and/or American culture in the English classroom. However, apart from the target language cultural knowledge, they would also like to explore various cultures worldwide, using English as a communication tool to become global citizens. Therefore, rather than debate whether to teach a specific culture or language model in the English classroom, it is perhaps more meaningful and important to develop a language learner’s intercultural communicative competence. These findings provide some insightful implications for English language teaching professionals and educators in terms of teaching culture in the English classroom.

Hsuan-Yau Tony Lai

2013-12-01

385

Information Technology & Multimedia in English Language Teaching. Selected Papers from the ITMELT '99 Conference (Hong Kong, November 6-7, 1999).  

Science.gov (United States)

This edited volume of conference papers includes the following: "The Mystery Photo Album: Defining a CALL Paradigm" (Ken Keobke); "Lexicon-Driven Learning on the Internet: A Design Strategy for a World Wide Web 'Virtual Language Learning Classroom'" (Chris Greaves); "Giving Students Something To Do with Concordance Output" (Tom Cobb); "Using a…

Morrison, Bruce, Ed.; Cruikshank, Don, Ed.; Gardner, David, Ed.; James, Jeff, Ed.; Keobke, Ken, Ed.

386

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

2012-06-01

387

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

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

Chin-Ling Lee

2013-04-01

388

A Study on the Reasons for the Inefficiency of College English Teaching and Some Tentative Countermeasures  

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Full Text Available On the basis of a survey, the reasons for the inefficiency of current College English teaching are examined. First, the traditional learning methodology is entrenched and the concepts and ideology of language teaching are outdated. Second, the social and learning environment resulted in the conflicts between the purpose of English teaching and the nature of language as a tool of communication. Third, textbooks and teaching materials cannot meet the requirements of social development and practical purposes. Four, the pedagogy of College English teaching is old-fashioned, and unable to create an appropriate environment for English learning. Five, students’ learning methods are passive and mechanistic. As a result of the analysis, some tentative countermeasures are proposed to improve the efficiency of College English teaching. First, the ideology of English teaching should be shifted from being linguistic-knowledge-oriented to communication-oriented. Second, teaching materials should be changed from literary texts to more practical material. Third, the methods of College English teaching should be shifted from being teacher-centered to being student-centered. Four, more multimedia materials should be used in College English teaching. Five, the focus of College English teaching should be shifted from the practice of language skills to cross-cultural communications.

Zhaogang Wang

2013-12-01

389

Yiddish as a Vernacular Language: Teaching a Language in Obsolescence  

Science.gov (United States)

The task of teaching non-territorial languages such as Yiddish at the university level is a complex undertaking. The teaching of Yiddish has its own particular difficulties due to an ever-diminishing population of native speakers available to students, a lack of contemporary cultural materials, and an abundance of outdated teaching materials. A…

Adler Peckerar, Robert J.

2011-01-01

390

Intercultural Communication and Foreign Language Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Xiong, Shu-fen

2006-01-01

391

Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL Teachers  

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Full Text Available The purpose of this study is to investigate the sources of foreign language anxiety experienced by non-native pre-service ESL teachers (NNPSET in licensure program. 52 pre-service ESL teachers enrolled in a public university in Seoul, South Korea, participated in this study during their teaching practicum as part of requirement to pursue ESL licensure. 52 participants completed a 24-item modified survey based on Foreign Language Classroom Anxiety Scale (FLCAS in order to figure out 1 which language anxiety factors would be the most influential among NNPSETs in their English practicum, and 2 which language anxiety factors strongly affect NNPSETs when they conduct micro-teaching sessions. The Principal Component and principal axis factoring tools were used to analyze the data of the survey. The results indicate that 4 major factors were found which affected NNPSETs language anxiety on the classroom situation. The most influential factor of all was clustered with Factor 1 – ‘Language anxiety on using English in the class’. And the other three factors were identified as ‘Language anxiety based on self-confidence’, ‘Language anxiety about class preparation’, and ‘Language anxiety overcome with efforts’.

Tecnam Yoon

2012-06-01

392

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

2009-11-01

393

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

2011-03-01

394

Tasks for Integrating Language and Culture Teaching  

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

Neff, Peter; Rucynski, John, Jr.

2013-01-01

395

Readers Response Approach to English Poetry Teaching.  

Science.gov (United States)

This paper describes an elective course at Taiwan's Wen Tzao Ursuline College of Modern Languages, "Concise English Poetry Appreciation and Recitation." The course is based on the reader response approach and targets third year students, leading them into the world of poetry through various stages (traditional nursery rhymes and simple, humorous,…

Lin, Antonia Hsiu-Chen; Sher, Teresa Hsiang-Jen

396

Neil Postman and the Teaching of English  

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Neil Postman has challenged many educators throughout his career to think critically and broadly about the roles language plays in human behavior and society. His influence on English education has brought a humanistic perspective to the field, which is otherwise dominated by social sciences.

Moran, Terence P.

2004-01-01

397

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

2010-11-01

398

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

2009-12-01

399

Language Learning Beliefs of Non-English Majors: Examining the Role of English Language Proficiency  

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Full Text Available This study investigates language learning beliefs of non-English majors with different levels of English language proficiency on language learning. The participants surveyed in this study were 125 (86 female and 39 male Iranian non-English majors who were studying in biology, geography, accounting and science. Two instruments, i.e. the Michigan Language Proficiency Test (ECPE and the translated version of Beliefs about Language Learning Inventory (BALLI were administered to collect the required data sets. Statistical procedures used to analyze data revealed that proficiency level had a significant effect on the motivation of students. The more proficient participants reported holding strong beliefs in the category of ''motivation and expectations''. Also results indicate that there is a significant difference among the aptitude of the four groups of participants. The results obtained in this study also demonstrate that no statistical significance was observed between male and female non-English majors' beliefs in English language learning. The interaction between male and female students in these disciplines shows that these are significantly different in the foreign language aptitude and the nature of language learning.

Hadiseh Bagherzadeh

2012-07-01

400

Chinese Teachers' Views of Western Language Teaching: Context Informs Paradigms.  

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Exploration of the views of 24 Chinese teachers of English on the effectiveness of "western" language-teaching methods revealed their beliefs that the communicative approach was applicable to students planning to visit an English-speaking country. Suggestions are presented for helping teachers overcome sociolinguistic limitations in English

Burnaby, Barbara; Sun, Yilin

1989-01-01

 
 
 
 
401

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

2012-05-01

402

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 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.

2007-06-01

403

Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching  

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In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

Ramirez, Pablo C.; Jimenez-Silva, Margarita

2014-01-01

404

Teaching of Mathematics and Science in English: The Teachers' Voices  

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Full Text Available The policy to change the medium of instruction in the teaching of Mathematics and Science from Bahasa Melayu (Malay Language to English in 2003 is an important innovation affecting not only the students but also teachers of Mathematics and Science. However, how far do the changes affect the teachers is the issue addressed in the paper. In fact the objectives of the study were to investigate the reaction of the mathematic and science teachers to using English as the medium of instruction, the problems encountered by these teachers in using English in the classroom and the availability of language support systems. A study was conducted on a group of pre-university educators in the northern part of Malaysia who have undergone language enhancement courses known as English for the Teaching of Mathematics and Science (ETeMS. The study reveals that teachers of mathematics and science are generally perceptive of the change in the medium of instruction but needing some sustainable measures to not only improve their language ability and delivery. Thus it is hope that certain measures would be taken to address on teachers struggle to ensure the success of the policy.

Mohamad Fadhili Bin Yahaya

2009-05-01

405

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

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

SANDRA MORALES RIOS

2008-01-01

406

Teaching Language Arts in Second Life  

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Educators have been paying attention to the teaching potential of the 3D virtual world browsing program Second Life, and they have been using the tool to teach subjects such as arts and mathematics in the past few years. In this article, the author focuses on how to teach language arts in Second Life. Advantages and disadvantages of two Second…

Chen, Li-Ling

2011-01-01

407

English language classroom practices: Bangladeshi primary school children’s perceptions  

Digital Repository Infrastructure Vision for European Research (DRIVER)

English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technolog...

Shrestha, Prithvi

2013-01-01

408

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

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

2007-06-01

409

On the Multimedia Teaching in College English Listening  

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Full Text Available With the reform of college English teaching, multimedia-aided listening teaching has become the focus. This paper puts forth the current situation and requirement of college English teaching, gives a brief introduction of constructivism theory of learning, analyses the advantages of multimedia teaching, and proposes some teaching tips with the aid of multimedia in listening class to meet the demands of new curriculum requirement.

Xiaoyan Du

2011-07-01

410

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 for the students. As regards instructors' responses, it was found that all of the native speakers and 62.5 of non-native speakers of English felt that it was okay to use Arabic in EFL teaching. With ...

Taha, Fayez M.

2006-01-01

411

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 use…

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

2013-01-01

412

CHALLENGES OF THE ENGLISH TEACHERS IN TEACHING ENGLISH AT SECONDARY LEVEL ASSAMESE MEDIUM SCHOOLS OF ASSAM  

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Full Text Available This paper is an attempt to find out the challenges of the English teachers in teaching English at Secondary Level. It has been witnessed that in recent times the Assam Government has taken several measures to improve the quality of English teaching though with little satisfactory result. This paper therefore, aims at throwing lights on the existing practices of teaching English at Secondary Level and at the same time making the teachers alert about their role in upgrading the quality of English teaching so much so that instead of blaming the students for their inability to learn, they should take teaching English as a great challenge in front of them.

Pranjal Saikia

2013-05-01

413

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

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

Ware, Paige; Benschoter, Jessica

2011-01-01

414

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

2013-09-01

415

Foreign Language Teachers’ Attitude toward Authentic Assessment in Language Teaching  

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Full Text Available Problem Statement: A rapidly increasing interest has been observed in finding alternatives to traditional forms of assessment in education. For at least three decades, teachers, curriculum developers and program administrators have been studying hard to identify appropriate procedures to assess the knowledge and abilities of students. The term “authentic assessment” has emerged from this need in the field of education, and can be described as “the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally-relevant classroom activities” (O’Malley and Valdez Pierce, 1996, p. 4. Given that the topic is a relatively new and challenging one, it has been observed that to examine language teachers’ perceptions and attitude toward authentic assessment is quite important.Purpose of Study: In this study, a questionnaire which aims to determine the ideas and opinions of English language instructors regarding the use of authentic assessment has been applied and the results of the study have been presented and discussed.Method: In order to find answers to the research question “What are the language teaching instructors’ ideas and attitude toward authentic assessment in language teaching classes?”, a questionnaire which is called “Authentic Assessment Inventory for Goal Setting”(O’Malley and Valdez; 1992 has been used in this study. This inventory has been applied to 37randomly-selected instructors from Atilim University Preparatory School of English. Theinventory consists of 15 questions that can be answered with three alternatives, mainly, 1 =not at all, 2 = somewhat, 3 = a great deal.Findings: Answers to the questions in the inventory where handled under two maincategories: at what point the instructors are now, and where they wish to be concerning the issue of authentic assessment.Conclusion and Recommendations: As a concluding remark for the study, it will bepedagogically useful to attach more importance to authentic assessment in curriculum andeducational programs of language teaching. Additionally, it is recommended that morescientific research be conducted about authentic assessment, in particular on goal-setting,educational planning and program development.

Bengü Aksu Ataç

2012-10-01

416

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

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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

417

A Discussion on Developing Students’ Communicative Competence in College English Teaching in China  

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With the spread and development of English around the world and its increased use in China, research about improved methods to develop college students’ English level has become of great importance. This has promoted changes in both the teaching and learning process. This paper analyzes the necessity and feasibility of developing students’ communicative competence in College English Teaching (CET) and also discusses the advantages and challenges of Communicative Language Teaching (CLT) fo...

Fan Fang

2010-01-01

418

Cognitive Apprenticeship --- An Effective Learning Mode in the College English Listening Teaching  

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An analysis has been made on the existing problems in the traditional process of foreign language teaching in China; and with the help of the theory of cognitive apprenticeship, a further study has been conducted on the effective learning mode in the process of college English listening teaching. An empirical study on the graded English teaching, conducted in the university where the author works, has been made to indicate that the use of multi-media and network technology in the English list...

Guoqian Shan

2009-01-01

419

Communicative Competence and Language Teaching: Second Thoughts.  

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Discussions of the communicative approach to language teaching are often confusing because different definitions are ascribed to communicative competence in the teaching context. Its definition as the appropriate use of the sociocultural rules for language use in spontaneous interaction is preferred; this definition makes possible more precise…

Paulston, Christina Bratt

420

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

2012-04-01

 
 
 
 
421

16 CFR 303.4 - English language requirement.  

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

2010-01-01

422

19 CFR 122.4 - English language required.  

Science.gov (United States)

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

2010-04-01

423

37 CFR 3.26 - English language requirement.  

Science.gov (United States)

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

2010-07-01

424

16 CFR 303.4 - English language requirement.  

Science.gov (United States)

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

2010-01-01