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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.

Runjiang Xu

2011-11-01

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English Language Teaching Profile: Uruguay.  

Science.gov (United States)

This profile in outline form of the English language teaching situation in Uruguay discusses the role of English within Uruguayan society and within the educational system. Though English is quite widely used for reading scientific, technical and medical publications, and while it is considered important culturally in higher professions, it is not…

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

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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

4

Teaching language arts to English language learners  

CERN Document Server

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

Vásquez, Anete; Smith, Philip C

2013-01-01

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LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2010-01-01

6

LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

Murni Mahmud

2010-08-01

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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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Essentials for successful English language teaching  

CERN Document Server

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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Motivation and English Language Teaching in Iran  

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The present article arises from a three-year cross sectional investigation into English language teaching in secondary schools in Iran and it aims to discuss the role of students’ motivation within English language teaching in Iran. In order to investigate this situation, a range of research instruments were used including a thorough review of literature, a desk based analysis of existing curriculum documentation, questionnaires and interviews completed by English language teachers...

Mahdi Dahmardeh; Marilyn Hunt

2012-01-01

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Motivation and English Language Teaching in Iran  

Directory of Open Access Journals (Sweden)

Full Text Available

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

Key words: Motivation; English Language Teaching; Iran

Mahdi Dahmardeh

2012-11-01

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Is there language teaching after global English?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study documents a case of language education decline, and the role that distance-teaching expertise, allied with Information and Communication Technology (ICT) experience, can play in alleviating the problem. In the United Kingdom a number of factors have led to a crisis in the teaching and learning of European Languages Other Than English (ELOTE). One of the main determiners is the dominance of English as a lingua franca for Continental Western European countries, and another the politi...

2003-01-01

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Methods of English language teaching  

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The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is now most commonly used in the traditional instruction of the classical languages.

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

2013-01-01

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How to Enhance Culture Teaching in English Language Classes  

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

2011-01-01

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Language-Oriented Teaching of English Poetry.  

Science.gov (United States)

Suggests that an intensive language-oriented English poetry class conducted for one semester for university students in Korea demonstrates that English poetry can be properly integrated in language classes with positive results, not only by heightening students' motivation and interest in English but also by improving their language performance.…

Cho, Byung-Eun

2001-01-01

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How to Enhance Culture Teaching in English Language Classes  

Directory of Open Access Journals (Sweden)

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

Baohe Zhao

2011-07-01

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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 English as a Foreign Language in China.  

Science.gov (United States)

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

Keqiang, Wang

1986-01-01

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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.…

Shanahan, Therese; Shea, Lauren M.

2012-01-01

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PLATE : Project in language assessment for teaching in English  

DEFF Research Database (Denmark)

Copenhagen Business School (CBS) finds itself needing to address the issue of English-medium instruction for its increasing number of foreign exchange and full degree students. With internationalisation as a main pillar of the institutionâ??s agenda, there are concerns whether the teaching facultyâ??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 CBSâ??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 CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM  

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Full Text Available 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, we do with learners more communicative. There are many areas in which language learners can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative Writing (CW can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative Writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms. In this article, an effort is made to discuss the characteristics and difficulties of CW and similarly, a few ideas for CW writing, benefits of CW and solutions to simplify and make it interesting is presented.

MARKU MONIS AND . M. V. RODRIQUES

2012-11-01

 
 
 
 
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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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Principles and Practices of Teaching English as an International Language  

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

Matsuda, Aya

2012-01-01

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Principles and Practices for Teaching English as an International Language  

CERN Document Server

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

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

2012-01-01

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Teaching English through Principles of Instructed Language Learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2013-01-01

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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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ICT and Teachers’ Attitude in English Language Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2013-01-01

27

ICT and Teachers’ Attitude in English Language Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2012-01-01

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Cultural Diversity in English Language Teaching: Learners’ Voices  

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Full Text Available The focus of culture in English language teaching (ELT has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners’ attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners’ perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners’ reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.

Nguyen Duc Chinh

2013-03-01

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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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Research in the Teaching of the English Language Arts.  

Science.gov (United States)

The 28 essays in this journal issue focus on methodology, interpretation, and classroom application of research in the language arts. Following a preface on the role of research in English instruction, the topics discussed include the following: (1) a research base for a large-scale evaluation of writing; (2) implications of teaching writing as…

Bergdahl, David, Ed.

1983-01-01

31

Teaching English as a Second Language in China  

Digital Repository Infrastructure Vision for European Research (DRIVER)


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...

Wang, Su-zhen

2007-01-01

32

Considering Emotions in Critical English Language Teaching Theories and Praxis  

CERN Multimedia

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

33

The “Whole Language” Theory and Its Application to the Teaching of English Reading  

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Full Text Available Based on a diagnosis of the problems in the traditional way of teaching English reading in China, this paper introduces the “whole language” theory and explores its application to the teaching of English reading. To begin with, it demonstrates the various problems in the teaching of English reading which severely prevent the improvement of English teaching. Then it introduces and elaborates on the “whole language” theory which brings new ideas and new methods to foreign language teaching. Finally it discusses how the “whole language” theory can be used to improve the teaching of English in general and English reading in particular.

Pan Ling

2012-02-01

34

ICT and Teachers’ Attitude in English Language Teaching  

Directory of Open Access Journals (Sweden)

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

Gopala Krishnan Sekharan Nair

2012-10-01

35

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

Science.gov (United States)

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

Matsuda, Aya, Ed.

2012-01-01

36

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 a...

Bei Zhang

2013-01-01

37

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

38

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Hodal, Trine

2005-01-01

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

Science.gov (United States)

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

Kim, Namsook

2011-01-01

40

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

Directory of Open Access Journals (Sweden)

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

Charles F. Meyer

2006-10-01

 
 
 
 
41

The Sociocultural Context of English Language Teaching in the Gulf.  

Science.gov (United States)

Discusses the challenges faced by English-as-a-Foreign-Language teachers in the Arabian Gulf. Seeks to identify structural and contextual issues that have contributed to the present state of language education there. Focuses on four central contributing aspects; contextual framework, human resource development, systems and standards, and research…

Syed, Zafar

2003-01-01

42

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

43

Sociolinguistic Approach In English Language Teaching: A Critical Assessment  

Directory of Open Access Journals (Sweden)

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

44

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2012-01-01

45

Foreign Language Teaching Reform and Improvement of College English Teaching Quality  

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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

46

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

47

Complete English as a Foreign Language Teach Yourself  

CERN Multimedia

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

48

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

Science.gov (United States)

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

Hu, Zhiwen; McGrath, Ian

2011-01-01

49

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

Science.gov (United States)

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

Choi, Yoonjung

2013-01-01

50

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

51

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

Science.gov (United States)

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

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

2011-01-01

52

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

Science.gov (United States)

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

B. Bowman B. Robson G. Burkart

1989-01-01

53

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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; Jing Chen

2013-01-01

54

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Prodanovi?-Stanki? Diana

2011-01-01

55

Sino-English Culture Difference and Teaching in Foreign Language Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 a...

Shuying An

2011-01-01

56

An Evaluation of English Language Teaching Courseware in Malaysia  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study included a qualitative analysis of the content of the teaching courseware that was developed by the Curriculum Development Center of the Ministry of Education in 2003. The objective of the study was to determine efficacy of the courseware from the perspective of learning-teaching. The results indicated that most of the lessons selected for analysis followed a traditionally linear approach. Furthermore, an analysis of the roles of the learner, the teacher and the courseware showed t...

Jayakaran Mukundan; Vahid Nimehchisalem

2011-01-01

57

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

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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

58

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

59

Teaching and Learning English-as-a-Second / Foreign Language through Mother Tongue: A Field Study  

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The underlying study aims to investigate and analyze the actual reasons, attitudes, and purposes behind the use of the mother tongue (Arabic) in teaching English-as-a-second language to Arab students attending English courses as a university compulsory requirement for the study of English language and literature at Jordanian private and government-aided universities. To achieve this goal, the researcher analyzed data he collected from classroom observation at three different private universit...

Basel Al-Sheikh Hussein

2013-01-01

60

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

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

Hong-mei SUN

2010-08-01

 
 
 
 
61

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

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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 ...

Mansooreh Elahi; Mohammad Taghi Badeleh

2013-01-01

62

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.

63

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

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

Bassma Basheer Nomass

2013-01-01

64

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

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

Hsien-Chung Liao

2012-09-01

65

Media Education in English Language Teaching - Not our job?  

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Full Text Available This study discusses educational media policy and related concepts in Germany, contrasting it with what in fact happens at school. After analyzing the concept of media literacy and its role in present society, the questions whether media education should form part of EFL lessons, and up to which extend EFL teachers could be expected to attribute a central role to the integration of media education in their classes will be focused. Data for this research come from questionnaires collected from students and teachers of English in German schools. After the presentation of the major findings, suggestions are made to improve the quality of media education in ELT classrooms.

Marko MAGLI?

2007-04-01

66

The Physical and Technical Characteristics of English Language Teaching Courseware in Malaysia  

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The present paper reports the findings of a study that investigated the physical and technical characteristics of the English language teaching courseware in Malaysia. A randomly selected group of English language teachers in Malaysia (n=200) were surveyed to evaluate the courseware. SPSS (18.0) was applied to analyze the data. The results showed that the teachers consider the technical and physical characteristics of the courseware (its technological sophistication and user-friendli...

Jayakaran Mukundan; Vahid Nimehchisalem; Sima Sayadian

2012-01-01

67

Evaluating and Designing Language Teaching Materials. Practical Papers in English Language Education, Volume 2.  

Science.gov (United States)

This article offers teachers a comprehensive set of questions to ask themselves in evaluating their instructional materials and offers proposals for the adaptation and design of materials. These suggestions are postulated on a definition of language as communication and language teaching as a communicative process. The following are discussed: (1)…

Candlin, Christopher N.; Breen, Michael P.

68

THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING  

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

Angela Strelchonok

2013-10-01

69

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

Science.gov (United States)

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

Mathews, Sarah A.

2014-01-01

70

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

Science.gov (United States)

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

Bai, Li; Millwater, Jan; Hudson, Peter

2012-01-01

71

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

Science.gov (United States)

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

Saglam, Asli Lidice Gokturk; Sert, Semih

2012-01-01

72

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

Science.gov (United States)

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

Kaneda, Michikazu

1972-01-01

73

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

Science.gov (United States)

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

Syrja, Rachel Carrillo

2011-01-01

74

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

Science.gov (United States)

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

Arechiga, Debbie

2012-01-01

75

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

76

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

In spite of the urgent need for research into the socio-political contexts of the teaching and learning of English as a second/foreign language, the predominant paradigm of inquiry into EFL in the Chinese context still focuses on the functional aspects of ...

Yaying Zhang

2008-01-01

77

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

78

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

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

Fang Wang

2009-08-01

79

The (potential) impact of Mentoring on English language teaching in Chile at school level  

Scientific Electronic Library Online (English)

Full Text Available SciELO Chile | Language: English Abstract in spanish El presente artículo revisa los diversos del novedoso término Mentor y las aplicaciones recientes en el ámbito de la enseñanza del inglés. Presenta, además, algunas experiencias exitosas de programas de Mentoría a la luz de las necesidades del sistema de educacional chileno. [...] Abstract in english This article briefly surveys the various uses of the newfangled term Mentor and its recent application(s) in the realm of English language teaching.lt also presents successful experiences of mentoring programmes in the light of the needs of the Chilean education system. [...

Mauricio, Veliz Campos.

80

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

 
 
 
 
81

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

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

Zaenab S. Abdul Majeed

2012-05-01

82

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

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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

83

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

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Full Text Available

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

 

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

Mansfield Gillian

2012-04-01

84

English Teaching in China.  

Science.gov (United States)

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

Deyun, Song

2000-01-01

85

Open the door to English with your native language : the role of the mother tongue in English language teaching in China  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This dissertation explores one of the most fundamental but controversial issues in foreign language teaching (FLT) ? the role of the learners? mother tongue (MT)/first language in foreign language (FL) classrooms ? with a special focus on the FLT situations in China. The monolingual approach or the English-only approach, which excludes learners? MT from FL classrooms, is currently dominating the mainstream thinking in FLT. However, evidence presented in this study suggests...

Wu, Tong

2009-01-01

86

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Serone, Luisiana

2013-01-01

87

Ecolinguistic approach to foreign language teaching on the example of English  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Wiertlewska, Janina

2011-01-01

88

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

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

Shibani Banerjee

2014-03-01

89

The (potential) impact of Mentoring on English language teaching in Chile at school level  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article briefly surveys the various uses of the newfangled term Mentor and its recent application(s) in the realm of English language teaching.lt also presents successful experiences of mentoring programmes in the light of the needs of the Chilean education system.El presente artículo revisa los diversos del novedoso término Mentor y las aplicaciones recientes en el ámbito de la enseñanza del inglés. Presenta, además, algunas experiencias exitosas de programas de Mentoría a la...

Mauricio Veliz Campos

2007-01-01

90

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Melodie Cook

2009-01-01

91

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Sato, Yoshifumi

2006-01-01

92

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

Directory of Open Access Journals (Sweden)

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

Melodie Cook

2009-01-01

93

Teaching and Learning English-as-a-Second / Foreign Language through Mother Tongue: A Field Study  

Directory of Open Access Journals (Sweden)

Full Text Available The underlying study aims to investigate and analyze the actual reasons, attitudes, and purposes behind the use of the mother tongue (Arabic in teaching English-as-a-second language to Arab students attending English courses as a university compulsory requirement for the study of English language and literature at Jordanian private and government-aided universities. To achieve this goal, the researcher analyzed data he collected from classroom observation at three different private universities. In addition, the writer analyzes results of responses to questionnaires distributed to 120 students and 12 teachers learning and teaching English at three universities – 40 students and 4 teachers from each university.The results obtained show that almost all the respondents expressed the need for the use of Arabic in the English classroom because, according to them, it helps students understand the meaning of new or difficult words, explain complex syntactic rules, and save time. The study also shows that not allowing students to use their mother tongue will result in prohibiting them to have some opportunities to learn English better.

Basel Al-Sheikh Hussein

2013-08-01

94

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Suharmanto Suharmanto

2003-01-01

95

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

96

Teaching Languages, Teaching Cultures.  

Science.gov (United States)

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

97

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

98

Teaching Language, Teaching Culture.  

Science.gov (United States)

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

1997-01-01

99

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

In spite of the urgent need for research into the socio-political contexts of the teaching and learning of English as a second/foreign language, the predominant paradigm of inquiry into EFL in the Chinese context still focuses on the func...

Yaying Zhang

2009-01-01

100

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

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Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT. These participants expressed a need for knowledge and support.

Sandra du Plessis

2008-02-01

 
 
 
 
101

Teaching English Through Literature  

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

Murat Hi?mano?lu

2005-04-01

102

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

103

Teaching English Grammar Through Games  

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

Nguyen Thi Minh Doan

2010-12-01

104

A Study of the English Teaching Practice at a Language Institute  

Scientific Electronic Library Online (English)

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

Posada Ortiz, Julia Zoraida; Patiño Garzón, Luceli.

105

Content-based Instruction in the Teaching of English as a Foreign Language  

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Full Text Available Content-based instruction has gained widespread popularity in second and foreign language teaching. However, despite its reported benefits, many English teachers do not fully exploit its content and language learning benefits. In addition, there are relatively few studies which provide a theoretical foundation for content-based instruction and offer practical suggestions for its integration in EFL settings.This article aims to link theory to practice, and to help English teachers maximize the full potential of content-based instruction and project work. To accomplish this goal, we first present a short literature review on project-based instruction, followed by a summary of its benefits and the beneficial outcomes of using the World Wide Web to implement it. We then propose an eight-step process for the sequencing of project work. We finally showcase a real-world project designed for intermediate EFL students. The design and the activities suggested could easily be transferable to other settings.

Tsiplakides Iakovos

2011-05-01

106

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

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Uninterrupted interactions of merchants and travelers from different countries stress the significance of English. The purpose of the study was to investigate what cultures and teaching practices are different between native English-speaking teachers and Taiwanese senior high school students. Three native English-speaking teachers and six Taiwanese senior high school students in Taichung city participated in this study. Data were collected through native English-speaking teachers’ ...

Hsien-Chung Liao; Cheng-Cheng Yang

2012-01-01

107

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

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

Lai-Mei Leong

2012-03-01

108

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

109

Beyond the Curriculum: A Chinese Example of Issues Constraining Effective English Language Teaching  

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Studies of English language education in primary and secondary schools in Asia have shown that at different times the orientation of English language curricula for schools has been adjusted to meet changing sociopolitical and educational trends. In much of Asia the emphasis of the objectives set out in the English curricula has shifted from…

Li, Minglin; Baldauf, Richard

2011-01-01

110

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

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

Prey, Robert

2005-01-01

111

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

112

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

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Full Text Available 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.

113

On Differences between General English Teaching and Business English Teaching  

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Full Text Available With the accelerating rate of globalization, business exchanges are carried out cross the border, as a result there is a growing demand for talents professional both in English and Business. We can see that at present Business English courses are offered by many language schools in the aim of meeting the need for Business English talent. Many researchers argue that no differences can be defined between Business English teaching and General English teaching. However, this paper concludes that Business English is different from General English at least in such aspects as in the role of teacher, in course design, in teaching models, etc., thus different teaching methods should be applied in order to realize expected teaching goals.

Wenzhong Zhu

2008-12-01

114

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

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

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

2011-01-01

115

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

116

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

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Full Text Available Language holiday camps for children or adolescents who are learners of a second or additional language are a world-wide phenomenon. They are particularly popular in the USA, Canada and Britain for languages such as French, German and Spanish. Youth camps (also called summer camps during the European school holidays to learn English or other languages have also enjoyed a long tradition. In Malaysia, English language holiday camps are prolific and have been running since the 1940s. With such popularity that these camps enjoy the world over, the subject is coming under research. In line with such researches, the present study covers a four day long residential English language holiday camp in Malaysia for 31 female students (aged 16 during May 2013. Its aim was to identify activities that actively engage learners and increase their attitudes positively in regards to learning English. The paper is intended to stimulate further research into extra-curricular activities, specifically English language holiday camps due to their global abundance, to build a corpus of literature in order to fill the current vacuum, and to gather empirical data on the value of such camps. The findings of the focused study have broad relevance internationally due to the significant numbers of language camps around the world and will contribute to the scanty knowledge currently available on this topic. It is anticipated that the issues discussed in this paper will be useful for students, teachers, researchers, policy makers and practitioners of English language studies alike.

Ria Hanewald

2013-09-01

117

"We Would Have To Invent the Language We Are Supposed To Teach": The Issue of English as Lingua Franca in Language Education in Germany.  

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Identifies two types of response to the possibility of teaching English as a lingua franca, where there is a break of the traditional assumption that a language is associated with one or more specific cultures. Taken from the German context, the issues raised are significant to most teachers of English, and for those who educate them. (Author/VWL)

Decke-Cornill, Helene

2002-01-01

118

Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?  

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This study investigates the challenges sixteen non-native preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed…

Gan, Zhengdong

2013-01-01

119

The Effects of a Blended Learning Strategy in Teaching Vocabulary on Premedical Students' Achievement, Satisfaction and Attitude toward English Language  

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The current study aimed to investigate the effects of a proposed blended learning strategy in teaching medical vocabulary at Arabian Gulf University (AGU) on some outcomes of the learning process. The study attempted to assess the effects of the proposed strategy on pre-medical students' achievement, attitudes towards the English language, and…

Alshwiah, Abeer Aidh S.

2009-01-01

120

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

 
 
 
 
121

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

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The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT). For that purpose, seven representative coursebooks of different educational levels and modalities in Spain--secondary, upper…

Criado, Raquel; Sanchez, Aquilino

2009-01-01

122

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

123

Teaching English in Primary School: A Project To Introduce a Third Language to Eight Year Olds.  

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A project introducing English as a third language in 30 elementary schools in the Basque Country (Spain) is described. The program, emerging from a national curriculum reform effort, begins English instruction when students are eight years old, three years earlier than previously. Students are already bilingual in Spanish and Basque, both official…

Cenoz, Jasone; Lindsay, Diana

124

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

125

Teaching Science to English Language Learners: Building on Students' Strengths (e-book)  

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Can a student's cultural background support learning in science? Or is concentrating on the specialized vocabulary of science the best way to help English language learners learn science? This book addresses these and other pressing questions you face when working with students whose linguistic and cultural backgrounds, as well as their languages, are different from your own.

2008-01-01

126

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

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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

127

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

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The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT). For that purpose, seven representative coursebooks of different educational levels and modalities in Spain – secondary, upper secondary, teenager and adult textbooks – were selected to be analysed. A full unit randomly selected from each coursebook was examined...

Raquel Criado; Aquilino Sánchez

2009-01-01

128

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

129

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

130

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

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

Aquilino Sánchez

2009-06-01

131

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

132

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

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Full Text Available 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 general reading and writing scores. The results were analyzed using the SPSS software and some correlation and ANOVA analyses were run. The correlation coefficients along with the scatter plot matrix showed strong, weak and in some cases partial correlations among the scales. The results of the post hoc tests of the repeated measures of ANOVA and the pairwise comparison of the measures also showed that the EFL learners performed almost equally well on the skills of reading and writing, but with expository writing and expository reading texts the performance was quite different. The concept of language proficiency was reconsidered in respect to the integrative approach’s principles and some pedagogical implications in the field of language teaching were suggested.

Seyyed Mohammad Reza Adel

2011-11-01

133

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

134

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

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

Abdallah, Mahmoud M. S.

2011-01-01

135

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

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

McGarry, Richard

2012-01-01

136

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

137

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

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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 cultu...

Khaled Jebahi

2013-01-01

138

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

139

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

140

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

 
 
 
 
141

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

142

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

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Full Text Available 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 Racial 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.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 (FERREIRA, 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

143

On Adding Cultural Contents to English Teaching  

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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

144

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

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

Hadi Hadi

2006-01-01

145

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

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The purpose of this paper is to analyses the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literaty work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analysed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English text...

Kurnia, Fabiola D.

2001-01-01

146

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

147

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

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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 obj...

Alhussain, Aisha M.

2012-01-01

148

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

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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 learni...

Alexandra Uzoaku Esimaje

2012-01-01

149

Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge  

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Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

2014-01-01

150

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

151

MAKING OF E-TEACHING MATERIALS FOR ENGLISH LANGUAGE IN PRIMARY SCHOOL  

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Modern information and communication technology covers all aspects of human life. Computers and other e-learning materials in education make classes more interesting and therefore motivate pupils. E-education is becoming a more and more valid way of gaining new knowledge. With open source authoring tools, such as CourseLab, we gained new excellent programmes for making e-learning materials, which are used by the performers of e-teaching and also by others.

2009-01-01

152

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 h...

Abbas Pourhosein Gilakjani

2012-01-01

153

Misunderstandings of Communicative Language Teaching  

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Full Text Available Although Communicative Language Teaching is accepted by many English teachers in China as one of the most effective approach in English language teaching, there are still a number of misunderstandings about it. By comparing Johnstone; Sato and Kleinsasser and Thompson as well as Spada, this article focuses on four of the main misunderstandings, which are commonly held by the language teachers and researchers.

Wen Wu

2008-06-01

154

Resources for Teaching English  

CERN Multimedia

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

155

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

156

On Interrelations between Language Teaching and Speech Teaching  

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

Xianmei Sun

2012-01-01

157

THE PROBLEMS WITH TEACHING ENGLISH AS A SECOND FOREIGN LANGUAGE TO STUDENTS OF THE ASIAN-PASIFIC REGION  

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Full Text Available The article briefly discusses the problems the English teacher faces working with students from the Asian-Pacific region as seen in the example of teaching at the International department of Irkutsk State Linguistic University.

Antonova Alla Borisovna

2013-03-01

158

TEACHING BUSINESS ENGLISH FOR COMMUNICATION IN ROMANIA  

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Full Text Available 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 situations( for example : when socialising, telephoning, presenting, taking part in meetings and negotiating., by teaching business English for communication students will be provided the opportunity to acquire the necessary skills.

Minodora Otilia Simion

2012-03-01

159

Cooperative Principle in Oral English Teaching  

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

Mai Zhou

2009-07-01

160

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

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language: TR; mso-ansi-language: EN-GB;" lang="EN-GB">This paper evaluates the attitudes of student teachers towards microteach...

Muhlise Cosgun Ogeyik

2009-01-01

 
 
 
 
161

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

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

ASHOK KUMAR .B. SURAPUR

2013-04-01

162

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

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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

163

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

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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

164

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

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The UK, with its obvious advantages such as a good range of universities offering many different courses, and the opportunity to increase competence in English usage, has become one of the most popular countries for Chinese students. However, Chinese students who want to come to the univers...

Fang Wang

2009-01-01

165

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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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 s...

Otaala, Laura A.; Plattner, Ilse E.

2013-01-01

166

THE TEACHING OF ENGLISH TO NON-ENGLISH-SPEAKING MIGRANTS.  

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THIS PROVISIONAL GUIDE FOR TEACHING ENGLISH TO NON-ENGLISH SPEAKING MIGRANTS PRESENTS THE USUAL ENGLISH LINGUISTIC PROBLEMS OF SPANISH-SPEAKING LEARNERS--CONSONANT SOUND PROBLEMS, VOWEL SOUND PROBLEMS, CONSONANT CLUSTER PROBLEMS, LANGUAGE RHYTHM PROBLEMS, AND INTONATION PROBLEMS. AIDS TO SPANISH USAGE AND PRONUNCIATION, INCLUDING VOWEL SOUNDS,…

VITO, LAWRENCE

167

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

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

Eleni I. Korosidou

2013-03-01

168

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

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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

169

The English language  

CERN Multimedia

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

Mullany, Louise

2010-01-01

170

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

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

Görsev ?nceçay

2011-10-01

171

An Eclectic Method of College English Teaching  

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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

172

Teaching Language Minority Students through the Newspapers.  

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

Olivares, Rafael; Lisi-Pawlak, Clorinda

173

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

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

Tan Yao Sua

2007-01-01

174

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

175

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  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2012-01-01

176

Teaching English in Primary Schools in Vietnam: An Overview  

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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

177

How to Teach Aural English More Effectively  

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

Huan Huang

2009-08-01

178

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2011-01-01

179

Evidence of the Validity of "Teaching Strategies GOLD[R]" Assessment Tool for English Language Learners and Children with Disabilities  

Science.gov (United States)

Research Findings: This study examined the measurement equivalence of the "Teaching Strategies GOLD[R]" assessment system across subgroups of children based on their primary language and disability status. This study is based on teacher-collected assessment data for 3-, 4-, and 5-year-old children for the fall of 2010, winter of 2010, and spring…

Kim, Do-Hong; Lambert, Richard G.; Burts, Diane C.

2013-01-01

180

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

 
 
 
 
181

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

Science.gov (United States)

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…

Zamorshchikova, Lena; Egorova, Olga; Popova, Marina

2011-01-01

182

A Study of Culture Teaching in College English Teaching  

Directory of Open Access Journals (Sweden)

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.

Runjiang Xu

2011-06-01

183

China’s English Language Environment  

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

Jeffrey Gil

2008-06-01

184

Revisiting English Language Learning among Malaysian Children  

Directory of Open Access Journals (Sweden)

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

185

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

Directory of Open Access Journals (Sweden)

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

186

Project-based learning in the teaching of English as a foreign language in Greek primary schools: from theory to practice  

Digital Repository Infrastructure Vision for European Research (DRIVER)

language: EN-GB;" lang="EN-GB">

language: EN-US;" lang="EN-US">This article deals with implementing project work in the teaching of English as a foreign language in Greek state primary schools.

Iakovos Tsiplakides; Iosif Fragoulis

2009-01-01

187

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.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 mis...

Izabel Brandão

2008-01-01

188

Utilising fiction to promote English language acquisition  

CERN Document Server

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

Alami, Suhair Al

2013-01-01

189

A Study of the Teaching of Culture in College English  

Directory of Open Access Journals (Sweden)

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

190

English as a Second Language Students and English Language Anxiety: Issues in the Mainstream Classroom.  

Science.gov (United States)

Addresses issues of English language anxiety in two settings: English as a second language and mainstream classrooms. Reveals that interaction with Chicano students raised anxiety levels and that such strategies as avoidance were used to reduce anxiety. Concludes with recommendations for teaching and research that recognize the complexity of…

Pappamihiel, N. Eleni

2002-01-01

191

Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level. The results of this investigation show that explicit grammar teaching has decreased ov...

La?rkefjord, Bernadette

2007-01-01

192

Investigation of the Application of Communicative Language Teaching in the English Language Classroom -- A Case Study on Teachers' Attitudes in Turkey  

Science.gov (United States)

This qualitative study aimed to reveal whether teachers' classroom practices overlap with their attitudes towards certain features of Communicative Language Teaching (CLT) such as pair and group-work activities, fluency and accuracy, error correction and the role of the teacher. Before conducting an open-ended questionnaire with two teachers of…

Coskun, Abdullah

2011-01-01

193

English language knowledge for secondary teachers  

CERN Multimedia

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

194

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

195

Language Training - English Training  

CERN Multimedia

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

HR Department

2009-01-01

196

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

197

Some Reflections about the Construction of College English Teaching System  

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

Jie Wang

2009-02-01

198

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

199

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

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

Luis S. Villacañas de Castro

2013-06-01

200

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

Scientific Electronic Library Online (English)

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

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

 
 
 
 
201

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

Directory of Open Access Journals (Sweden)

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

Modestus Fosu

2011-11-01

202

Causes for Ineffective College English Teaching and Relevant Countermeasures  

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

Changyu Li

2009-04-01

203

Research methods for English language teachers  

CERN Document Server

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

McDonough, Jo

2014-01-01

204

English as the Language of International Business Communication  

Science.gov (United States)

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

Kuiper, Alison

2007-01-01

205

English as a Foreign Language, Globalisation and Conceptual Questioning  

Science.gov (United States)

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

Jordao, Clarissa Menezes

2009-01-01

206

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

207

The functions of code switching in English language learning classes  

Digital Repository Infrastructure Vision for European Research (DRIVER)

It has been a cornerstone of English language teaching, as well as a proud tradition, that English should be taught by using only English. The practice is not questioned often and student teachers remember and are sometimes reminded during their practical teaching sessions of various techniques and strategies that can be used to get learners to speak English only, from pretending to be deaf when learners address them in their home language to punishing learners by exacting ...

Christa Van der Walt

2011-01-01

208

Cross-Cultural Sharing and Language Teaching.  

Science.gov (United States)

In multiracial, multireligious Singapore, English is the official language, but a cultural awakening suggests the need for new approaches. Methods are suggested for teaching culture within a language context, and ways to teach about marriage in different cultures are presented. (Contains eight references.) (LB)

Suppiah, Suseela d/o

1993-01-01

209

Communicative Language Teaching: Possibilities and Problems  

Directory of Open Access Journals (Sweden)

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

Pusuluri Sreehari

2012-10-01

210

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

211

ENGLISH LANGUAGE FOR GLOBAL COMMUNICATION  

Directory of Open Access Journals (Sweden)

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

S.KRUPA SHEELA

2013-03-01

212

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

Directory of Open Access Journals (Sweden)

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

Escobar Alméciga Wilder Yesid

2013-04-01

213

Multimedia College English Teaching: Defects and Countermeasures  

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Full Text Available It is a widely accepted belief among college English teachers who have tried Multimedia college teaching that college English teaching under the circumstance of Multimedia makes the English classroom a fascinating place. However, the defects of Multimedia college English teaching are born with its advantages over traditional college English teaching. The present writer intends to make an analysis of its defects and provide feasible countermeasures.

Chuanzhen Wu

2011-08-01

214

Thinking in English a new perspective on teaching ESL  

CERN Multimedia

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

Muciaccia, John B

2012-01-01

215

La “paranoia constructiva” aplicada a la educación (El caso de la enseñanza-aprendizaje del inglés / “Constructive Paranoia” Applied to Education (The Case of English Language Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available El presente trabajo analiza el concepto de la paranoia constructiva que plantea el escritor y periodista Andrés Oppenheimer para incentivar el desarrollo de América Latina. A la luz de ese concepto, se cuestiona la eficacia actual de la enseñanza del idioma inglés, en particular, y lo que deberá hacerse para obtener resultados más satisfactorios. Se concluye con una propuesta de reestructuración en el enfoque, el currículo y la metodología en la enseñanza del idioma.This paper analyzes the concept of constructive paranoia stated by journalist and author Andrés Oppenheimer to promote development in Latin America. Based on that concept, this paper discusses the effectiveness of current English Language Teaching, particularly, as well as what should be done in order to obtain better results. As a conclusion, a re-structure of approach, curriculum and methodology in teaching the language is proposed.Recibido 21 de noviembre de 2011 • Corregido 25 de mayo de 2012 • Aceptado 28 de junio de 2012

Luis Guillermo Barrantes Montero

2012-08-01

216

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Ochse, Elana

2004-01-01

217

The Culture of the English Language Teacher in an EFL Context.  

Science.gov (United States)

A survey of 300 secondary school English-as-a-Second-Language (ESL) teachers in Turkey investigated their views on ESL teaching and curriculum, language attitudes, language learning, classroom practices, role perceptions, and views of language teaching as a profession. Demographic data show most were trained in English language teaching in Turkish…

Altan, Mustafa Zulkuf

218

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.

219

Investigation of automated language teaching  

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This paper investigates computer assisted language learning and teaching through the various aspects: choice of language teaching methods to implement into software, mnemonical evaluation of various language learning programs and accessibility. Various language learning methods‘ software implementations are analysed, among them are: Communicative method, Pimsleur method and learning system, Audio-lingual method, Grammar-Translation method, Spaced repetition and language curve. Later various...

2008-01-01

220

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

 
 
 
 
221

Research into Our College English Teaching Team Construction  

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

Changyu Li

2011-11-01

222

SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING  

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

Elsa Tragant; Carmen Muñoz

2004-01-01

223

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

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

Letícia Maria Martins Araújo

2010-09-01

224

Why Teach the World English?  

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This paper contends that the World War II settlements, the birth of the United Nations, the invention of the computer, and the geometric growth of science and technology, all occurring accidentally at the same time, created the conditions which made English an important language. The paper notes the financial incentives in servicing international…

Kaplan, Robert B.

225

Teaching English in the Workplace.  

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

Belfiore, Mary Ellen; Burnaby, Barbara

226

Optimization of Multimedia English Teaching in Context Creation  

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Full Text Available Using multimedia to create a context to teach English has its unique advantages. This paper explores the characteristics of multimedia and integrates how to use multimedia to optimize the context of English teaching as its purpose. In this paper, eight principles, specifically Systematization, Authenticity, Appropriateness, Interactivity, Coordination, Pluralism, Intelligibility, and Penetrability, are summarized to fulfill this purpose. Through using multimedia and the creation of context in optimizing English language teaching, the study also hopes to improve students’ competence in thinking and practicing, which can be adopted to provide an effective method of using multimedia in English teaching and learning.

Weiyan Yang

2008-11-01

227

Thinking in English: A New Perspective on Teaching ESL  

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"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

228

Evaluative Criteria of an English Language Textbook Evaluation Checklist  

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Checklists are instruments that help teachers or researchers in the area of English Language Teaching (ELT) to evaluate teaching-learning materials like textbooks. Several checklists are available in the literature, most of which lack validity. The paper discusses the results of a survey that investigated a group of English as a Second Language (ESL) experts’ (n=207) views on a checklist developed by the present researchers. The results showed an equal level of importance for all the it...

2012-01-01

229

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

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

Yan Wu

2013-04-01

230

A Role for English Language Teachers in Trauma Healing  

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Because English language teachers should take into account the social-psychological situation of the students they teach, they must be sensitive to the effects of traumatic stress among learners. Refugee and immigrant children are frequently survivors of trauma, along with their peers in crisis-torn English as a foreign language settings around…

Medley, Michael

2012-01-01

231

Writing in English as a Second Language  

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The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language. Throught the course of my research I have come to understand how important...

Heinonen, Elisabeth

2001-01-01

232

Language and Teaching: Essays in Honor of W. Wilbur Hatfield.  

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This collection of 10 essays is concerned with the leadership and current trends in English language teaching. Specific topics of papers are (1) W. Wilbur Hatfield as "The Pattern Maker," by James Mason, (2) Hatfield as an innovator in the teaching of literature and language, by Irwin Suloway, (3) "Changes in English Teaching in the Past Decades,"…

McDavid, Virginia, Ed.

233

English Language Learners’ Perceptions of Motivational Changes  

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

Hsuan-Yau Tony Lai

2013-07-01

234

Applying Innovative Spirit to Multimedia Foreign Language Teaching  

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

Zhuo Zhu

2010-08-01

235

Culture Teaching in Foreign Language Teaching  

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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

236

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

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

Gillian Mansfield

2012-04-01

237

First Language Acquisition and Teaching  

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"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

238

Whose English Should We Teach? Reflections from Turkey  

Science.gov (United States)

In today's world, the increase in the number of non-native English speakers in the world has led to the emergence of so many different varieties of English and has influenced some of the important issues related to English language teaching (ELT). The strict traditional adherence to native speaker pronunciation and culture in ELT are among the…

Coskun, Abdullah

2010-01-01

239

Vocabulary and language teaching  

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

Carter, Ronald

2014-01-01

240

English-Language Writing Instruction in Poland  

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Second language writing scholars have undertaken descriptions of English-language writing instruction in a variety of international settings, describing the role of various contextual factors in shaping English-language writing instruction. This article describes English-language writing instruction at various levels in Poland, noting how it is…

Reichelt, Melinda

2005-01-01

 
 
 
 
241

Sociolinguistics, Politics, and Language Teaching  

Science.gov (United States)

Critical review of Frederick J. Newmeyer's article, "Linguistic Theory, Language Teaching, Sociolinguistics: Can They Be Interrelated?,' in "The Modern Language Journal," v57 n8 p405-10 Dec 1973. (RL)

Brault, Gerard J.

1973-01-01

242

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

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

Shen, Qi

2009-01-01

243

Deep Psychopedagogy in Language Teaching.  

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Suggestopedic language teaching, which is based on Lozanov's theories and their applications to teaching, is discussed. A language course based on suggestopedia covers a large amount of material in a very short time. This approach is designed to stimulate the student to assimilate a considerable amount in a short time, enabling him to use the…

Racle, Gabriel

244

The Application of English-Chinese Comparison to Culture Teaching  

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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

245

The functions of code switching in English language learning classes  

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

Christa Van der Walt

2011-08-01

246

Ueber einige Wechselbeziehungen zwischen Anglistik und Englischunterricht (On Some Mutual Relationships between English Philology and English Teaching).  

Science.gov (United States)

Discusses the mutual dependence of English philology and the teaching of English as a foreign language. It is felt that the modern philologies will fall upon hard times if they try to influence language teaching with arguments better applied to the classical languages. (IFS/WGA)

Finkenstaedt, Thomas

1978-01-01

247

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

Science.gov (United States)

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

Cakir, Abdulvahit; Balcikanli, Cem

2012-01-01

248

On Gender Difference in English Language and Its Causes  

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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

249

The Application of Schema Theory in College English Listening Teaching  

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Full Text Available Listening was once believed to be a passive one-way comprehensive process. However, with the development of language teaching, listening comprehension is found to be an interactive process of two-way communication, during which listeners’ background knowledge play an important role. Schema theory lays theoretical foundation for this explanation. Based on this, the author designs a Schema Theory-based Teaching Mode of English Listening, which is a framework of pre-listening, during-listening and post-listening activities for classroom listening teaching. This mode aims to improve reasonably and effectively college English listening teaching and the students’ listening competence.

Xiaoli Hu

2012-02-01

250

Error correction in english teaching  

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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

251

Optimizing literacy in English language learners.  

Science.gov (United States)

Children in the United States who are English language learners characteristically do not exhibit the same levels of reading achievement as their peers. The article describes the development of English literacy in English language learners and the relationship between a child's second language (L2) and his or her native language (L1) in literacy development. It is organized first to consider the issue of language of instruction and language transfer, specifically the aspects of L1 literacy that appear to transfer to the second language (L2), English. It then discusses general principles for professionals working to optimize English literacy development in different models of literacy instruction for English language learners. We conclude that using the child's L1 provides the children with strong language and literacy skills in both languages. PMID:17340380

Restrepo, Maria Adelaida; Gray, Shelley

2007-02-01

252

The influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners / Rhelda Krügel  

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The purpose of this study is to investigate the influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners. The words: English teachers in this study refer to teachers teaching English as subject learning area but who are not native speakers of English. The word learners refer to English second language learners. Although the literature review highlights the specific features of each of the language skills namely l...

Kru?gel, Rhelda

2005-01-01

253

La anglofonia y literaturas poscoloniales en la ensenanza de ingles como lengua extranjera (Anglophonism and Postcolonial Literature in Teaching English as a Second Language).  

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This paper, written in Spanish, focuses on the instruction of English as a Second Language in the context of cultural understanding, rather than from a purely linguistic point of view. It argues that foreign language instruction should include lessons in the field of sociology, anthropology, history, geography, politics, the arts, and popular…

Zoreda, Margaret Lee

254

How to Achieve Authentic Context in Classroom Oral English Teaching  

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

Xiaomei Yang

2010-05-01

255

Discourse analysis and language teaching Discourse analysis and language teaching  

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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

256

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.

257

Teaching English with puppet in the first triade  

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The use of puppets in teaching is no longer a mystery. More and more teachers accept and get to know its magnitude and impact on children s motivation. Through puppets, children subconsciously learn and acquire new words and sentence structures. By animating puppets and playing puppet shows pupils overcome obstacles in speaking a foreign language. That is why it is so welcomed in the classroom to teach English as a foreign language.

Bevec, Nina

2013-01-01

258

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

259

Communicative Teaching of English through Newspapers  

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

Satoda, Sachiko

2006-01-01

260

English language and the language of development: A Malaysian perspective  

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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 bac...

2004-01-01

 
 
 
 
261

Reading Aloud in the Foreign Language Teaching  

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

Liangguang Huang

2010-03-01

262

The Changing Role of English and Its Signs in Teaching English in Hungarian Secondary Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study represents an effort to examine current ELF researches to find and suggest ideas which emphasise the lingua franca elements of language teaching in Hungarian secondary schools. The paper also aimed to investigate in what extent English teachers in Hungary realized and adapted to the changing role of English in their everyday teaching practice. Another objective was to check how much popular course books help both teachers and students to put themselves into an international atmosph...

Zsakay, Helga

2011-01-01

263

SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING  

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Full Text Available After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998, four macro-options of focus-on-form interventions and their theoretical motivations are presented, followed by recent research evidence: input processing, input enhancement, formfocused output and negative feedback. The last section of the paper deals with two related pedagogical issues: the choice of linguistic forms in focused instruction and its benefits depending on individual factors and the learning context.

Elsa Tragant

2004-06-01

264

What do English language teachers need to know about English as an International Language?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Some applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to non-native speakers of English communicating with native speakers of English, English as an international language can be defined as “that English in all its linguistic and sociolinguistic aspects which is used as a vehi...

Guerra, L.

2012-01-01

265

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 th...

Yuliana Yuliana

2003-01-01

266

Using Original Video and Sound Effects to Teach English  

Science.gov (United States)

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

Yassaei, Shahla

2012-01-01

267

English Teaching Profile: Sabah--Malaysia.  

Science.gov (United States)

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

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

268

English Language Teacher Motivation in Sri Lankan Public Schools  

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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 ma...

Sujeewa Hettiarachchi

2013-01-01

269

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

270

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

271

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

272

COMMUNICATIVE LANGUAGE TEACHING  

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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

273

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

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This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners’ oral English skills is designed in consideration to learner profile, n...

Yan Wu

2013-01-01

274

Interculturalidad y anglofonia en la ensenanza del ingles como lengua extranjera (Interculturalism and Anglophone Studies in the Teaching of English as a Foreign Language).  

Science.gov (United States)

This article, written in Spanish, proposes to incorporate the subject "Anglophonism" into the curriculum of English as a Foreign Language (EILE) with a view to providing universities with an intercultural division. It provides a brief summary of John Dewey's philosophy with regard to anthropology, politics, and education. It explains the term…

Zoreda, Margaret Lee; Revilla, Teresa Flores

275

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers 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 c...

Nohora Inés Porras González

2010-01-01

276

Eight Approaches to Language Teaching.  

Science.gov (United States)

Important features of eight second language teaching methods--grammar-translation, direct, audiolingual, the Silent Way, Suggestopedia, community language learning, Total Physical Response, and the communicative approach--are summarized . A chart outlines characteristics of these aspects of the methods: goals, teacher and student roles, the…

Doggett, Gina

277

Translation of Classical Arabic Language to English  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Mohd Juzaiddin Ab Aziz; Amna Mansur Hendr

2012-01-01

278

English Spoken Language & Voice Quality  

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This project investigates the way language and accents are depicted in animated features and how linguistic stereotypes can be used in the process of character construction. In order to look into that, examples from four movies, produced by two studios, have been selected; the American Disney studios being represented by The Lion King (1994) and Up (2009), and the Japanese Studio Ghibli being represented by Ponyo (2008) and Howl's Moving Castle (2004).

2013-01-01

279

Discourse analysis and language teaching Discourse analysis and language teaching  

Directory of Open Access Journals (Sweden)

Full Text Available 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 considerations," (1972b. Further he suggests that even those courses which encourage dialogue and improvised drama are structured grammatically and the "situations that are created are pedagogic, bearing little resemblance to natural language use." 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 considerations," (1972b. Further he suggests that even those courses which encourage dialogue and improvised drama are structured grammatically and the "situations that are created are pedagogic, bearing little resemblance to natural language use."

Malcolm Coulthard

2008-04-01

280

Discourse analysis and language teaching Discourse analysis and language teaching  

Directory of Open Access Journals (Sweden)

Full Text Available 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 considerations,' (1972b. Further he suggests that even those courses which encourage dialogue and improvised drama are structured grammatically and the 'situations that are created are pedagogic, bearing little resemblance to natural language use'. 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 considerations,'(1972b. Further he suggests that even those courses which encourage dialogue and improvised drama are structured grammatically and the 'situations that are created are pedagogic, bearing little resemblance to natural language use'.

Malcolm Coulthard

2008-04-01

 
 
 
 
281

Language Training: English & French courses  

CERN Multimedia

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

Françoise Benz

2006-01-01

282

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

283

Classroom Instruction That Works with English Language Learners Book  

Science.gov (United States)

At last, the research-based strategies from ASCD's bestselling book "Classroom Instruction That Works" are applied to teaching English language learners to help you boost the achievement levels of these students to new heights. Find out how nine types of instructional strategies that maximize learning can be applied to ELL students in every grade…

Flynn, Kathleen, Hill, Jane D.

2006-01-01

284

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

285

Using Indigenous Languages for Teaching and Learning in Zimbabwe.  

Science.gov (United States)

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

Thondhlana, Juliet

286

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

Directory of Open Access Journals (Sweden)

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

Basel Al-Sheikh Hussein

2012-03-01

287

Teaching and Learning English at Tertiary Level: Revisiting Communicative Approach  

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

Kun-huei Wu

2011-01-01

288

The Application of Schema Theory in College English Listening Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Listening was once believed to be a passive one-way comprehensive process. However, with the development of language teaching, listening comprehension is found to be an interactive process of two-way communication, during which listeners’ background knowledge play an important role. Schema theory lays theoretical foundation for this explanation. Based on this, the author designs a Schema Theory-based Teaching Mode of English Listening, which is a framework of pre-listening, during-liste...

Xiaoli Hu

2012-01-01

289

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

290

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

291

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

292

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Molodykh, Ganna

2007-01-01

293

TBL in English language learning in Macau: effects on Chinese tertiary learners' beliefs and motivations  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Developing effectiveness in learning is the goal of teaching. In order to achieve this goal and to bridge the gap between teaching and learning in the EFL classroom, SLA researchers in the past decades have become increasingly interested in pedagogical conceptions, such as Learner-centredness, Communicative Language Teaching, and Task-Based Language Learning (TBL). In particular, research into TBL pedagogy has had an important influence on the field of English language teaching in recent ye...

Lau, Ines

2009-01-01

294

Engaged in Learning: Teaching English, 6-12.  

Science.gov (United States)

This book provides a guide for English language arts teachers in grades 6-12, demonstrating how students learn and how beliefs inform behavior. It promotes a student-centered and inquiry-based teaching philosophy. Seven chapters focus on: (1) "Education Begins with Philosophy" (e.g., belief shapes perception, curriculum in traditional and…

Strickland, Kathleen; Strickland, James

295

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

296

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 req...

Hadiseh Bagherzadeh

2012-01-01

297

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

298

Interaction and Interactive English Teaching in the High School Level  

Directory of Open Access Journals (Sweden)

Full Text Available One of the main principles of education is interaction. In language classes, learners should have more autonomy to have interactions among themselves as well as with the teacher. Second language learners are more likely to achieve better levels of comprehension of the new input in their effort to communicate through interaction. Based on socio-cultural theory, language has both functions of communicative tool and a psychological tool which mediates meaning between the individual and the linguistic goal and therefore assists the cognitive development process. This study investigates interactive language teaching among the English high school teachers. The researcher investigated the effect of individual factors, gender, educational background, teacher education, and marital status of teachers on their tendency to interactive teaching. The results of the study showed that some of the above factors influence the teacher’s tendency to interactive teaching.

Mansoor Fahim

2013-06-01

299

Study on Culture Introduction in English Teaching  

Directory of Open Access Journals (Sweden)

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

2007-06-01

300

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

 
 
 
 
301

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

302

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

303

Patterns of Activity Sequencing in the Teaching of English as a Foreign Language and their Effects on Learning: A Quasi-Experimental Study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This dissertation is concerned with activity sequencing in TEFL. The main aim was to empirically ascertain the effect of the CPM on the learning of English as a Foreign Language against the traditional PPP. Accordingly, a quasi-experimental study which presents a repeated-measure design with two groups (experimental and control) was implemented. The experimental/CPM group and the control/PPP group were administered a pre-test and post-test consisting of a linguistic exam and a series of quest...

Criado Sa?nchez, Raquel

2008-01-01

304

Teaching English to Cambodian Students. General Information Series No. 18. Indochinese Refugee Education Guides.  

Science.gov (United States)

The three purposes of this guide are to provide information on the Khmer language, alphabet, and educational systems which will be useful to Americans teaching English to Cambodian refugees; to give specific suggestions for teaching Cambodians to write the English alphabet; and to provide teaching materials that deal with the particular…

Center for Applied Linguistics, Arlington, VA.

305

English Teaching Profile: India, Northern Region.  

Science.gov (United States)

A review of the status of English language instruction in northern India (the states of Haryana, Punjab, Himachal Pradesh, and Chandigarh UT) provides an overview of the role of English in the society in general and outlines the status of English use and instruction in the educational system at all levels (preprimary, elementary, secondary,…

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

306

Indian English in use: a pukka language  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper presents descriptive generalisations about lexical, morphosyntactical and stylistic features of Indian English, a localised variety which works as a pukka (‘authentic, real’) language. After a brief historical and social presentation of the Indian context, the paper analyses examples of Indian English drawn from non-literary genres and domains, focusing in particular on the following: language on the Internet, advertising and public signs, food discourse and cookery books, matr...

Adami, Esterino

2010-01-01

307

Readings in Early English Language History.  

Science.gov (United States)

Intended as a supplement to a standard text on English language history, this collection of 14 Old, 14 Middle, and 10 Early Modern English passages is designed to help the student understand for himself (through examination of concrete examples) the linguistic principles and conclusions discussed in texts and lectures. Suggestive questions are…

Frey, Leonard H.

308

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.

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

309

Teaching English Rhythm by Using Songs  

Directory of Open Access Journals (Sweden)

Full Text Available

Songs become the most valuable educational tool that aids the language acquisition as well as the whole learner’s physical and mental development. In this paper, attention is given to rhythm of English under the subtopics: definitions of rhythm and its related theory to metrical phonology. Rhythm teaching is dealt with perspectives on its importance in communication, significance as well as its obstacles. In the same way, theories and research supports for the use of songs in the classroom are also reviewed.

Keywords:  rhythm; stress; metrical theory; song

Pham Thi Viet An

2010-07-01

310

English and Foreign Language (The Round Table).  

Science.gov (United States)

Presents five teacher responses to the following questions: (1) "In what ways do you see the study of a Foreign language as important to the study of English?"; and (2) "How have you worked with foreign-language teachers in your school?". (JAD)

English Journal, 1989

1989-01-01

311

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

312

Science for English Language Learners: K-12 Classroom Strategies (e-book)  

Science.gov (United States)

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

2009-06-30

313

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

314

WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions  

Directory of Open Access Journals (Sweden)

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

315

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

316

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

317

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

318

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

319

El cine anglofono en la ensenanza de ingles (Anglophone Films in the Teaching of English).  

Science.gov (United States)

The use of English-language films as tools for teaching English as a Second Language (ESL) at the university level is examined. The perspective in this paper is that both strong communicative skills and cross-cultural understanding are crucial components of ESL instruction, thus authentic English-language films (i.e., those made for the…

Zoreda, Margaret Lee

320

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 teachi...

Liu, Ping

2012-01-01

 
 
 
 
321

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

322

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

323

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

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

D. Wagiman Adisutrisno

2008-01-01

324

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

325

Significance Of Audio-visual Aids In Teaching English  

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

Shivkumar Rautrao

2012-10-01

326

MALAYSIAN LEARNERS AND THEIR PERCEPTIONS TOWARDS ONLINE ENGLISH LANGUAGE COURSES  

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

Pramela KRISH

2009-04-01

327

Evaluative Criteria of an English Language Textbook Evaluation Checklist  

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Full Text Available Checklists are instruments that help teachers or researchers in the area of English Language Teaching (ELT to evaluate teaching-learning materials like textbooks. Several checklists are available in the literature, most of which lack validity. The paper discusses the results of a survey that investigated a group of English as a Second Language (ESL experts’ (n=207 views on a checklist developed by the present researchers. The results showed an equal level of importance for all the items of the checklist. Additionally, based on the findings of factor analysis, two items were removed from the checklist. The study offers useful implications for ELT practitioners and researchers. Further research is necessary to field test the checklist for its validity and reliability.

Jayakaran Mukundan

2012-11-01

328

Application Research of BP Neural Network in English Teaching Evaluation  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Li Hongmei

2013-01-01

329

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

330

On the Introduction of Culture into College English Teaching  

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

Wenquan Wu

2012-06-01

331

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  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 (...

Dana Di Pardo Léon-Henri

2012-01-01

332

On Chinese Loan Words from English Language  

Directory of Open Access Journals (Sweden)

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

Yun Yan

2009-11-01

333

Language Teaching in Nativist Times: A Need for Sociopolitical Awareness.  

Science.gov (United States)

Outlines a historical context for the nativist ideology of the English-only movement in the United States, and the movement's effect on language teaching. A survey of journal contents of TESOL Quarterly, Modern Language Journal, and Foreign Language Annals from 1974-1987 identifying eight categories of articles checked particularly for…

McKay, Sandra Lee; Wong, Sau-Ling Cynthia

1988-01-01

334

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

335

RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING  

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

Eva Alcón

2004-06-01

336

RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2004-01-01

337

Teaching English through Critical Pedagogy: Problems and Attitudes  

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Full Text Available Critical pedagogy is an issue which deserves a lot of attention from language teachers. This paper presents a qualitative study which investigates the attitudes and perceptions of language teachers towards teaching English through applying features of critical pedagogy. The study has been conducted in a small scale with about 10 language teachers from 3 popular institutes in Ardebil, Iran. The research was done through observation and semi-structured interview. We came up with positive attitudes but for some reasons most teachers tend not to apply the features of critical pedagogy.

Seyyed Mohammad Ali Soozandehfar

2011-09-01

338

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

339

The Moral and Ethical Dimensions of Language Teaching  

Science.gov (United States)

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

Mangubhai, Francis

2007-01-01

340

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

 
 
 
 
341

English Language Learners Parental Involvement in Schools  

Science.gov (United States)

This dissertation examines the methods and techniques used by school administrators to bring in and keep parents of English Language Learners coming back to be part of the school. Administrators at twelve schools in the Southeastern central San Joaquin Valley in California were interviewed to determine what practices they utilized to make ELL…

Garcia, Dagoberto

2011-01-01

342

Special Report on the English Language Arts.  

Science.gov (United States)

This report, based on statistics gathered from the first statewide census of Illinois public secondary school course offerings, enrollments, and cocurricular activities, focuses on English language arts courses. Among the highlights from the report are the following: (1) Illinois junior and senior high schools typically rely on general, grade…

Freeman, Lawrence D.

343

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

344

Providing Support for English Language Learner Services  

Science.gov (United States)

Encouraging literacy and academic success among English language learners (ELLs) is becoming an increasingly common challenge for educators. In the course of the authors work of training teachers or providing training for implementation of materials, they have found that the resources of the school library media center are invaluable for helping…

Corona, Elia; Armour, Lauren

2007-01-01

345

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

346

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

Science.gov (United States)

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

Chan, Swee Heng; Wong, Bee Eng

2002-01-01

347

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 (& [...] #8220;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.

MORALES RIOS, SANDRA; FERREIRA CABRERA, ANITA.

348

English as a lingua franca in MIAS language classes  

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

Mi?ovský Petr

2011-09-01

349

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

350

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

351

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

352

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

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Full Text Available Business English in China has evolved into a degree programme from an ESP teaching programme in the past decades. The degree programme of Business English major intends to cultivate multi-skilled talents of foreign language to better satisfy the real needs of society and economy through curriculum design and teaching method innovation activities. This paper only focuses on reflecting into the mixed proportion of business knowledge courses and English language courses in the curriculum design of Business English major degree programmes at undergraduate and postgraduate levels. It concludes that the basic principle of Business English curriculum design in terms of mixture degree of business and English should be: maintaining 60-70% English language courses and 30-40% business knowledge courses, increasing business knowledge courses within the limit, and showing local features, etc. in order to better achieve the education target of such multi-skilled talents.

Wenzhong Zhu

2014-05-01

353

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

Science.gov (United States)

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

Arslan, Recep S.; Sahin-Kizil, Aysel

2010-01-01

354

The Perception of Grammar Teaching in Second Language Acquisition  

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The present thesis attempts to interpret the role of grammar in English lesson and shed light on the reasons why students think about grammar learning as a straitjacket. The aim of my thesis is twofold. On the one hand, I present the historical survey of grammar teaching via different language teaching methods and analyze the grammar teaching methods in Hungary affected by different approaches. On the other hand, I draw a conclusion from data of my research, done with primary school students,...

Ga?l, Annama?ria

2011-01-01

355

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

356

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

357

A Brief Comment on Communicative Language Teaching  

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

Fang Yuan

2011-01-01

358

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

359

English-language theories of financial reporting  

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The chapter provides a historical overview of the principal theories of financial reporting in the English language. Early attempts to generalise from practice were supplemented with applications of economic theory, as well as ideas drawn from mathematics, systems theory, organisation theory, human behaviour and other disciplines to develop theories that attempted to improve current financial reporting practice. This has culminated in the development of conceptual frameworks for financial rep...

2013-01-01

360

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

Science.gov (United States)

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

Gray, John

2010-01-01

 
 
 
 
361

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

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

Mak, Barley; Chik, Pakey

2011-01-01

362

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

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

Jing Ma; Suzhen Ren

2011-01-01

363

Elementary English Language Instruction: Colombian Teachers’ Classroom Practices  

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Full Text Available An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Key words: Public Elementary-English-Language Instruction, English-Foreign Language, Ethnography-Research-Method, Teaching-Methodology Este artículo presenta los resultados preliminares de una investigación etnográfica acerca de las estrategias metodológicas utilizadas por profesores de básica primaria que enseñan inglés como lengua extranjera en 7 escuelas públicas del área metropolitana del municipio de Medellín. En la primera parte se resalta la importancia de esta investigación en nuestro medio y en la segunda, de los 12 profesores participantes y un análisis de la metodología empleada por ellos con respecto a las actividades de clase, los materiales y el rol del estudiante y del profesor. Finalmente, se discuten algunas de las implicaciones de este proyecto de investigación en la enseñanza de lenguas extranjeras a niños. Palabras claves: Inglés-Enseñanza-Básica Primaria, Lengua Extranjera-Inglés, Estudio Etnográfico-Investigación, Enseñanza-Metodología

Cadavid Múnera Isabel Cristina

2004-08-01

364

Emotional Intelligence and Language Competence: A Case Study of the English Language Learners at Taif University English Language Centre  

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Full Text Available Variation in general abilities of human beings gave birth to the concept of intelligence. Since 1990, when for the first time emotional intelligence was introduced, it has become a buzzword in many fields including education, management studies, and artificial intelligence. Within the context of foreign language learning, it is being applied in educational institutions for language competence. An empirical study was conducted on English language learners at Taif University English Language Centre (TUELC to find out relationship between their Emotional Intelligence (EI and language competence. For this study, a group of 200 (male and female students were selected randomly studying English at the undergraduate level. Data collected through EI Inventory was matched with their academic achievement in English language based on assessment of four skills. The result revealed a close relationship between EI and language competence of undergraduate students at TUELC and EI also affects students’ English language competence.

Muhammad Umar Farooq

2014-03-01

365

Autonomous Learning in the Context of Computer-based Multimedia College English Teaching and Learning  

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Full Text Available The swift development of multimedia technology is further promoting the College English Teaching reform. College English autonomous learning model, based on a combination of student-centered teaching concept with multimedia technology, is one of the most important developing trends in the process of the reform. This paper discusses the difference of student’s autonomous learning ability between new teaching model as stipulated in College English Curriculum Requirements and the traditional one. It investigates how multimedia technology provides the better autonomous learning environment for the learners and makes the computer-based multimedia College English Teaching Model facilitate the language learning more effectively.

Nan Chen

2012-12-01

366

Language Teaching Materials and Learner Motivation  

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

Zhuomin Sun

2010-01-01

367

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

368

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

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

Xiaoqing Qian

2012-01-01

369

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

370

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

371

Psycholinguistic Knowledge Use for Native and Foreign Languages Teaching  

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

Shara Mazhitaeva

2013-01-01

372

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

373

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

374

On the Multimedia Teaching in College English Listening  

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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

2011-01-01

375

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

376

"No time for that!" :a study of teaching reading and reading strategies to English language learners in lower secondary school in Norway  

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The main goal of this thesis is to investigate the extent to which Norwegian teachers of English use reading strategies in lower secondary school. It follows up my findings in an earlier pilot study of the reading habits and skills of Norwegian pupils studying English (Vignjevic 2010). This time, I wanted to look into the subject of reading from the teacher?s point of view. Based on previous research and the reports after PISA surveys, I started with the assumption that reading instructio...

Vignjevic, Iva Klara

2012-01-01

377

LEXICAL SIMILARITIES AND DIFFERENCES IN THE MATHEMATICS, SCIENCE AND ENGLISH LANGUAGE TEXTBOOKS  

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Full Text Available The teaching of Science and Math in English in Malaysia is an area of great concern to educators and students alike. This study looks, in particular, at the common word classes among keywords identified in the Science, Math and English language Form One textbooks used in Malaysia and the differences in language use identified in the Science and Math textbooks.

Jayakaran Mukundan

2007-01-01

378

English Language Learners and the No Child Left Behind Act of 2001  

Science.gov (United States)

This literature review looks at the impacts of the No Child Left Behind Act (NCLB) of 2001 on English language learners (ELLs), educators and schools. A brief overview of the current state of English as a second language teaching for adult learners will first be described. Then the importance of the enactment of the NCLB of 2001 is mentioned. Both…

Tran, Thu Hoang

2009-01-01

379

LEXICAL SIMILARITIES AND DIFFERENCES IN THE MATHEMATICS, SCIENCE AND ENGLISH LANGUAGE TEXTBOOKS  

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The teaching of Science and Math in English in Malaysia is an area of great concern to educators and students alike. This study looks, in particular, at the common word classes among keywords identified in the Science, Math and English language Form One textbooks used in Malaysia and the differences in language use identified in the Science and Math textbooks.

Jayakaran Mukundan

2007-01-01

380

Should We Teach English Early? (Some Considerations  

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Full Text Available English has been introduced in early levels of elementary schools apparently based on the assumption the earlier the better. The present article reviews some literature on the ralation between age and second language acqusition and has to conclude that the assumption does not have solid foundation. It also discusses the implications relevant to Indonesian context, especially concerning amount of instructional time, educational value, and resources.

Patuan Raja

2001-01-01

 
 
 
 
381

Modern Approaches to Professional Spoken English Interaction Teaching of Future Psychologists  

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Full Text Available The article analyses the modern approaches to English professional spoken interaction teaching of future psychologists. The points of view of methodologists on the concept of professional spoken interaction were analysed. The main stages of professional spoken interaction teaching process in the context of foreign languages for specific purposes are defined. The most effective teaching model of foreign languages for specific purposes which is used for future psychologists is described.

Yuliya Zinovyeva

2013-08-01

382

The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988  

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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements ar...

Williams, Daniel Bryn

1998-01-01

383

The Sociology of Language Teaching and Learning  

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Any language must be treated in a social context. For a language teacher, it is important to relate language to society, because languages are taught and learnt to establish contact and communication across language boundaries. In fact society and culture are more than background and context. They both represent people with whom the learners eventually must make contact if language learning is to have any value in human terms. Language teaching can be looked upon as a deliberate intervention ...

Ravi Bhushan

2011-01-01

384

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

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

Dwayne Engh

2013-01-01

385

Code-Switching to English in the German as a Second Foreign Language Classroom: The Case of Turkish Learners  

Science.gov (United States)

This study is built upon an understanding of a wide range of variables including foreign language education in Turkey, the sociolinguistic profile of English, the phenomena of code-switching, language transfer (in particular second language transfer in third language production), teaching of a second foreign language after English, plurilingualism…

Sert, Olcay

2007-01-01

386

THE IMPORTANCE OF TEACHING ENGLISH IN THE FIELD OF TOURISM IN UNIVERSITIES  

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As English is considered the lingua franca of the twenty-first century, everyone needs to have a good command of English today and the importance of teaching English for professional uses and particularly in the field of tourism is undeniable. English proficiency is required in all professional areas but it becomes essential in the tourist industry because of its specific characteristics.. English Language has played an important role in the development of tourism and in this field, English i...

2012-01-01

387

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

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

Abbas Pourhosein Gilakjani

2012-05-01

388

Main Influence of the Chinese Language on English Learners  

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

Qiujuan Zhu

2010-01-01

389

Teaching and Learning English at Tertiary Level: Revisiting Communicative Approach  

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Full Text Available This study aims to discuss students’ and teachers’ awareness of various aspects of Communicative Language Teaching (CLT and in light of the results, consider the pedagogical implications. Participants consist of nine non-native English teachers and 286 students in Taiwan’s universities. Data was collected through an attitude scale and interviews with the participants. Analytical results revealed that most of the students preferred the communicative-learning teaching approach as a means to improve their English proficiency. Both students and teachers showed positive attitude with some reservation toward four domains of CLT: group/pair work, grammar, student/teacher role, and peer/teacher correction. The results also showed that the difficulties—teacher-related, student-related, and educational-system related—encountered by non-native English teachers were complex. Teacher-related constraints included teachers’ low confidence in spoken English, deficiency in strategic and sociolinguistic competence, unfamiliarity with the target culture, lack of proper training in CLT, and low willingness to prepare communicative materials. Student-related constraints were mainly due to students’ insufficient proficiency, and educational-system related limitations consisting of large classes and grammar-based examinations. The findings of this study, which corroborated those of previous studies, suggest that many of the difficulties encountered by both Taiwanese students and English teachers over the past decades still persist to this day.

Kun-huei Wu

2011-11-01

390

Application Research of BP Neural Network in English Teaching Evaluation  

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Full Text Available Teaching evaluation plays a key role for universities to improve its teaching quality and becomes a hotspot research field for related researchers. The paper takes university English teaching for example and presents a new model for evaluating English course teaching based on improved BP neural network. Firstly an evaluation indicator system of university English teaching is designed through analyzing the aspects of teaching effects and teacher factors and student factors. Secondly, BP Neural network is improved by improving its Non-monotone linear search and adaptive step change to overcome its shortages of low convergence in calculation. Thirdly data from of some universities are taken for examples to verify the validity and feasibility of the model and the experimental results show that the model can evaluate university English teaching practically and can help university and English teachers take corresponding concrete measures to enhance its education performance.

Li Hongmei

2013-08-01

391

Pedagogical Innovations in Language Teaching Methodologies  

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

Parisa Daftarifard

2010-11-01

392

English Language Teacher Education: Rewriting S-1 National Curriculum  

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

M. Soenardi Djiwandono

1999-01-01

393

Assessing Business Communication Assignments of English-as-Second-Language Students.  

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Describes a nationwide survey of business communication teachers, soliciting input on how English-as-a-second language students' written communication skills were assessed. Makes comparisons based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Indicates that business communication…

Lewis, Stephen D.; McGrew, Linda G.; Adams, C. Nathan

2002-01-01

394

Developing Cultural Awareness in Foreign Language Teaching  

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

Zahra Ghorbani Shemshadsara

2012-01-01

395

English Language Qualifications : Earth and Environment  

... The University accepts the following qualifications and scores: IELTS: An overall band of 6.0 with 5.5 score in ALL components (Reading, Writing, Speaking, Listening). 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 ... The higher requirements for both of these categories of students are: IELTS: 6.5 overall with not less than 6.0 in any individual skill. 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 ...

396

Teaching and learning English in kindergartens in Kaohsiung  

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Learning English is very popular in Taiwan. This is evident by the increasing number of English cram schools for children and adults in Taiwan. The market for English learning and teaching is so vast that many kindergartens in Taiwan offer English classes, too. The purpose of this study is to investigate the situation of English learning and teaching in Kaohsiung's kindergartens. Since kindergarten children are very young, age is an important concern. There have been innumerable studies on ag...

Chuang, Mei-ling

2001-01-01

397

Applying Research Findings to Instruction for Adult English Language Students  

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This brief is written for the practitioners: teachers, teacher trainers, curriculum writers, and program administrators who work with adult English language students in English as a second language (ESL) classes or in mixed adult basic education ABE classes (with native English speakers and English language learners). If educators are not…

Smith, Cristine; Harris, Kathryn; Reder, Stephen

2005-01-01

398

Making Culture Happen in the English Language Classroom  

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

Yakup Doganay

2013-09-01

399

Another Language Teaching Approach: Dhority's Acquisition Through Creative Teaching.  

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Describes how Lozanov's suggestopedia has influenced other teaching methods to create another approach to second-language teaching. One of the best of these approaches is one that creatively combines elements from suggestopedia with strategies and concepts taken from other communicative based approaches. (28 references) (Author/CK)

Bancroft, W. Jane

1995-01-01

400

A Study of How to Develop Students’Intercultural Communication Competence (ICC in Business English Teaching (BET  

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Full Text Available Under the economic globalization today, the ultimate goal of business English teaching is to develop students’ language transfer competence in the intercultural communication environment and improve the strategies of the Business English Major students in dealing with the international business affairs. After presenting the intercultural issues in current China’s Business English teaching, the study focuses on five constructive suggestions of the workable strategies of how to develop students’ intercultural communication competence (ICC in the Business English teaching (BET.

Zhiyi Fu

2009-02-01

 
 
 
 
401

A Study on College English Ecological Teaching Strategies in China  

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Full Text Available The aim of this study was to create ecological college English teaching strategies in non-English speaking countries in view of the increasing importance and popularity of English. The study shows most college students hope they are able to learn English well and they will be very happy if college English teachers can adopt some efficient and suitable teaching strategies. In this paper, the author puts forward college English teaching is a kind of micro-ecosystem in the light of ecology which has got such ecological characteristics as adaptability, openness and sustainability. In order to create suitable ecological college English teaching environments, the college English teaching are supposed to insist on 5C principles, that is, cooperation, competition, consideration, creativeness and continuity which are on the basis of such ecological principles as “Symbiotic Effect”, “Niche”, “Laws Limiting Factor”, “Law of Tolerance”, “the Most Appropriate Principle”, “Flowerpots Effect”. The efficiency and practicality of college English teaching in non-English speaking countries are able to be obtained by using ecological college English teaching strategies discussed in the paper.

Junhong Tang

2013-08-01

402

Serious Playfulness: Setting the Tone for Teaching Language and Grammar.  

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Describes the author's approach to teaching a required course, Applied Linguistics for Teachers of English. Presents 17 "Word Play du Jour" activities that can set the tone for meaningful and engaging lessons about language. Lists activities at the word, sentence, and "whole thing" levels. (SG)

Carroll, Pamela Sissi

2003-01-01

403

Contextualizing the pedagogy of English as an international language issues and tensions  

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Among the growing number of publications on promoting English as an International Language (EIL), little has been written on the complexities that the EIL paradigm has brought to the teaching and learning of English in the classroom. This edited book seeks to address this deficit in the literature by bringing together narratives of the realities that EIL practitioners encountered in their diverse teaching contexts, including Indonesia, the Pacific islands, USA, and Australia; the struggles, t...

Zacharias, Nugrahenny T

2013-01-01

404

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

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

Dr. T. Karunakaran

2013-07-01

405

Situational Language Teaching in Ubiquitous Learning Environments  

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

Angus F.M. Huang

2010-09-01

406

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

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

Ying YANG

2011-04-01

407

Efficacious Teaching –learning Methodology for Teaching English- A special focus on Vocabulary  

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Full Text Available The present research paper is aresult of applying various sophisticated methods for efficacious teaching methods for the students of recent global scenario where the employees are expected with high proficiency at communication skills in which English plays a pivotal role. Specifically this paper aims at vocabulary development which is the heart of any language and in which most of the non native speakers of English are highly lagging behind. All these methods have been experimented on Engineering, M.B.A. as well as M.C.A. students of KL University, Pace Institute of Technology and Sciences as a part of Placement Training Programmes and produced fruitful results.

S. Parvathi Devi

2012-07-01

408

Online Language Teaching: the Pedagogical Challenges  

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Full Text Available Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese program at Auckland University of Technology (AUT (delivered for a total of ten times since 2008, the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

Susan Yue Hua Sun

2011-09-01

409

Model of English Teaching for Future Employees in China’s Petroleum Production Industry  

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Full Text Available Model of English teaching in non-native English speaking countries are very important in English Education, especially in the discipline of teaching English as a second language. Therefore English teaching design requires more specificity, especially for special purposes such as teaching English for industrial workers. Experience indicates that the “1+1 model”?one year for acquiring basic knowledge plus one year for site training and practices in oil fields?is an effective approach for teaching future oil field workers. The model follows four basic principles: establishing a target, cultivating standards, designing and following a process, and effective evaluation. Additionally, cooperative teaching and effective learning are encouraged in this model. Transitioning to the “1+1 model” requires not only a change in teaching methods or means, but also a philosophical shift in the concept of English instruction, that is, a move toward the realization of a “student-centered” approach, emphasizing self-study and the acquisition of practical skills. The method we used includes experimental method and interview. The result indicates that English teaching “1+1 model” can supply more qualified future employees for the petroleum production industry.

Min Guo

2014-03-01

410

Teaching through Technology. Breaking the Language Barrier.  

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Notes that it is important to lay the foundation for building English vocabulary and language skills using realistic situations. Reviews three computer programs that enable English-as-a-Second-Language students to achieve efficiency more quickly. The software titles reviewed are "Learning English--Home and Family Life and Neighborhood Life,""Let's…

Allen, Denise

1996-01-01

411

Removal of Toxic English Teaching & Learning Styles in China  

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There are a few unique English teaching and learning styles among some Chinese teachers and learners, which affect their work efficiency or are toxic to their work and study. Some suggestions on getting rid of toxic teaching and learning styles are necessary to the improvement of teaching and learning efficiency. Cultivating healthy styles for…

Jian-xiang, Geng

2007-01-01

412

Constructivism in Practice: The Case for English Language Learners  

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A classroom of diverse learners with diverse language backgrounds can be a great challenge for a classroom teacher.  English Language Learners (ELL) present a particular challenge to teachers as they represent such a wide range of academic abilities, English ...

Mvududu, Nyaradzo H.; Jennifer Thiel-Burgess

2012-01-01

413

Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language  

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The aim of this paper is to explore the difficulties for Chinese learners in phonological prosodic and grammatical skills while learning English, and try to find the methodological problems or disadvantages of the temporary English teaching in China. Having seen the problems of the Chinese learners in learning English, some typical problems have been listed, in a way that the two languages – Chinese and English are compared in pronunciations, structure and grammar, and the evidences of the ...

2012-01-01

414

Demotivating Factors for English Language Learning Among University Students  

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Full Text Available Problem statement: Demotivation is a relatively new issue in the field of second/foreign Language (L2 learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. Demotivating factors are essential factors which negatively influence the learner?s attitudes and behaviors and hence lead to undesired learning outcomes. The purpose of the present study was to analyze the effective factors on demotivation for English language learning among a group of Iranian university students. Approach: To begin, 260 university students (150 males and 110 females were selected through the multi-stage sampling method. Students completed the Persian version of the Demotivation Questionnaire for English Language Learning (DQELL. The principal component analysis was used to compute the DQELL?s factorial validity and the multivariate analysis of variance was performed to compare more motivated and less motivated learners based on demotivation factors. Results: Through the principal axis factor analysis, five demotivation factors were extracted: (a lack of perceived individual competence, (b lack of intrinsic motivation, (c inappropriate characteristics of teachers? teaching methods and course contents, (d inadequate university facilities and (e focus on difficult grammar. The results of multivariate analysis of variance showed statistically significant differences between the two groups for two factors (lack of perceived individual competence and lack of intrinsic motivation while there were no statistically significant differences for the other three demotivating factors (inappropriate characteristics of teachers? teaching methods and course contents, inadequate university facilities and focus on difficult grammar. Conclusion: These findings suggest that internal forces cannot be ignored as demotivating factors when studying them among Iranian students.

Reyhaneh Ghadirzadeh

2012-01-01

415

Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices.  

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This report summarizes research on the role of English oral proficiency in acquiring English literacy, noting issues that English language learners (ELLs) encounter because of their developing English oral proficiency and discussing best practices in supporting English language development in the context of literacy instruction for those students.…

August, Diane

416

Tourism English Teaching Techniques Converged from Two Different Angles.  

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Provides techniques converged from two different angles (learners and tourism English features) for effective tourism English teaching in a junior college in Korea. Used a questionnaire, needs analysis, an instrument for measuring learners' strategies for oral communication, a small-scale classroom study for learners' preferred teaching

Seong, Myeong-Hee

2001-01-01

417

On Needs Analysis and College English Teaching in China  

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Full Text Available This paper probes into the meaning of a need, the classification of needs and then the term of needs analysis in college English teaching and learning in China. On the basis of this, the author of the paper attaches importance to the needs of college students that should be analyzed in college English teaching in China.

Yanping Zheng

2010-07-01

418

Turkish Language Teaching Students’ Attitudes towards Teaching Profession  

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

Hülya YE??L

2011-04-01

419

Supporting English Language Learners in Math Class, Grades 6-8  

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This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

420

Teaching College English and English Education: Reflective Stories.  

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In this collection of 32 narrative essays, scholars and teachers of English and English education share their excitement as they reflect on their professional growth over the last 30 years. The firsthand stories in the collection represent "a study of theory and applied theory, grounded in personal experience and academic study over many years."…

McCracken, H. Thomas, Ed.; Larson, Richard L., Ed.; Entes, Judith, Ed.

 
 
 
 
421

How deaf american sign language/english bilingual children become proficient readers: an emic perspective.  

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A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy. PMID:24212202

Mounty, Judith L; Pucci, Concetta T; Harmon, Kristen C

2014-07-01

422

The problems affecting English language learning for non-native speakers: similarities and differences from the East to the West  

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In our experience teaching English to Malay and Mexican students and after the revision of bibliographical references related to this topic, we have observed several difficulties in the second language acquisition. We intend to present an overview of the Teaching and Learning of English as an L2 in Malaysia and New Mexico. In our study we have compared the similarities and differences faced in the processes of teaching and learning English in Malaysia and New Mexico to highlight results in a ...

Marti?nez Lirola, Mari?a; Stephen, Jeannet

2007-01-01

423

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

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

Suzhen Ren

2011-02-01

424

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

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Full Text Available Nowadays, with the development of the international relationship among countries, learning English, especially the oral English is playing a more and more important role in the world. After China's entry into the WTO, China has paid more attention to the oral English teaching in some colleges, which is not only the need of current quality education but also a revolution of the foreign language teaching. How to help undergraduates to improve their oral English becomes a big challenge in China. As we know, language is a significant communication tool for all the people. However, there are still some problems today about the oral English. This thesis will discuss some main factors affecting oral English, followed by exposing some factors including the lack of context, cultural factors, and language anxiety and so on. Then some necessary countermeasures of improving oral English will be put forward, which includes the methods of strengthening the teaching of English listening and speaking, the imitation, the repetition and the teaching environment. More importantly, it is necessary for students to find out disadvantages of oral English in time and then correct them quickly. Only in this way, students who are learning oral English can learn it well so that they can communicate to foreigners fluently.

Xiaoqing Qian

2012-10-01

425

Teaching English in the World: Rethinking English and Literacy--A View from Overseas  

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After two years of teaching English, history, and wilderness survival in the Inupiaq Eskimo village of Wales, Alaska, the author moved in Brazil to teach English and Theory of Knowledge in the International Baccalaureate Diploma Programme. His four years of experience at the International School of Curitiba have confirmed his belief that…

Prosek, Scott

2007-01-01

426

Teaching English Medical Writing in a Blended Setting  

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

Jafar Asgari Arani

2012-12-01

427

Communicative Language Teaching (CLT): Practical Understandings.  

Science.gov (United States)

Reports on a study that documented the views and practices of communicative language teaching (CLT) by Japanese second language inservice teachers. Uses multiple data sources including interviews, observations, and surveys to report on how teachers define CLT and implement it in their classrooms. (Author/VWL)

Sato, Kazuyoshi; Kleinsasser, Robert C.

1999-01-01

428

Rhetoric and Practice in English Teaching.  

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Examines contemporary conditions of English in 3 British secondary schools. Considers (1) what English teachers say about their aims; (2) how these aims are translated into classroom practices; and (3) what external agencies want the subject of English to produce. Concludes teachers "delivered" the cultural products of Standard English and the…

Bousted, Mary

2000-01-01

429

AIMS AND OBJECTIVES OF TEACHING ENGLISH IN INDIA  

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

B.W.Somatkar

430

On the Use of Video Clips in College English Teaching  

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The use of video clips in college English teaching is of great significance and necessity and it has its own utilizing principle, yet not every college English teacher knows it, nor can they use them well. Combining the experience of my utilizing it and the students’ feedback., this paper studies its advantages and using principles.
Key Words: the use of video clips, college English teaching, utilizing principle
Résumé: L’utilisati...

Wang, Xiao-ning

2007-01-01

431

Priorities in English Pronunciation Teaching in EFL Classrooms  

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Full Text Available This paper reports the priorities in English pronunciation teaching in Indonesian EFL classrooms focusing on the English varieties, components of pronunciation, and techniques for pronunciation teaching. The results indicated that (1 international English was valued as a more appropriate variety for Indonesian learners, (2 and that while depending on a limited range of rather traditional techniques of pronunciation instruction, Indonesian EFL teachers valued segmental features more than suprasegmental features.

Moedjito Moedjito

2008-01-01

432

The Effect of English Learning Anxiety on Iranian High-School Students’ English Language Achievement  

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The present study explored English language learning anxiety among 38 third-year high school students in English classrooms and its relationship with overall English achievement. Students’ foreign language anxiety was surveyed and analyzed using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) [14] and their English achievement was measured through their final standardized English exam administered by the school. The results showed that although some stu...

Sara Atef-Vahid; Alireza Fard Kashani

2011-01-01

433

Application of Communicative Approach in College English Teaching  

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Full Text Available The main purpose of foreign language teaching is to communicate with language. Meanwhile, Communicative Approach is the effective way to achieve this goal. Through out more than twenty years, Communicative Approach has been confirmed and spread widely. Communicative Approach is the innovation of the foreign language teaching. Not only does it improve students’ communicative competence effectively, but also carries out the quality education in foreign language teaching. This thesis will take a look at the Communicative Approach to the teaching of foreign languages. It is intended as an introduction to the Communicative Approach for the teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. This thesis starts with the emergence, definition and features of Communicative Approach. It helps us understand CA continually. It also makes us aware of the obvious differences between Communicative Approach and other ways of language teaching. How to apply Communicative Approach to the teaching of foreign languages is mainly talked about. At last, three important pairs of connections in Communicative Approach are provided and the future of the Communicative Approach in foreign language teaching is described.

Guochen Jin

2009-02-01

434

Radio language teaching in Kenyan sch  

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Full Text Available The Radio Language Arts Project in Kenya is currently testing the feasibility of using radio intensively to serve as the major medium of English instruction in the formal classroom setting. The project, now in its third and final year of lesson development and experimentation, is evaluating the effectiveness of radio in teaching English to children in the first three primary grades. The thirty-minute, daily broacasts are part of the normal school curriculum. Preliminary results show substantial achievement gains by the radio students and strong support from school personnel. The project demonstrates that carefully designed, written, and produced radio lessons, aided by human interaction fostered by a teacher or other guide, can be an effective alternative to more complex and more costly techniques. In Kenia word die uitvoerbaarheid daarvan om die radio intensief te gebruik as die belangrikste medium by die onderrig van Engels in die formele klassituasie, getoets deur projek "Radio Language Arts". Die projek, wat tans in sy derde en finale jaar van lesontwikkeling en eksperimentasie verkeer, evalueer die doeltreffendheid van die radio in Engels-onderrig aan kinders in die eerste drie jaar van die primere skool. Die halfuur lange, daaglikse uitsendings vorm deel van die norm ale kurrikulum. Voorlopige resultate vertoon aansienlike winste in die prestasies van radio-leerlinge en 'n sterk aanhang deur personeel. Die projek demonstreer dat noukeurig ontwerpte, geskrewe en uitgevoerde radio-lesse, ondersteun deur menslike interaksie in die vorm van 'n onderwyser of gids, 'n doeltreffende alternatief kan wees vir meer ingewikkelde en duur metodes.

Maurice Imhoof

2013-02-01

435

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

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

Ingram, D. E.

1991-01-01

436

English For, Not English As.  

Science.gov (United States)

Describes connotations of the phrases, Teaching English as a Foreign language (TEFL) and Teaching English as a Second Language (TESL) in England. Suggests introduction of English for Native Speakers of Other Languages (ENSOL) as a more appropriate term, which would also incorporate Community Language Learning (CLL) procedures. (BK)

De Freitas, J. F.; Adkins, P. V. A.

1981-01-01

437

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper reports on research findings on leaner-centered approach compared to teacher-centered approach in teaching English grammar as a foreign language in Iranian high school context. It shows the need for grammar instruction in English language classes when roughly all education efforts are bottom-up explicit approach. One could compare and contrast these two learning approaches and try to evaluate the effectiveness of them. To this end, a cohort of 60 male homogeneous students ...

Mohammad Zohrabi; Mohammad Ali Torabi; Privash Baybourdiani

2012-01-01

438

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

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

Qi SHEN

2009-06-01

439

International English Language Testing: A Critical Response  

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

Hall, Graham

2010-01-01

440

How to Laugh in English--Ideas for Teaching English.  

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Describes the need for exercises which divert the enormous amount of energy