Log in

Relevant bibliographies by topics / English ELT / Journal articles

Journal articles on the topic 'English ELT'

To see the other types of publications on this topic, follow the link: English ELT.

Author: Grafiati

Published: 10 December 2022

Last updated: 31 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'English ELT.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks." English Today 30, no. 1 (February 5, 2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

Full text

Abstract:

Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

APA, Harvard, Vancouver, ISO, and other styles

2

Modiano, Marko. "Rethinking ELT." English Today 16, no. 2 (April 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kim, Yong. "Current Trends in ELT." JET (Journal of English Teaching) 1, no. 1 (February 11, 2011): 1. http://dx.doi.org/10.33541/jet.v1i1.48.

Full text

Abstract:

Owing to the use of English as a global lingua franca, the trends in English teaching could probably be well perceived by considering the language’s inseparability from globalization. First of all, since globalization has affected almost the whole aspects of life in the world, English, which is used as the main means of communication in those sectors, is also closely connected to them. Consequently, any consideration of the teaching of English should be linked to them. Secondly, its multiple forms or uses in some specific locations has emerged the phenomena of Englishes and been challenged as the only type to be learned. Finally, the massive use of ICT has also contributed to the many new possibilities of using technology for teaching English.

APA, Harvard, Vancouver, ISO, and other styles

4

Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.

Full text

Abstract:

<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>

APA, Harvard, Vancouver, ISO, and other styles

5

Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (March 30, 2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

Full text

Abstract:

The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the students are familiar with the language and content. In listening, TED talks are delivered by native English speakers from all over the world which allows the students to see some TED chats about a subject that concerns them, by merely listening to a native English speaker. They can help develop their understanding, vocabulary, and pronunciation skills. In writing, available TED Talks’ transcripts allow the students to read along with the spoken word. This can develop their skills in grammar and vocabulary to hear what is being said quickly. It is important to point out that there are lots of websites or digital channels where the students and teacher can find TED Talks English video which provides speeches or presentations from world inspirational figures from various fields with various interesting topics. These video-based language learning make the students understand the influential TED Talks concepts and explore them more. Teaching English with TED Talks supports every English language program with easy-to-use classroom tools. TED talks are also great resources for teachers like approach to teaching ESL. English Language Teaching by using TED Talks is one of the authentic supplemental resources for English teachers to manage in English language learning programs.

APA, Harvard, Vancouver, ISO, and other styles

6

Vettorel, Paola. "ELF and Communication Strategies: Are They Taken into Account in ELT Materials?" RELC Journal 49, no. 1 (January 10, 2018): 58–73. http://dx.doi.org/10.1177/0033688217746204.

Full text

Abstract:

The complex and varied sociolinguistic reality of World Englishes and English as a Lingua Franca (ELF) has important implications for English Language Teaching (ELT). Besides questioning the validity of the ‘native speaker model’, the complexity of Global Englishes raises several issues, both at a theoretical and at an applied level, particularly for teaching. A plurilithic rather than a monolithic (monolingual/monocultural) perspective is called for, one that can make learners aware of the different roles, contexts, linguistic and functional varieties of English, so that they can be prepared to effectively interact with speakers of different Englishes and in English as a Lingua Franca contexts. Communication strategies have been shown to have a particularly significant role in English as a Lingua Franca communication, that is characterized by negotiation and co-construction of meaning; in these encounters, where different linguacultures meet, ELF speakers employ a range of pragmatic strategies to solve, or pre-empt, (potential) non-understandings often drawing on their plurilingual repertoires, too. Communication strategies can thus be said to play a fundamental role in effective communication, particularly in contexts where English is used as an international Lingua Franca. In this light, it would seem important for ELT materials to include activities aimed at raising awareness and promoting practice of communication strategies, so that they can become an integral part of English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom practices towards the development of communicative ‘capability’. This article will illustrate a study investigating whether ELT materials addressed at Italian upper secondary school students include activities and tasks related to communication strategies. The examination of textbooks published by Italian and international publishers from the 1990s to 2015 shows that, apart from a few interesting cases, consistent attention has not been given to this important area. Implications for further research on the inclusion of communication strategies in ELT will also be set forward.

APA, Harvard, Vancouver, ISO, and other styles

7

Thornbury, S. "English Grammar Today * English Grammar Today Workbook." ELT Journal 66, no. 2 (March 13, 2012): 240–43. http://dx.doi.org/10.1093/elt/ccs002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Rindal, Ulrikke. "What is English?" Acta Didactica Norge 8, no. 2 (October 1, 2014): 14. http://dx.doi.org/10.5617/adno.1137.

Full text

Abstract:

This article considers the developing status of English in Norway, both as a language and as a school subject, making predictions about which ontological and epistemological perspectives will influence English language teaching (ELT) in Norway towards 2030. Status quo and predictions for English in Norway is approached from two angles; the development of presiding language beliefs in linguistic science and in ELT practices from the 16th century to the present, and the more recent and rapid development of English as the foremost global language of communication. The article shows how English language beliefs and the status of English are made visible in the national subject curriculum and in the English language practices among Norwegian adolescent learners. The discussion suggests that English is increasingly characterised by those who use it as a second or later language, including Norwegians who negotiate the meanings of English in the ELT classroom. The article predicts that a logical development for Norwegian ELT is increased influence from social constructionist perspectives, in combination with the existing focus on communicative competence. The study shows that global circumstances related to the status of English are reciprocally related to local language beliefs among educational authorities, teachers and students, and that these have major implications for English as a discipline in lower and higher education.

APA, Harvard, Vancouver, ISO, and other styles

9

Eapen, L. "English Next." ELT Journal 61, no. 1 (January 1, 2007): 81–83. http://dx.doi.org/10.1093/elt/ccl050.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Eastment, D. "Business English." ELT Journal 62, no. 1 (January 1, 2008): 108–10. http://dx.doi.org/10.1093/elt/ccm094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ghimire, Nani Babu. "Five Facets for Effective English Language Teaching." Journal of NELTA Gandaki 2 (December 8, 2019): 65–73. http://dx.doi.org/10.3126/jong.v2i0.26604.

Full text

Abstract:

Effective English language teaching (ELT) is strongly related to dynamic teachers and creative learners as it enhances students’ long lasting learning process. Students learn the taught matters successfully if the classroom is handled effectively focusing on child centered pedagogy with the use of modern information communication technology (ICT). The objective of this paper is to look at the different facets for effective ELT and to give some pedagogical suggestions for English language teachers to increase the effectiveness in ELT. The articles/papers, researches and books written on effective ELT found in electronic sources are studied/overviewed the study. It shows that an effective ELT includes qualified, dynamic and devoted teachers with socio-affective skills, pedagogical and subject matter knowledge, active and creative students, use of sufficient and practical teaching learning materials, proper use of modern equipment and technology, and multiliteracy pedagogy focusing on the cultural diversity of the learners for better ELT.

APA, Harvard, Vancouver, ISO, and other styles

12

AS SABIQ, AGUS HUSEIN. "PROPHETIC LEARNING IN ELT." Tarling : Journal of Language Education 1, no. 2 (October 12, 2018): 69–96. http://dx.doi.org/10.24090/tarling.v1i2.1786.

Full text

Abstract:

Affective teaching is substantive in the process of learning. It aims at developing excellent moral output. For Muslims, the Prophet Muhammad becomes the trendsetter in all aspects of their life. By examining some hadiths, the Prophet Muhammad did not only provide a form of that was only cognitive or afective, but in several conditions the prophet also gave an example of how to learn and teach. Therefore prophetic learning is necessarily integrated into all instructional contents so students can fully develop their attitude accordingly. English is a necessary subject, but on the other hand, it also teaches the idea of secularity which exist in English culture. Integrating prophetic learning in English language teaching can be done through: (1) teacher as a model; (2) stimulus response/questioning; (3) story telling; (4) analogy/logical order; (5) direct practice; (6) applied materials; (7) giving advice; (8) closing statement.

APA, Harvard, Vancouver, ISO, and other styles

13

Liu, Junshuan. "Disinventing Native Speakerism in English Language Teaching." English Language Teaching 14, no. 11 (October 27, 2021): 97. http://dx.doi.org/10.5539/elt.v14n11p97.

Full text

Abstract:

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

APA, Harvard, Vancouver, ISO, and other styles

14

Murray, H. "The Globalization of English and the English Language Classroom." ELT Journal 60, no. 2 (April 1, 2006): 204–6. http://dx.doi.org/10.1093/elt/cci110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Mathew, R., and S. Srivastava. "English Next India: The Future of English in India." ELT Journal 65, no. 3 (June 15, 2011): 356–59. http://dx.doi.org/10.1093/elt/ccr034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Jumanto, Jumanto. "THE LANGUAGE OF INFORMALITY WITHIN ELT CONTEXT." JURNAL BASIS 8, no. 1 (April 20, 2021): 51. http://dx.doi.org/10.33884/basisupb.v8i1.2798.

Full text

Abstract:

This research paper explores aspects of informality in the English language, the target hearers referred to by the aspects, and the functions the aspects convey in verbal interactions or communication, and its contribution to English Language Teaching (ELT) in the world. The research data are retrieved, obtained, and verified from informal-English-affiliated URLs or Websites, i.e. Web-Data as sources of informal English. As the findings, informal English involves the notorious, casual, heteregeneous, inconsistent, irregular, unorganized, incomplete, shorter, cut-down, reversed-up, and speaker-dependent aspects, and has the direct and literal nature. Informal English with its relatively any topics, personal and private, is used for close people to confirm their in-group solidarity or membership of a social group within relaxed situations and unofficial contexts. Knowledge and practices of informal English are necessary for teachers as well as learners. ELT teachers should include informal English in their teaching-syllabus material with particularly-set circumstances. Learning the knowledge and practices of informal English through ELT classrooms should prevent English learners from uncontrolled learning exposures to various informal morally-dangerous settings. This way will expectedly encourage English learners to be alert and careful in using informal English, hence encouraging them to maintain interpersonal and social harmony to some broader extent.

APA, Harvard, Vancouver, ISO, and other styles

17

Spiro, Jane. "Teaching English Worldwide." ELT Journal 70, no. 3 (April 12, 2016): 360–62. http://dx.doi.org/10.1093/elt/ccw038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Frendo, Evan. "Business English materials." ELT Journal 73, no. 4 (October 2019): 463–82. http://dx.doi.org/10.1093/elt/ccz037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Freeman, Simon. "English-Speaking Union." ELT Journal 47, no. 2 (1993): 186. http://dx.doi.org/10.1093/elt/47.2.186.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Knagg, John. "English Medium Instruction." ELT Journal 74, no. 3 (June 27, 2020): 362–65. http://dx.doi.org/10.1093/elt/ccaa028.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Jill and Charles Hadfield. "What is English?" ELT Journal 59, no. 3 (July 1, 2005): 250–54. http://dx.doi.org/10.1093/elt/cci046.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Case, A. "Practical Classroom English." ELT Journal 63, no. 4 (September 14, 2009): 433–35. http://dx.doi.org/10.1093/elt/ccp068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Kryszewska, H. "English Through Art." ELT Journal 66, no. 3 (June 21, 2012): 405–7. http://dx.doi.org/10.1093/elt/ccs030.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Zhang, Xiao. "Investigating Social Justice Topics in Reading Texts of English Textbooks Used in China and Germany." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 34. http://dx.doi.org/10.17507/jltr.1201.04.

Full text

Abstract:

English language teaching (ELT) plays a vital role in promoting social equality and societal transformation. Thus, social justice education has been given attention as one of ELT purposes. Textbooks, as the most significant teaching materials of English teachers, pose significant effects on English learners’ awareness of social justice issues that touch upon their daily lives. However, there is little empirical research investigating integrated social justice topics in ELT textbooks. This study addressed the gap through identifying and comparing social justice topics of grade 10 English textbooks used in Chinese and German high school classrooms. Results of this study revealed that German English textbooks encompassed a much more diversity of social justice topics than Chinese English textbooks. Besides, this study offered a significant capacity for English textbooks to stimulate English learners’ social responsibility and awareness of social justice. This study has implications for improving social justice education in the ELT classroom.

APA, Harvard, Vancouver, ISO, and other styles

25

Dianti Putri, Nurma, Natashah Mohd Ridwan, Dinda Sri Lestari, Nabilatul Husniah, and Muhammad Taufik Ihsan. "CULTURAL APPROACH TO TEACH ENGLISH: MUSIC AS A TEACHING AND THERAPY IN LEARNING ENGLISH." Jurnal Syntax Fusion 1, no. 07 (July 27, 2021): 179–87. http://dx.doi.org/10.54543/fusion.v1i07.30.

Full text

Abstract:

This research aims about how effective music as a teaching and therapy in learning English. Music makes ELT class more enjoyable and powerful for students. The explanation in this research is about what is the factors affecting pronunciation, what is the advantages of using song in ELT class and how can English songs facilitate English language learning. This research is using qualitative data collection for 50 students in Senior High School of St. Mary, Surabaya. The observation were made from the questionnaire, interviews and participants observation. One possible academic application is to encourage the students to listen to English music and input it in ELT class. Music, a mix of melody and lyrics, has numerous characteristic benefits, like a kaleidoscope of culture, expressiveness, creditability and helpful capacities, which render it a priceless hotspot for language educating. Learning through music is one of the best and easier for students to understand English. The way that English music for the students are frequently simple and straightforward point that they like most to learn. This research gives effective factors, benefits and facilitate in inserting music as a teaching and learning during ELT class.

APA, Harvard, Vancouver, ISO, and other styles

26

Nur, Shakila, and Megan Short. "Factors affecting the quality and efficacy of an ELT-INSET: A case study of Bangladesh." Waikato Journal of Education 24, no. 1 (May 13, 2019): 55–66. http://dx.doi.org/10.15663/wje.v24i1.600.

Full text

Abstract:

Given the integral role of English teachers in promoting quality English education, English language teaching in-service teacher education and training (ELT-INSET) plays a crucial role in developing quality and professional competence of English teachers. It is in this regard, when the inevitability of ELT-INSET is growing worldwide, our article identifies quality parameters of an ELT-INSET conducted in Bangladesh. This qualitative case study was conducted as part of a doctoral project employing semi-structured interviews with one ELT-INSET programme coordinator, three teacher trainers and 12 trainees (English teachers) of an ELT-INSET. The cross-case analysis of the interview data identified six factors adversely affecting the quality and efficacy of the ELT-INSET. The factors included the absence of needs analysis culture, an ineffective trainee selection mechanism and proper monitoring system, the quality issue of teacher trainers, contents and materials, the lack of required logistics support and finally, the bureaucratic power-coercive ELT-INSET management. The article, by shedding light on those findings, finally informs the policymakers with some implications with which to develop their policy and to enhance and ensure the quality and efficacy of ELT-INSET programmes. The implications might also be applicable irrespective of INSET for other subjects and polities with the same context beyond Bangladesh.

APA, Harvard, Vancouver, ISO, and other styles

27

Nguyen Nhat, Quang, and Hung Bui Phi. "Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era." Journal of Language and Education 6, no. 3 (September 30, 2020): 173–84. http://dx.doi.org/10.17323/jle.2020.10563.

Full text

Abstract:

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

APA, Harvard, Vancouver, ISO, and other styles

28

Bose, Priyanka, and Xuesong Gao. "Cultural Representations in Indian English Language Teaching Textbooks." SAGE Open 12, no. 1 (January 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082102.

Full text

Abstract:

Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.

APA, Harvard, Vancouver, ISO, and other styles

29

Akhiroh, Ninuk Sholikhah. "Teaching English in Non-English Departments: Empowering Teacher Towards Improvement." IJEE (Indonesian Journal of English Education) 4, no. 1 (June 30, 2017): 49–62. http://dx.doi.org/10.15408/ijee.v4i1.5341.

Full text

Abstract:

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching. ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341

APA, Harvard, Vancouver, ISO, and other styles

30

Wang, Bing. "Research on the Value Orientation of ELT Integration Based on Data Mining under the Background of Megadata." Mathematical Problems in Engineering 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/6774977.

Full text

Abstract:

The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, personalized learning, and teaching informationization. Depending on discussing the value of the English curriculum, this paper probes into the value orientation of English curriculum objectives, the value orientation of English curriculum content, the value orientation of students to the English curriculum, and the value orientation of ELT integration. This paper investigates and analyzes the realization basis of the integrative value orientation of ELT. Making full use of teaching resources may benefit not only the deep integration of instructional materials but also the scientific application of current scientific and technology methods to support ELT’s integrated value orientation. The essential significance of the research is to improve students’ comprehensive English literacy and comprehensively promote the realization of ELT value.

APA, Harvard, Vancouver, ISO, and other styles

31

Siqueira, Sávio, Lucilla Lopriore, and Enrico Grazzi. "ELF AWARENESS AND PEDAGOGICAL IMPLICATIONS IN ELT CLASSROOMS. INTRODUCTION TO SPECIAL ISSUE." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 1. http://dx.doi.org/10.9771/ell.v1i65.36465.

Full text

Abstract:

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which future studies might be heading in order to implement an ELF-aware pedagogic approach to English. The aim of this article is to analyse a selection of relevant data that have been collected through a teacher survey on the state of the art as regards ELT. The survey was administered in Italy (mainly at upper and lower secondary school level). In particular, the authors focus their attention on issues such as </span><span>learners’ errors, standard and non</span><span>-</span><span>standard English models, teachers’ </span><span>attitudes and beliefs, the use of authentic mater</span><span>ials, the encouragement of learners’ creativity, </span><span>learner assessment and evaluation. This study, part of an Italian national research project, has been carried out by one of the three teams constituting the study group, the one from Roma Tre University, whose main objective is to take into consideration the changing scenario of Global Englishes and open new paths to revisit teachers', learners' and publishers' beliefs and offer possible perspectives about classroom practices, assessment and evaluation, and material development.</span></p></div></div></div></div>

APA, Harvard, Vancouver, ISO, and other styles

32

Granados-Beltrán, Carlo. "Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 627–45. http://dx.doi.org/10.17533/udea.ikala.v27n3a03.

Full text

Abstract:

Colombian English Language Teaching (ELT) is experiencing a paradigmatic change guided by the decolonial turn. This turn has enriched the debate about the implementation of a bilingual policy in Colombia, its impact on languages otherthan English, the purposes of learning English in the country, and English teacher practices and identities. This article shares the results of a critical ethnography that collected data from students and teacher educators from elt preparation programs and institutional and legal documents. Results indicate that, in Colombian elt, there are six discursive tensions representing coloniality. These are (a) English teachers as instructors or as educators; (b) native or non-native English speakers; (c) poor image of foreign language teachers as opposed to an idealized language teacher; (d) instrumental or cognitive and intercultural purposes for learning English; (e) emphasis on disciplinary knowledge or on interdisciplinary knowledge; and (f ) division or integration between theory and practice. To counter these tensions, a set of criteria are proposed. These criteria are: (a) elt preparation graduates are professionals in language pedagogy; (b) they are multilingual educated teachers; (c) they are well-rounded professional educators; (d) English is a means of recognizing diversity; (e) elt preparation programs embrace interdisciplinarity as a decolonizing option; and (f ) ELT preparation programs promote praxis. To conclude, the criteria proposed aim to shift initial language teacher education from an instrumental vision to a reflexive one, considering what is being learned, how, with whom, in what contexts, and the reasons that justify it.

APA, Harvard, Vancouver, ISO, and other styles

33

Ren, Ke. "“I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 940–45. http://dx.doi.org/10.17722/jell.v10i1.379.

Full text

Abstract:

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions.

APA, Harvard, Vancouver, ISO, and other styles

34

Deterding, David, and Nur Raihan Mohamad. "Spelling pronunciation in English." ELT Journal 71, no. 1 (October 6, 2016): 87–91. http://dx.doi.org/10.1093/elt/ccw073.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Prodromou, L. "English as cultural action." ELT Journal 42, no. 2 (April 1, 1988): 73–83. http://dx.doi.org/10.1093/elt/42.2.73.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Launay, P. d. "The English 'h' problem." ELT Journal 47, no. 2 (April 1, 1993): 132–35. http://dx.doi.org/10.1093/elt/47.2.132.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Franca, V. B. "English for the Teacher." ELT Journal 50, no. 2 (April 1, 1996): 170–72. http://dx.doi.org/10.1093/elt/50.2.170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

McArthur, D. "Comment: towards Designer English." ELT Journal 50, no. 4 (October 1, 1996): 344–46. http://dx.doi.org/10.1093/elt/50.4.344.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hill, D. A. "Success in English Teaching." ELT Journal 56, no. 4 (October 1, 2002): 424–25. http://dx.doi.org/10.1093/elt/56.4.424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Di Prima, S. "English for Primary Teachers." ELT Journal 56, no. 4 (October 1, 2002): 429–31. http://dx.doi.org/10.1093/elt/56.4.429.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Reed, B. "Business English CD-ROMs." ELT Journal 60, no. 2 (April 1, 2006): 184–96. http://dx.doi.org/10.1093/elt/cci106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Swan, M. "Cambridge Grammar of English." ELT Journal 61, no. 1 (January 1, 2007): 75–78. http://dx.doi.org/10.1093/elt/ccl048.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Reed, B. "Recent Business English publications." ELT Journal 61, no. 2 (April 1, 2007): 167–78. http://dx.doi.org/10.1093/elt/ccm011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Pulverness, A. "English Collocations in Use." ELT Journal 61, no. 2 (April 1, 2007): 182–85. http://dx.doi.org/10.1093/elt/ccm014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Hill, D. R. "Graded readers in English." ELT Journal 62, no. 2 (July 21, 2006): 184–204. http://dx.doi.org/10.1093/elt/ccn006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Reed, B. "Recent Business English publications." ELT Journal 65, no. 3 (June 15, 2011): 326–45. http://dx.doi.org/10.1093/elt/ccr035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Parrott, M. "Oxford English Grammar Course." ELT Journal 66, no. 2 (March 13, 2012): 244–47. http://dx.doi.org/10.1093/elt/ccs003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Chan, M. "Communicating Internationally in English." ELT Journal 66, no. 2 (March 13, 2012): 271–73. http://dx.doi.org/10.1093/elt/ccs012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.

Full text

Abstract:

Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and its position in the English major curriculum. Disciplinary English is the research and teaching of English used in disciplines in higher education context and it can be further classified in line with different types of disciplines and fields of practice. Disciplinary English is related to English for academic purposes (EAP) and disciplinary literacy in six aspects: context, students, nature, syllabus, aim, and focus. The establishment of disciplinary English in the English major curriculum has important implications for the future development of ELT for English majors in China.

APA, Harvard, Vancouver, ISO, and other styles

50

Sung, C. C. M. "English as a Lingua Franca and English language teaching: a way forward." ELT Journal 67, no. 3 (March 20, 2013): 350–53. http://dx.doi.org/10.1093/elt/cct015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!