Journal articles on the topic 'English language study and teaching'
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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.
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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.
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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.
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Morve, Roshan K., and Suresh Chandra Maurya. "Multilingualism and Teaching Methods: A Study with the Reference of Indian English Language Teaching Classrooms." Journal of Practical Studies in Education 3, no. 2 (February 12, 2022): 7–11. http://dx.doi.org/10.46809/jpse.v3i2.43.
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This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.
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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
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Wei, Lu, Wan Zumusni Wan Mustapha, and Suryani Binti Awang. "An Experimental Study of Communicative Language Teaching (CLT) in University Comprehensive English Class." International Journal of Linguistics 16, no. 3 (June 7, 2024): 83. http://dx.doi.org/10.5296/ijl.v16i3.21844.
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The purpose of English language teaching should lie in cultivating the students’ communicative ability. The traditional teaching method is mainly teacher-centered, paying attention to the impartation of knowledge, and this will neglect the students’ creativity and communicative ability. However, Communicative Language Teaching (CLT) which advocates student-centered classrooms and learning foreign languages through communication, takes communicative competence as the ultimate goal of foreign language teaching. This paper presents the research on the connotation, characteristics and advantages of the communicative language teaching method, while paying attention to the difficulties encountered in its promotion in the process of English teaching in universities. Prior to exposure to CLT approach, the respondents had been exposed the traditional English language teaching and learning in a comprehensive English class. In order to understand the basic situation of the cultivation of university students’ English communicative competence in Ningxia Medical University, 200 non-English major students responded to a questionnaire survey. The four aspects of university comprehensive English class are the learning objectives of English class, basic learning tasks in English class, students’ interests, and difficulties in improving English communicative ability were analyzed using SPSS 23.0. The results reveal that communicative activities such as role-play, ask and answer activities, discussion and debate, and story-telling can be used by teachers to help students develop communicative competences. It is important to highlight that there are a variety of corresponding strategies besides the activities mentioned that can be incorporated in language teaching to improve the communication skills of students and English teaching in universities.
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Gómez Calderón, María José. "EMI and the Teaching of Cultural Studies in Higher Education: A Study Case." Language Value 14, no. 2 (December 2, 2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.
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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
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Neupane, Padam Prasad. "Translanguaging in English Language Teaching." BMC Journal of Scientific Research 4, no. 1 (December 31, 2021): 42–48. http://dx.doi.org/10.3126/bmcjsr.v4i1.42247.
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This study explores teachers’ perspectives and practices on translanguaging in English language teaching. Especially, it focuses on how English language teachers perceive and explicate the meaning of translanguaging. The researcher got the primary data from the teachers in different private and public schools in Chitwan. All the respondents were studying in the 4th year of B.Ed major English at Birendra M. Campus Bharatpur; they all were teachers as well. First of all, some survey questions which were related to the study were sent to them via mail and got the written responses by the same means. It happened in such a way because of the lockdown due to the COVID-19. To understand the issue further, I arranged the interview and focus group discussion. I followed the standard process of analysis i.e., coding, categorizing, thematizing, and discussion. Respondents were aware of translanguaging and they took it positively. They agreed that bringing the native languages of every student to classrooms was challenging. They claimed that translanguaging enhances students’ creativity and participation in class.
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Yuan, Huanwei, and Aijun Li. "Study on intercultural teaching of English teaches in higher vocational colleges." SHS Web of Conferences 159 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202315901009.
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Intercultural education is one important aspect of foreign language teachings nowadays. The ultimate goal of learning a foreign language is to improve intercultural communication abilities and realize cultural communication with foreigners. English teaching in higher vocational college hasn’t payed enough attention on intercultural education. Teachers are lacking in cognition, knowledge and practice of intercultural teaching. Based on the current situation of intercultural English teaching in higher vocational education, the paper proposes that English teachers should strengthen the cognition of intercultural teaching, improve their cultural knowledge and practise more in intercultural teaching.
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Zainuddin, Andi Husni A., Masruddin, and Magfirah Thayyib. "Multilingualism in Bugis Language Context: A Case Study on English Language Teaching Interactions." FOSTER: Journal of English Language Teaching 5, no. 1 (January 24, 2024): 19–27. http://dx.doi.org/10.24256/foster-jelt.v5i1.156.
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This study explores the intricate dynamics of multilingualism within the Bugis language context and its impact on English Language Teaching (ELT) at UPT SP SDN 251 Pae-Pae. With a focus on the Bugis community in Indonesia, the research delves into the complexities of language interaction in daily life and the teaching process. The Bugis language, embedded in rich cultural heritage, coexists with Indonesian and English, presenting a unique multilingual tapestry. The study employs a qualitative case study approach, including in-depth interviews with an English teacher. Findings reveal variations in language use within the family, community, and classroom contexts. Challenges arise in understanding nuanced meanings between languages, particularly in higher grades. The English teacher supports a multilingualism approach in teaching, emphasizing its role in enhancing students' adaptability and cultural sensitivity. The study contributes valuable insights to the broader discourse on language education and multilingualism in a globalized world, affirming the significance of a multilingual pedagogical approach in preparing students for diverse communication scenarios.
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Christie, Frances. "The study of language and subject English." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 15–29. http://dx.doi.org/10.1075/aral.27.1.02chr.
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Abstract Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.
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Aslamiah, Suaibatul. "English Language In Teaching Methodology." PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC) 1, no. 1 (July 15, 2022): 8–18. http://dx.doi.org/10.56489/peel.v1i1.72.
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Abstract
This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students’ multiple intelligences and improve English skills together with easy and fun activities.
Key words: English, Teaching, and Methodology
Abstrak
Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan
menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun.
Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.
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Nugraha, Deden Novan Setiawan. "Teaching Techniques in Teaching English Language: A Study of SMAN 24 Bandung, West Java." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 13, 2020): 2865–70. http://dx.doi.org/10.37200/ijpr/v24i2/pr200585.
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Boruah, Deepa Moni. "Perception and Preference Towards English Language Learning and Teaching Through Virtual Mode: A Study on English Language Learners and Teachers." Indian Journal of Language and Linguistics 3, no. 3 (August 30, 2022): 25–34. http://dx.doi.org/10.54392/ijll2234.
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The paper intends to discuss English Language teachers' and students' perceptions and preferences toward English Language Teaching and Learning through online or virtual classes. The COVID 19 outbreak and the nationwide lockdown created a new set of environments for all. All educational institutions were closed down to prevent the widespread of the virus as a result the teaching and learning activities were disrupted extensively. All sorts of activities, including teaching and learning, were being carried out through online mode. Traditional classroom teachings shifted to online classroom teaching in order to continue with teaching and learning practices. The online mode of teaching became an effective strategy to continue the teaching and learning process without any interruption. The closure of educational institutions affected a large number of students. The abrupt change in teaching and learning methods impacted both the teachers as well as students. The main purpose of the study was to examine the perception and preferences of learners and teachers towards online learning and teaching. The study adopted the questionnaire method, and the data were collected from undergraduate students (Currently in B.A Third Semester) of Indira Gandhi National Tribal University, Madhya Pradesh by sending a questionnaire to participants' email ids. The English language teachers and students were selected for the present study. English language course is taught at this university as a compulsory subject for first-semester undergraduate students. Two questionnaires, one for the teachers' group and another for the students' group, were prepared to know the opinion of both the participant groups. The study reveals that students are more satisfied with face-to-face teaching than the online mode. All learners believe that learning and speaking English is an advantage, but they prefer classroom teaching over online. Similarly, the teachers’ group also showed their preferences for offline teaching over online teaching. The present paper elaborates on the findings of the present study.
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Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." Jurnal ELink 6, no. 1 (July 1, 2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.
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The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners
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Abduraimova, Zh A. "Prospective English language teachers’ self-efficacy beliefs in English language teaching environment." Bulletin of the Karaganda university Pedagogy series 11329, no. 1 (March 29, 2024): 114–22. http://dx.doi.org/10.31489/2024ped1/114-122.
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This study examines prospective English language teachers’ self-efficacy beliefs in English language teaching environment. Self-efficacy as ability can impact on students doing task sufficiently. Nowadays self-efficacy plays an important role in developing English language proficiency, because the term “self-efficacy” demonstrates individuals’ competence. Therefore in order to prepare qualified future English teachers, their self-efficacy beliefs also should be tested. For that reason, the purpose of this research study was to figure out prospective English language teachers’ self-efficacy beliefs. Participants of present research study were 54 students, enrolled at Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University. Quantitative research design was used in this study to describe the current condition of future teachers. The data was collected with the help of online questionnaire, through survey method prepared by Google form. Results demonstrated that future English teachers possess adequate level of self-efficacy beliefs. There were not significant differences between male and female undergraduate students, due to Mann-Whitney’s Utest analysis. Overall, research study provided information about undergraduate students’ self-efficacy beliefs using Statistical Package for the Social Sciences (SPSS) program which played a huge role to examine the data.
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Sekhar, G. Raja. "Communicative language teaching approach in the teaching of english language: a comprehensive study." ACADEMICIA: An International Multidisciplinary Research Journal 6, no. 7 (2016): 62. http://dx.doi.org/10.5958/2249-7137.2016.00025.2.
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Al-Awabdeh, Abdel-Hameed. "A Critical Discourse Analytical Study on the Significance of Communicative Language Teaching Case study: Jordanian English Teachers in the Southern Badia." Journal of Social Sciences (COES&RJ-JSS) 9, no. 4 (October 1, 2020): 1509–19. http://dx.doi.org/10.25255/jss.2020.9.4.1509.1519.
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The purpose of the study is to cast the light on Jordanian English teachers in the Southern Badia views on the importance of communicative language teaching. I t is difficult for English foreign language teachers to select an appropriate method of language teaching to achieve the learning goals and the essential outcomes of the English courses that taught in different fields such as schools and colleges. CLT has indicated the track for certain procedures and strategies to accomplish essential goals for teaching English language. Teachers in teaching English as a foreign language has adopted many methods, such as Reading Method, Structural Method, Direct Method, and CLT. They seek to find the appropriate to teach English for their students and they work hard to make teaching English more effective in their classes.
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Mrissa, Brahim, and Khadija Anasse. "Teaching English with Movies." Social Science and Humanities Journal 8, no. 02 (December 23, 2023): 34503–15. http://dx.doi.org/10.18535/sshj.v8i02.939.
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This study looks into the benefits of employing movies as a pedagogical tool in English language teaching programs. The objective is to explore potentials of movies in enhancing English language teaching and gauge some teaching challenges related to using them in English language teaching. A quantitative approach is employed, and data is collected using a questionnaire given to teachers of English in order to find out what they think about this technique of instruction and to investigate some frequent issues that arise when using movies as teaching resources. The study concludes that incorporating movies into EFL instruction can be an effective strategy for enhancing students' language skills and fostering a more engaging learning environment. The findings imply that movies provide students with contextualized language input, foster cultural awareness and stimulate their enthusiasm in learning English. Furthermore, the study recommends two methods for creating movie-based teaching materials: worksheets and interactive video quizzes using the Edpuzzle platform.
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Hesan, Muh, Slamet Setiawan, and Ahmad Munir. "Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 72–80. http://dx.doi.org/10.15642/ijet2.2019.8.1.72-80.
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In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Malekani, Claude Wakenge. "Mother Tongues and Teaching English as a Foreign Language: A Case Study." Current Issues in Philology and Pedagogical Linguistics, no. 3 (September 25, 2023): 221–38. http://dx.doi.org/10.29025/2079-6021-2023-3-221-238.
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This paper examines the role of mother tongues in the teaching of English as a foreign language at the University of Kinshasa in the Democratic Republic of Congo (DRC). The purpose of the study is to determine the perfect mother tongue of students and to evaluate the efficacy of translanguaging methods in the teaching of English as foreign language. The research used three types of data, including quantitative, qualitative, and test data, as well as a survey conducted among 250 students at the Faculty of Arts. The results of the study suggest that translanguaging methods should be adopted to meet the needs of the country, particularly when English is combined with one of the local languages or French, in order to improve the understanding of students and their academic performance, particularly for those Congolese Learners of English who are not exposed to English often. The main problem in this study is that the learners at the University are learning English as an academic subject and a medium of instruction that they do not understand very well. However, the concept of’mother tongue’ (MT) is very important in learning other languages including a foreign language. This is especially true for students who live in a multilingual environment like DRC who have to follow and understand certain subjects taught in English. Most of them do not have their own unique and same mother tongue. For example, there are situations where a person speaks two basic languages, one is Congolese and the other is a second language. For example, someone who has been extensively exposed to a non-Congolese language like French since birth in addition to their Congolese language.
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Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH." American Journal of Philological Sciences 4, no. 1 (January 1, 2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.
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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.
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Mandić, Kaja, Magdalena Ramljak, and Josip Šimić. "A REVIEW OF TEACHING STRATEGIES FOR ENGLISH AS A FOREIGN LANGUAGE IN HEALTHCARE STUDIES." Zdravstveni glasnik 9, no. 2 (November 30, 2023): 98–112. http://dx.doi.org/10.47960/2303-8616.2023.2.9.98.
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Teachers of English as a foreign language are faced with difficulties in selecting the proper teaching strategy for students learning English for academic and professional purposes. Fifteen research studies were included in the current study on teaching strategies for students with English as a foreign language in healthcare studies. The objective is to determine the most useful and effective teaching strategies for healthcare students learning English as a foreign language. The review study was conducted using Noblit and Hare methasynthesis and Dearholt and Dang’s Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines for evaluation, selection and analysis. Language teaching strategies play an important role in teaching English as a foreign language especially in specific professional environments such as healthcare and medicine. The study divides language teaching strategies for English in healthcare into two perspectives; those concerned with improving students’ language learning performance and those examining specific instruction strategies and their effects on students’ knowledge. Further it gives an outline of four general English language skills and most commonly used teaching strategies. The results of the study may be used by English language teachers and content creators for developing new teaching materials and courses to help students succeed. For healthcare as a profession, a future with newly educated professional who have skills in English and other foreign languages will be beneficial in helping their target population. Key words: teaching strategies, healthcare studies, EFL, nursing, medical English
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Mohammed, Abdelaziz. "The Role of Language Laboratory in English Language Learning Settings." English Language Teaching 10, no. 2 (January 11, 2017): 86. http://dx.doi.org/10.5539/elt.v10n2p86.
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This study aims at determining the relationship between language labs and the effective ways of mastering better performance of English language. The study raised two questions. They are “Is language laboratory useful in teaching English to Saudi students?” And “How do language labs help in improving students’ performance?” Descriptive and analytical approaches have been adopted in this study. Two subject groups representing different situations are selected for investigation. Each group contained 27 students from fourth level who are studying English as their major. The instruments used were tests of all English components to draw significant findings. Generally, the findings proved that using effective language laboratories in teaching English is essential in teaching listening and mastering better features of speaking. In addition, the study recommends that the using of language labs in the teaching of English is highly needed in colleges.
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G.Pushpalatha. "Experiential Learning in English Language Teaching: A study." international journal of engineering technology and management sciences 6, no. 6 (November 28, 2022): 389–92. http://dx.doi.org/10.46647/ijetms.2022.v06i06.069.
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In experiential learning, the importance of experience is recognized. The essential function of the learning process is that of the student's experience in experiential learning. Learning by doing, doing one's own thing, and discovering new things are all terms used to describe the process of learning via experience. Experiential learning is both a concept and a practice that encourages teachers to actively engage students in hands-on learning experiences and introspective thinking to improve students' knowledge, skills, and moral values. “An important foundation of English language instruction is based on the idea that students learn best when they work together on a topic or assignment” (Knutson, 2003). It is also significant for teachers to employ experiential learning in their English classes to combine the four language skills into real-world contexts. “In contrast to just hearing about and reading about a subject, experiential learning emphasizes first-hand contact with the material being studied. A physical component is also required for the phenomenon to be fully understood” (Brown, p.291). As Brown said, experiential learning places an emphasis on the psychomotor components of language acquisition by engaging children in physical tasks where the language is submerged and reinforced. As a result of action, learners are encouraged to use a variety of abilities.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
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Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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Duan, Xiaoqian. "Study of the Stimulating Role of Literary Creation in English Language Learning." International Journal of Education and Humanities 10, no. 1 (August 16, 2023): 216–19. http://dx.doi.org/10.54097/ijeh.v10i1.11137.
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In recent years, China's science, technology and economy have developed greatly, and its status in the world has been greatly improved. English is one of the major languages in the world, which plays a pivotal role in cultural exchange and economic exchange among different countries. Therefore, the development of China also requires more and more excellent English talents, and these excellent talents are cultivated through the training of English. However, it can be seen from the survey that most schools tend to combine the teaching objectives with English scores in English teaching, while neglecting the cultivation of English cultural quality, resulting in the overall low cultural quality of most students. In addition, not enough attention has been paid to teaching practice. Teachers only impart theoretical knowledge to students, while students do not carry out the corresponding practical operation. This has deviated from the purpose of education. English language and literature is also one of the many cultures, we should inherit, develop and absorb these "nutrients". To sum up, teaching should pay attention to the creative study of English language and literature, and the article mainly elaborates on its role in cultivating students' language, in order to maximize the positive role of English language and literature. Through the survey of this article, it can be found that 52.20% of the students think that literary creation can improve the ability of English writing, which means that literary creation can help college students to learn the language.
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Asrianti, Asrianti, Iskandar Iskandar, and Andi Anto Patak. "The implementation of multicultural-based English language teaching in a language institution." International Journal of Humanities and Innovation (IJHI) 5, no. 2 (June 30, 2022): 67–73. http://dx.doi.org/10.33750/ijhi.v5i2.150.
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This research aims to explore how teachers implement multicultural-based English language teaching in a language institution and students' views of teachers' implementation of multicultural-based English language teaching. This research is qualitative with a case study design. In collecting the data, the researcher used direct observation by observing teaching and learning processes to find teachers implementing multicultural-based English language teaching and semi-structured interviews to explore the students' views. There are two main points of the findings of this study: 1) there are four dimensions of multicultural education exist in the teachers' implementation of multicultural-based English language teaching: content integration, knowledge construction process, prejudice reduction, and equity pedagogy; 2) Students have positive views toward the teachers' implementation of multicultural-based English language teaching. Thus, the researcher concluded that teachers and students have positive views towards implementing multicultural-based English language teaching, and teachers have been implementing multicultural-based English language teaching in their classes. Furthermore, similar studies in the future are better to discuss the implementation of multicultural-based English language teaching using other approaches or other theories to analyze different parts of it
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Liando, Nihta Vera Frelly, and Devilito Prasetyo Tatipang. "English or Indonesian Language? Parents’ Perception Toward Children's Second Language Learning Context." Jurnal Lingua Idea 13, no. 1 (June 30, 2022): 61. http://dx.doi.org/10.20884/1.jli.2022.13.1.5749.
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The phenomenon of teaching English and Indonesian language, especially in North Sulawesi, as a second language overlaps, where some argue that teaching Indonesian language should come first so that children will not forget Indonesian language or, in other words, children will master their national language. In this study, the method used is a descriptive method with a qualitative approach. The sample used as respondents by the researcher is parents in North Sulawesi who have children who can speak English and Indonesian, in addition, to their mother tongue (Manado language/Regional language), and the respondents consisted of 10 parents. The researcher used questionnaires to gather parents' perceptions of whether the children should be taught English or Indonesian Language first. However, some people think teaching English is very important because mastering English as an international language is necessary. English is suitable for children as their second language, but teaching Indonesian language as the national language is also very important. Therefore teaching between these two languages must be balanced so that it does not only English that can be mastered by children or not only Indonesian language.
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Zakharova, Ekaterina Alexandrovna. "Using games in English language teaching." KANT 43, no. 2 (June 2022): 270–75. http://dx.doi.org/10.24923/2222-243x.2022-43.48.
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The purpose of the study is to consider the problem of using didactic games for teaching foreign languages. The article deals with the issue of using didactic games for teaching English, analyzes the conditions under which the use of gaming technologies is the most effective, and gives recommendations for organizing gaming interaction in the classroom. The scientific novelty of the study lies in the fact that in the process of studying the problem of using didactic games in teaching, the author developed his own typology of games, among which he singled out and characterized a new type of kinetic game, tasks for mixed communication (ZSO), thereby bringing gaming technologies closer to recognition. in the academic environment as an effective learning tool. As a result of the study, the requirements for the selection and application of gaming technologies that provide the greatest didactic effect were identified.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Sada, Clary, and Irfan Agung Wiranto. "TEACHING ENGLISH LANGUAGE TO THE BEGINNERS." Jurnal Visi Ilmu Pendidikan 16, no. 2 (June 4, 2024): 419. http://dx.doi.org/10.26418/jvip.v16i2.73222.
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his study aims to find out the appropriate method to teach English to the beginners. Also, the finding of this research is for publication in the journal. This study is conducted by using online qualitative survey technique. The subjects of this study were teachers who teach English for beginners in Pontianak and its surrounding. The data were collected by a set of close-ended statements in an online questionnaire and also an online interview. The findings showed that there were various methods that can be applied in teaching English to the beginners, and those methods depend on the students’ learning style. Since students’ learning style are different from one to another, the teachers may use various methods in their classroom. However, even when the methods are various, not every method is effective in teaching English to the beginners. Therefore, the teachers need to choose the appropriate methods carefully in teaching English to the beginners. Keywords: Teaching English, Teaching Beginners, English Language Teaching
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Meng-yue, Cao, Li Dan, and Wang Jun. "A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern." English Language Teaching 13, no. 3 (February 24, 2020): 77. http://dx.doi.org/10.5539/elt.v13n3p77.
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College English teaching is supposed to cover both language acquisition and culture learning due to the close relationship between language and culture, taking cultural teaching as an indispensible part of college English courses. With the rapid integration of information technology and English curriculum, artificial intelligence has brought new opportunities to college English teaching, and college English cultural teaching methods are now faced with new innovations. In the age of intelligence, to promote teaching quality and learning effect, artificial intelligence technology can be embedded in English teaching practice, exerting its technical advantages and frontier characteristics. In consideration of integrated developing tendency of college English cultural teaching model and modern information technology, the paper is aimed to design and build up an intelligence-aided system so as to extend the depth and width of the application of modern information technology in college English cultural teaching as well as to exploit the great application potential of modern information technology in college English cultural teaching, thus opening a new way and presenting a direction for college English cultural teaching.
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Sadat-Tehrani, Nima. "Teaching English Stress: A Case Study." TESOL Journal 8, no. 4 (September 19, 2017): 943–68. http://dx.doi.org/10.1002/tesj.332.
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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.
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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels.
Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used.
Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels.
Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.
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Ilyas, Shehla, Abdul Khaliq, and Rasheed Ahmad. "The Impact of Communicative Language Teaching: A Study at University Level in Bahawalpur." Global Language Review VI, no. I (March 30, 2021): 290–97. http://dx.doi.org/10.31703/glr.2021(vi-i).31.
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Communicative language teaching (CLT) stresses communication as a medium and as the mainobjective of language education, a multilingual and international language teaching method.Communication is also a way to teach foreign languages and stresses communication as a means andprimary language learning goal. The aim of the study is to explore the impact of communicativelanguage teaching of BS students. It also recognizes the reasons why there are no proficient speakersof the English language even after the use of the communicative teaching method (Rababah, 2002).Afive-point Likert scale was used in the questionnaires that were filled by 183 students of The IslamiaUniversity and GSC women university of Bahawalpur. The findings reveal that communicativelanguage teaching is the completely suitable and perfect strategy to be applied in classrooms whenteaching a second or foreign language. Due to certain factors, it is unable to produce proficientspeakers of the English language.
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Andriani, Agis, Fuad Abdullah, Arini Nurul Hidayati, and Noer Aini Nanda Syafira. "Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions." Journal of Education and Learning (EduLearn) 18, no. 1 (February 1, 2024): 253–60. http://dx.doi.org/10.11591/edulearn.v18i1.21175.
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Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
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Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (August 31, 2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.
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The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.
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Wei, Yingchao. "Study on the Cross-language Influence of Japanese Learning and English Learning." International Journal of Education and Humanities 12, no. 1 (January 15, 2024): 227–31. http://dx.doi.org/10.54097/s81axx32.
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The purpose of this study is to explore the interaction between Japanese learning and English learning and its impact on language learners, as well as cross-language teaching strategies and practices. Based on the literature research method and comprehensive analysis method, based on the overview of the cross-language influence theory, this paper analyzes the mutual influence mechanism of Japanese learning and English learning, including the comparison and cross-influence of phonological learning, vocabulary learning and grammar learning. Then, it discusses the influence of cross-language influence on the cognitive mechanism of language learners and analyzes the causes of language transfer. Finally, the paper puts forward cross-language teaching strategies and practices, including the exploration of cross-language teaching models, effective cross-language teaching strategies of Japanese and English, and the application prospects of cross-language teaching in language education. Based on this research, we can better understand the interaction between Japanese and English learning, and provide theoretical support and practical guidance for cross-language teaching.
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Purohit, Vishal, and Jayasurya K. "INTEGRATING CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING PLANS." International Journal of Economics Finance & Management Science 10, no. 11 (November 11, 2022): 01–03. http://dx.doi.org/10.55640/ijefms-9111.
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This article examines the integration of critical thinking in English language teaching plans. The study reviews the literature on critical thinking and its importance in language learning, as well as the challenges of integrating critical thinking in language teaching. The findings suggest that critical thinking is essential for language learners to develop their language proficiency and to become independent and effective communicators. The article also proposes recommendations for incorporating critical thinking in language teaching plans to enhance language learning outcomes.
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Zimina, Elena I., and Dmitrii A. Gubanov. "The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)." Tambov University Review. Series: Humanities, no. 194 (2021): 46–58. http://dx.doi.org/10.20310/1810-0201-2021-26-194-46-58.
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We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.
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Zhou, Mei. "A Study on a New Computer Network-assisted English Teaching Model." MATEC Web of Conferences 365 (2022): 01005. http://dx.doi.org/10.1051/matecconf/202236501005.
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With the integration of information technology and foreign language education, it has exerted a profound influence on foreign language learning, and has formed a new open, free and personalized foreign language learning system. In order to give full play to the advantages of computer network-assisted English teaching, it is necessary to take students' learning demands as the core and interpret correctly the multiple advantages of computer network-assisted English teaching, actively constructing a new model of computer network-assisted English teaching. Based on the analysis of the background of the development of computer network-assisted English teaching and the innovation of English teaching, this paper puts forward some strategies for constructing a new model of computer network-assisted English teaching.
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Lu, Yuting, Hanyue Shi, Qier Mo, Wenwen Tang, and Xinying Weng. "Study on the Application of Task-Based Language Teaching in Middle School Oral English Teaching in China." SHS Web of Conferences 168 (2023): 02004. http://dx.doi.org/10.1051/shsconf/202316802004.
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Speaking is an essential aspect of English learning. It reflects the student’s ability to express and comprehensively use the language. In the 21st century, international exchanges have become increasingly frequent. Therefore, English is more important as a tool of international communication. Despite this, under the long-term pressure of examinations, English teaching in our country only focuses on reading, writing, and other content closely related to testing scores, while oral English teaching is easily neglected. Even in the classrooms where oral English teaching is implemented, the teaching activities and methods are relatively monotonous and out of touch with the actual situation, resulting in students’ low enthusiasm for oral English and unwillingness to speak English. In order to solve this problem, this paper studies an effective oral English teaching method --- Task-Based Language Learning (TBLT). This teaching method abandons the disadvantages of the traditional oral English teaching method and better improves students’ oral English ability. TBLT is a teaching method that gradually emerged and developed in the 1980s. In language teaching, TBLT requires language teaching based on tasks, and students should learn the language while completing the tasks. TBLT allows students to use English to complete various actual tasks related to life, study, and work, making classroom teaching real and task-oriented and cultivating students’ ability to use English in practice.
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Romadhon, M. Galuh Elga, Dzulfikri Dzulfikri, and M. Faruq Ubaidillah. "NON-ENGLISH MAJOR TEACHERS’ EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY." LLT Journal: A Journal on Language and Language Teaching 27, no. 1 (April 22, 2024): 320–35. http://dx.doi.org/10.24071/llt.v27i1.6955.
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Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.
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Ranganath, Dr V. N. Ch, and K. Vijana. "A Study on 'English Language Teaching' (ELT) in Telugu Speaking States." SMART MOVES JOURNAL IJELLH 8, no. 3 (March 28, 2020): 10. http://dx.doi.org/10.24113/ijellh.v8i3.10493.
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The importance of the English language in the educational field is clear from the fact that many countries have made English an official language. Consequently, English language teaching (ELT) has become one of the significant growth industries around the world in recent years. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practised in various adaptations in language classrooms all around the world for centuries. While the teaching of Maths or Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case with English or language teaching in general. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will briefly touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.
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Suwiryo, Adhika Irlang, and Ellis R. Artyana. "Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (May 31, 2018): 1–16. http://dx.doi.org/10.25170/ijelt.v13i1.1447.
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This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.
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Ma, Jiayue. "A Study of the Impact of Peer Review on Academic English Writing among English Majors." SHS Web of Conferences 168 (2023): 01005. http://dx.doi.org/10.1051/shsconf/202316801005.
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Peer review is a hot topic in the research of writing teaching for English majors. At present, there is still great controversy in the academic community about its feasibility and effect. To fully sort out the impact of peer feedback on different contents in English writing, grasp its advantages and disadvantages in teaching, and put forward some implementable suggestions to improve teaching and make peer feedback better serve the teaching, this study used semi-structured interviews as the main method and questionnaires as the supplemented survey to survey eight students majoring in English in a university of foreign languages in Northeast China. The study founds that peer review mainly includes mutual evaluation of nine parts, such as vocabulary, grammar, punctuation, sentence coherence, and article structure, and mainly focuses on the surface content of language, such as vocabulary, grammar, punctuation, etc. In addition, the study found that despite some shortcomings, peer feedback is still a promising way to 2nd language writing feedback, which can enhance students’ critical thinking skills and many other abilities. Research shows that we should actively incorporate peer feedback in college English writing classes to fully exploit its teaching potential in English writing.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.
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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.
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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.