Journal articles on the topic 'English language teaching materials'
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Olimovna, Maksudova Gulnoz. "Selecting Authentic Materials In Teaching English." American Journal of Interdisciplinary Innovations and Research 02, no. 04 (April 27, 2020): 13–16. http://dx.doi.org/10.37547/tajiir/volume02issue04-04.
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The pros of the utilizing authentic materials for the language students have been estimated to be an effective way to teach English by providing real-life experience in the classroom environment. There are many available materials to be worth promoting to be able to satisfy the needs of students in all knowledge sphere. The English language has been in a wide usage of all aspects such as: economics, politics, social issues and these can be found in authentic materials. They are a great help to collaborate language skills as well as knowledge. In the process of teaching a foreign language it is important to consider what kind of authentic material to choose and which is more efficient to the requirements of the learners. In this article the explanation and strategies of selecting appropriate authentic materials will be put forward.
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Abduazizova, Iroda. "USING TEXT MATERIALS IN TEACHING ENGLISH." Frontline Social Sciences and History Journal 02, no. 02 (February 1, 2022): 55–59. http://dx.doi.org/10.37547/social-fsshj-02-02-08.
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The article discusses using a short humorous text in order to create a speech situation when teaching English. Such textual materials can become effective incentives for students to generate monologues and dialogic statements in the target language and a motivational basis for group discussion.
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Allan, Margaret. "Video materials in English language teaching." Volume 3 3 (January 1, 1986): 44–56. http://dx.doi.org/10.1075/aralss.3.02all.
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Most materials available to users of video in English Language Teaching were designed neither for the ELT classroom nor for video: they originated as TV programmes or as films produced for a native speaker audience. An analysis of the characteristics of video and its possible roles at different stages in a language programme underlies the design of a set of video sequences, Video English, intended specifically for classroom use, within the framework of a methodology which puts the emphasis on communicative competence. Similar principles are exemplified in a discussion of another published series, Television English, which is based on BBC archive material. In conclusion some findings of research into non-verbal communication are considered in relation to the use of video materials in the language classroom.
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McGrath, I. "English Language Teaching Materials: Theory and Practice." ELT Journal 67, no. 1 (December 13, 2012): 141–43. http://dx.doi.org/10.1093/elt/ccs071.
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Adityarini, Hepy. "ENGLISH AS AN INTERNATIONAL LANGUAGE (EIL) AND IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING." Kajian Linguistik dan Sastra 19, no. 2 (March 25, 2015): 103–11. http://dx.doi.org/10.23917/kls.v19i2.4415.
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The nature of English as an International Language (EIL) has significant implicationsin the area of English Language Teaching (ELT). The current essay willreview the implications of EIL in three different areas: research on attitudes towardsvarieties of English, research on methods of improving non-native speakers’intelligibility, English teaching curriculum and materials for teaching pronunciation.Despite the debate of appropriateness of native speakers’ accent as modelsfor teaching pronunciation, the findings from most of the research on attitudestowards varieties of English suggest the students’ preferences towards native speakers’accent. In the mean time, the research on methods of improving non-nativespeakers’ intelligibility indicate the necessity of giving more emphasis on teachingsuprasegmental features such as intonation and stress to non-native speakers. Atthe curriculum level, although the experts have proposed some ideas of how EILshould be, the implementation of such curriculum might be difficult to realize insome countries. With regards to pronunciation teaching materials, many Englishpractitioners recommend the use of authentic materials that incorporate students’local culture in the classroom.
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Siregar, Masitowarni. "Pedagogical Perspectives on Teaching Materials of Translation in English Language Teaching." Script Journal: Journal of Linguistics and English Teaching 6, no. 1 (April 29, 2021): 56–67. http://dx.doi.org/10.24903/sj.v6i1.684.
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Background:
This research paper attempts to analyze the vocational English instructors’ view point on the cultivation of teaching material of Pedagogical Translation in the Subject of Translation in English Language Teaching (ELT).
Methodology:
The qualitative design was used to collect the data. Utilizing the questionnaire with Likert Scale, the quantitative data were gained from 30 vocational English teachers in Sumatera Utara Province.
Findings:
Data obtained revealed that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT have covered the teaching materials in Vocational school.
Conclusion:
It was concluded, within nine areas questioned to the vocational English teachers, most of them (92%) agree with the statements. Furthermore, all the respondents 100% are in the opinion that there should be English for vocational school materials included within the translation materials studied in the Subject on Translation in ELT.
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Ali Seven, Mehmet. "Evaluation of language teaching materials according to English teachers’ point of views." International Journal of Academic Research 5, no. 5 (October 15, 2013): 210–20. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.32.
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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Tosheva, Ani, and Veneta Stoyanova. "INNOVATIONS IN ENGLISH LANGUAGE TEACHING IN KINDERGARTEN." Education and Technologies Journal 12, no. 2 (August 1, 2021): 414–17. http://dx.doi.org/10.26883/2010.212.3581.
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This paper presents the activities of English language teachers from Kindergarten “Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program “Succeeding Together”, Module 2: Innovative Kindergarten. Good practices of using new technologies in learning English by preschool children are presented – III age group (5-6 years) and IV age group (6-7 years). It reveals the possibilities for upgrading the competencies of each child through the effective use of information and communication technologies. The electronic educational resources created by the teachers and their implementation in the process of pedagogical interaction contribute to the maximum assimilation of language structures from the formal and content side of the Bulgarian and English languages.
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Li, Kun, and Ting Ting Sun. "Reflections on the Polymer Material of the English Language." Advanced Materials Research 926-930 (May 2014): 4540–44. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4540.
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Specialized polymer materials are polymer materials English majors in college English teaching essential component, which aims to train students to learn English in a professional capacity as a tool to solve practical problems. Specialized polymer materials for teaching English existing problems, this article from the characteristics of the starting material is a professional English course, many ways of teaching content, teaching methods, students learn the status quo, teachers and textbook analysis of specialized polymer materials, such as English teaching existing problems, and puts forward suggestions and solutions.
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Urazbay, Karina Rakhimzhankyzy, and Aigul Yesengeldievna Niyazova. "Authentic video materials in the practical lessons of English." Bulletin of Toraighyrov University. Pedagogics series, no. 2,2021 (July 12, 2021): 30–36. http://dx.doi.org/10.48081/fqux3848.
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The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages. In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources. Authentic video materials stimulate interest and also expand students’ knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language.
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Syakur, Abd. "The Role of Applied Linguistics in English Teaching Materials in Higher Education." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (April 19, 2021): 677–83. http://dx.doi.org/10.33258/birle.v4i1.1820.
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The goal of this research was to find out what role linguistics plays in the English teaching process that takes place at Bakti Indonesia University. The lecturer of Bakti Indonesia University, teaching English along with technological developments can be implemented with various methods and development efforts. One of the efforts made was to optimize the linguistics role, especially applied linguistics, in English teaching process. It is very natural in English teaching process as broad knowledge which is fundamental about the principles of language being learned. The linguistic theories of English lecturers and teaching staff will not find any problems in describing a language especially English in its use. The research method used was descriptive with qualitative approach in its implementation. From the results can be concluded that the teaching method of English language material is not only learning system that plays major role, but more than that it is communication medium that can understand the basic principles of English teaching. For a student that learning any language requires a lot of process and practice in English.
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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.
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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction
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Shallaita, Baiq Annisa, Nawawi Nawawi, and Muhammad Amin. "Analysis of English Language Teaching Materials on Gender Representation." International Journal of Multicultural and Multireligious Understanding 8, no. 2 (February 19, 2021): 419. http://dx.doi.org/10.18415/ijmmu.v8i2.2423.
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This study was conducted to show how two ELT textbooks accommodate gender in their contents and if there is any types of gender bias in the textbooks. The method of this study was descriptive qualitative method which was used to describe a phenomenon and its characteristics. The data was collected by using content analysis that was supported by descriptive quantitative data. The content analysis was conducted to analyze written text and photographs in the two EFL textbooks published by The Ministry of Education And Culture of the Republic of Indonesia and Erlangga publisher. The analysis was based on five categories, namely, visibility, firstness, masculine/feminine generic construction, occupation, and activities related to gender. The findings of study showed that gender biases still exist in both textbooks. The types of bias found were stereotyping, linguistic bias, imbalance and selectivity, cosmetic bias, and fragmentation and isolation. The latest types was only found in Pathway To English 1. The result of this study was expected to help the materials designer, author, teacher, and students to have a better understanding about gender representation of the book currently used in Lombok, and to be more aware of gender bias issues in ELT textbook.
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Isik, Ali. "Do English Teaching Materials Foster Foreign Language Education Affectively?" Journal of Education and Learning 7, no. 1 (December 20, 2017): 272. http://dx.doi.org/10.5539/jel.v7n1p272.
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The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students were compared by using one-way ANOVA, post-hoc Scheffe test, and t-test statistics. The results indicated that, except for the regular state high school teachers and students, both teachers and students had serious problems with the ELT materials prepared by international publishers.
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Eastment, D. "Survey review: CD-ROM materials for English language teaching." ELT Journal 50, no. 1 (January 1, 1996): 69–79. http://dx.doi.org/10.1093/elt/50.1.69.
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Suparsa, I. Nyoman, I. Nyoman Suandi, Ida Bagus Warta, Ida Bagus Seloka, and I. Nengah Astawa. "Discourse On English Teaching Materials For Tour Guiding Based On Cultural Social Approach Analysis." International Journal of Linguistics and Discourse Analytics (ijolida) 2, no. 2 (March 31, 2021): 41–50. http://dx.doi.org/10.52232/ijolida.v2i2.36.
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Teaching English for specific purposes (ESP), which is in contrast with English for Academic purposes (EAP), has gained specially great attention since 1960’s. One of the examples of ESP is English for guiding. The main purpose of implementing English for guiding in some schools or collages is to give the students ability to communicate mainly orally so as to be able to fulfil the student’s need for his or her future carreer or job in tourism. In reality very often cultural misunderstandings which may pruduce fatal consequencies emerge among those who are involved in tourism industry. Due to this circumstance, inserting sosio-cultural aspects in the teacher’s languge teaching interaction is indeed beneficial. In this case, the role of the teacher to include edequate cultural aspects in language teaching, beside giving formal gramatical language forms, of course is highly worth considering. Teaching English for tourism industry is not regarded appropriate yet if sosio-cultural aspects are not adequately included. In other words, beside teaching the language forms, English teacher should incorporate sosio-cultural aspects into his interaction. Futhermore, materials for English for guiding is carefully selected which are based on carefull analysis of the course objectives. The implication of analysing teaching materilas intended for tour guide is expected that the outcomes of the institution or graduates are truly matched with the available jobs in job markets
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Rossner, Richard. "Materials for Communicative Language Teaching and Learning." Annual Review of Applied Linguistics 8 (March 1987): 140–63. http://dx.doi.org/10.1017/s0267190500001082.
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Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.
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V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum." Arab World English Journal 13, no. 3 (September 24, 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.
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This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles
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Vidhiasi, Dhion Meitreya. "Maritime English: Teaching English for Maritime Sciences or Teaching Maritime Sciences in English?" Saintara : Jurnal Ilmiah Ilmu-Ilmu Maritim 6, no. 1 (March 31, 2022): 71–77. http://dx.doi.org/10.52475/saintara.v6i1.152.
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Maritime English is a “scourge” for maritime science students at universities engaged in maritime science. English is a foreign language in Indonesia may cause the students cannot understand Maritime English well. A phenomenon occurs that Maritime English teachers do not have basic knowledge about the maritime sciences. This has an impact on the teaching and learning process of Maritime English. This study seeks to reveal whether Maritime English is English teaching intended for maritime science or Maritime English is actually maritime science materials taught using English. The researcher uses a qualitative descriptive method by using a learning module adopted from the IMO Model Course 3.17 to conduct research. The results of the study found that the teachers never obtained many materials related to the maritime world. However, there are also materials that these teachers obtained during their undergraduate and master’s degree courses, such as grammar, reading comprehension, and listening comprehension. This means that Maritime English is indeed English intended for maritime science students (English for Special Purposes) and maritime sciences delivered using English.
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Akbas, Ismail. "Difficulties of English Language Teaching in Bangladesh." International Journal of English Language Education 4, no. 1 (November 15, 2016): 17. http://dx.doi.org/10.5296/ijele.v4i1.8575.
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<p>Identifying the difficulties of English Language Teaching at English Medium Schools’ Primary levels are essential in Bangladesh to achieve to set English language competencies in the educational institutions. The main purpose of this study was to discover the specific problems of English Language Teaching at English Medium Schools’ Primary levels. The current study was a qualitative research technique by nature. One set of closed-ended questionnaires were used to collect data from the teachers who live within three cities to understand the views and situation of the difficulties of English Language teaching. The study indicates that teachers, students and school administration encounter several problems due to lack of skilled teachers, proper teacher training, using proper teaching methods and materials, physical facilities and so on. As a result, English curriculum implementation at the primary level in Bangladesh is becoming unsuccessful in most of the schools; however there are several adequately designed buildings with well trained teachers along with proper educational materials. Given that the number of schools is in the thousands, we shall draw comparisons between respective educational institutions.</p>
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Ahmed, Md Kawser. "Multimedia Aided Language Teaching: An Ideal Pedagogy in the English Language Teaching of Bangladesh." American International Journal of Social Science Research 3, no. 1 (December 20, 2018): 39–47. http://dx.doi.org/10.46281/aijssr.v3i1.220.
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Teaching English language around the globe is not only concentrated on grammars, series of writings and face to face interviews through conventional style but also centralized on the modern equipment, information and technology. Day to day updated accessories have made a tremendous progress in the pedagogy of English and ensured maximum benefits and acceptability among teachers and learners simultaneously. Observing the global usability and frequency, English language has appeared as a technology-but not as a language only but also as a channel of communication and language teaching. Application of multimedia in teaching-learning of English has earned best appreciation at any level of education and students have found English as an easy means of communication, conversation and interact with teachers with the blessing of multimedia and updated materials of language teaching. On the contrary, it is pitiful to observe that unavailability of modern accessories and elements in teaching English shows the namesake picture of multimedia used in third world countries especially in Bangladesh. This paper will focus on the significant progresses in the application of multimedia; take up of class with the aid of modern equipment and practical scenario of the use of multimedia in schools, colleges and universities of Bangladesh where multimedia based classroom is getting popular between teachers and students equally.
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Yudha, Novita Mutiah, Ahmad Munir, Lies Amin Lestari, and Syafi'ul Anam. "Innovative technology in English language teaching: Enhancing early start in teaching English through Zoom." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 6, no. 2 (December 28, 2021): 50–59. http://dx.doi.org/10.26905/enjourme.v6i2.6475.
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The pandemic situation leads to a change in the education system which requires innovative technology to substitute traditional learning with the modern one. Consequently, it also happened to any level of learners from the early start. The early start in teaching English became an ability to create successful learning by using innovative technology. The purpose of this study is to investigate an early start to learn the English using Zoom by enrolling five students to participate along with problems. The researcher gained the data by observation techniques and interview using qualitative method. The finding revealed that students are more interested while learning by Zoom. The problem was the unstable internet connection. DOI: 10.26905/enjourme.v6i2.6475
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Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (April 30, 2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.
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This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.
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Rahmadany, Savitri, Rahmad Husein, and Masitowarni Siregar. "DEVELOPING ENGLISH TEACHING MATERIALS FOR YOUNG LEARNERS BASED ON ISLAMIC VALUES OF INTEGRATED LANGUAGE SKILLS FOR ISLAMIC ELEMENTARY SCHOOL." LINGUISTIK TERAPAN 18, no. 2 (September 6, 2021): 149. http://dx.doi.org/10.24114/lt.v18i2.27893.
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ABSTRACT This Research and Development (R&D) is conducted to develop English teaching materials for young learners of grade four based on Islamic values of integrated language skills at SD IT AL Hijrah 2 Deli Serdang. The objectives of this study are 1) to analyze English teaching materials are needed by the students, 2) to develop the English teaching materials, and 3) to give reasons for the English teaching materials developed. The respondent of this study is 23 respondents which consisted of twenty (20) fourth-grade students, one (1) English teacher, and two (2) lecturers. The data is collected by questionnaire, interview, and documentary. The results of this study showed that 1) English teaching materials needed by the students are English teaching materials based on Islamic values of integrated language skills, 2) the development of English teaching materials were developed through four steps, namely evaluation and need analysis, material development, material validation, and revision and final product, and 3) the reason English teaching materials are developed based on Islamic values of integrated language skills is because of the Islamic elementary schools and the terms or level of young learners. Based on the expert’s judgment result, the score was 3.68, and the percentage is 90% categorized as very good. It means that the developed materials were relevant or appropriate for the fourth-grade students of Islamic elementary school. It implies that the teacher can use the developed English teaching materials based on Islamic values of integrated language skills and Islamic elementary needs to lead the students to learn English in the Islamic context. Keywords: Research and Development (R&D), Teaching Materials for Young Learners, Islamic Values of Integrated Language Skills, Islamic Elementary School
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Poudel, Sagar. "Use of Journal Articles in English Language Classroom." Journal of NELTA 22, no. 1-2 (May 31, 2018): 110–16. http://dx.doi.org/10.3126/nelta.v22i1-2.20046.
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Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 110-116
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Ellisafny, Cut Aja Puan. "Learning Folklore Using English Language Teaching (ELT) Materials for Students." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 3, no. 2 (December 9, 2019): 13–17. http://dx.doi.org/10.14710/culturalistics.v3i2.6607.
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Folklore is a medium in learning English because it has a context of stories that are close to language learners to make it easier to understand. This study aims to determine and correct errors in learning English based on folklore. The method used in this research is English Language learning using a descriptive and evaluation method. researchers use descriptive and evaluative methods. In the use of descriptive methods, the research process begins with drafting basic assumptions and thought rules to be used in research. In the evaluative method, the process of using this method is to evaluate the teaching materials in the use of folklore. The results obtained from this study are knowing weaknesses and errors in learning, especially writing, reading, and speaking to 20 students. Researchers also provide guidance to correct errors in writing, reading and speaking. Keywords: English Language Teaching (ELT), Folklore, Research and Development.
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Enesi, Miranda. "The Effect of Teaching Word Formation Theory to English Students." European Journal of Language and Literature 7, no. 1 (January 21, 2017): 7. http://dx.doi.org/10.26417/ejls.v7i1.p7-12.
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The word-formation theory is often avoided in English language course books and little research is conducted on the pedagogical status of word-building process. However, many researchers and lecturers have realized the effect of teaching word-formation theory in English languages course books. English language lecturers have noted that vocabulary is very important in various subjects of English language branch curricula. For this reason, we must admit that the processes of word-formation, through which every language vocabulary can be enriched, are very important in English language teaching and learning. Word formation components such as prefixes, suffixes, etymology, history of words and other required materials in composing the vocabulary of English language are tested in Aleksandër Moisiu University. The results have revealed a significant and successful effect of teaching Word formation theory, this way showing the colossal importance of this important language aspect in every English language edition course book. This paper has two aims: first to review types of English word-formation and, second, to discuss the absence and the need for word-formation theory in English language course books. Keywords: Word formation, prefixes, suffixes, words, vocabulary.
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Tomlinson, Brian. "Materials development for language learning and teaching." Language Teaching 45, no. 2 (February 24, 2012): 143–79. http://dx.doi.org/10.1017/s0261444811000528.
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This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.
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Puzatykh, A. N. "FEATURES OF THE PHILOSOPHY-BASED LANGUAGE TEACHING." Educational Psychology in Polycultural Space 59, no. 3 (2022): 116–23. http://dx.doi.org/10.24888/2073-8439-2022-59-3-116-123.
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As a unique approach in modern teaching methodology, philosophy-based language teaching (PBLT) engages students in a dialogue-based discussion of philosophical questions in English. This study aims to highlight practical ways to use the philosophy-based language teaching approach. At the same time, the key point is the redistribution of the roles of both language learners and teachers in the process of conducting English classes. The article presents the following practical recommendations for implementing this approach in English classes: firstly, the English language curriculum can be developed using the principles of the PBLT approach; secondly, speaking of language skills, developers of teaching materials should include philosophical questions that are related to the daily life of students in tasks before and after reading a text (or watching a video). The article notes that this approach has a positive effect on the development of writing and speaking skills, and also increases students’ readiness to communicate in English. In conclusion, we note that the discussion of not very difficult philosophical issues in English classes can motivate students to take an active part in the discussion. This is especially true if the philosophical questions are about real-life problems that students face on a daily basis. The use of this approach not only encourages students to develop critical thinking, but also facilitates class discussion and increases motivation to learn the language.
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Priya, M. Kanika. "Analysis of Support Materials in English Language Teaching and Learning." International Journal of Business and Management Research 7, no. 2 (June 30, 2019): 10–13. http://dx.doi.org/10.37391/ijbmr.070201.
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The research paper entitled “Analysis of Support Materials in English Language Teaching and Learning” Focuses on detailing the aspects of support materials in English language such as Cartoons as Support Material, Newspaper Middles as Support Material, Folk Tales and Anecdotes as Support Materials, Riddles, Crossword Puzzles and Jokes as Support Materials, Proverbs, Limericks and Malapropisms as Support materials. And analyses the Though this may be true, yet another truth is that one can use support materials and keenly engage the learners in the language learning process by giving them pleasure. Language play is one of the ways in which English teaching and learning can be made an entertaining as well as worthwhile experience.
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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.
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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.
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Kalachnikova, Raksana S. "Types of foreign language video materials and the specifics of their influence on teaching English speaking." Tambov University Review. Series: Humanities, no. 2 (2022): 432–42. http://dx.doi.org/10.20310/1810-0201-2022-27-2-432-442.
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А smart syllabus with high effectiveness increased through the use of English-language videos is significant in a foreign language teaching. Despite the numerous publications on problems of learning English with the use of English-language films, there are practically no studies that include an analysis of the effectiveness of using films in grade 8 based on the students’ preferences and their level of English proficiency. The aim of the study is to identify the specifics of the English-language videos influence on teaching speaking English. Research methods are an experiment and a survey of students. The results of the study are described: 45.6 % of students prefer feature films as a type of English-language videos for learning speaking English. The experiment allowed to establish that the motivation of the students of grade 8 to learn to speak English depends more on the success of this process than on the level of the chosen film interest. The obtained results contribute to the development of the theory of teaching English in grades 8, and also represent an effective program of teaching English in schools.
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Honchar, Kateryna, Halyna Tryhub, and Oksana Khnykina. "PECULIARITIES OF TEACHING ENGLISH TO STUDENTS OF MEDICAL SPECIALTIES BY MEANS OF AUTHENTIC MATERIALS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 66–71. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-66-71.
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The article is devoted to the problem of improving the existing methods of teaching foreign languages for medical students. Nowadays problems of teaching a foreign language for students of medical institutions of higher education are extremely important. Special emphasis should be paid to the effectiveness of foreign languages for specific purposes. The expansion of international contacts highlights the problem of forming a specialist who is able to communicate with representatives of other countries not only at the household level, but also in professional activities. At the present stage, more and more attention is paid to implementation of methods of teaching foreign languages by means of authentic materials. Authentic textbooks are an example of a rational combination of all active methods of teaching a foreign language for specific purposes. The questionnaire was held among medical students of Lesya Ukrainka Volyn National University for identifying the learners’ perceptions of the authentic English manuals for specific purposes. The survey revealed that the participants have positive attitudes to using authentic resources and their positive impact on student motivation in learning a foreign language, the ability to demonstrate acquired knowledge. The analyzed textbooks contribute to the development of skills of effective professional oral and written speech in a foreign language professional environment.
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Karki, Tek Mani. "Supplementary Resources Materials in English Language Classrooms: Development and Implementation." Tribhuvan University Journal 32, no. 1 (July 1, 2018): 251–60. http://dx.doi.org/10.3126/tuj.v32i1.24791.
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Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.
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Zhao, Haiyan. "Discussion on English-Language Films and College English Listening Teaching." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 54–58. http://dx.doi.org/10.26689/jcer.v4i2.1047.
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The development of economic globalization has granted people more opportunities for cross-cultural exchanges, and therefore, the demand for English language talents in the society has gradually increased and more requirements for English language talents have also been continuously set out. Therefore, high-quality English language talents who are capable of cultural exchanges and communication are very important. English language films are a very important carrier in English learning. It is a beloved tool for learning English language due to its nature. In addition, the vivid situations, interesting speeches and expressions, and intuitive auditory impacts in the English language films provide very effective materials for college English listening teaching, and have therefore been highly valued by the college English teachers and educators. In view of the above, this article discusses English language films and college English listening teaching. The main purpose is to improve the quality of English listening teaching and students' cross-cultural communication skills.
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Dundon, John Terry. "Teaching Legal English with “Modified Clil”." Studies in Logic, Grammar and Rhetoric 66, no. 1 (November 19, 2021): 25–44. http://dx.doi.org/10.2478/slgr-2021-0003.
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Abstract This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute (LEI), a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes (as opposed to explicit language classes) to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se.
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Panggabean, Waladdin. "The Method of English Language Learning at Cambridge English Course Balikpapan." Jurnal Studi Guru dan Pembelajaran 1, no. 1 (October 27, 2018): 27–36. http://dx.doi.org/10.30605/jsgp.1.1.2018.18.
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English teachers should be smart in choosing a right method to be used in their teaching and learning. In the case of choosing any technique, method, model, and strategy is such a main priority before coming to class. The fallacy of choosing method in teaching can be a contradiction to the instructional objectives. The theoretical analysis tries to re-unlock any new perspective by using direct method in conducting English teaching and learning process. The way of interpretation and manipulation of method appropriately not only can enhance the quality of teaching and learning process but also leaning outcome or students’ achievement. Using direct method in teaching English is not only in spoken aspect but also in written one especially in teaching language skills, such as speaking, and grammar aspect. Applying direct method in teaching and learning English should pay attention to the students and the characteristics of the materials that will be taught. To teach and learn English as a foreign language and target language is good for the teachers or learners use the direct method.
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Xu, Chunjing. "Research on the Use of Task-Based Language Teaching Method in English Language Teaching Based on Big Data 5G IoT Scenario." Journal of Sensors 2022 (September 23, 2022): 1–11. http://dx.doi.org/10.1155/2022/4926105.
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The state implemented the compulsory education standard for full-time students in 2001, which clearly stipulates that English teachers should promote special language teaching methods, develop comprehensive language use skills, and propose teaching methods such as practice, cooperation, and communication. The task-based language teaching method has become a commonly used method in English teaching, and it is necessary to study the application of task-based language teaching method in English courses and try to apply the task-based language teaching method effectively. This study analyzes the needs of English teaching in the context of big data 5G IoT scenario, new curriculum reform, and theories related to English teaching methods in order to explore new methods of English teaching, verify its feasibility and necessity, and prepare reference materials for future grammar teaching research.
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Thulasivanthana, U. "Incorporating Visual Arts into English Language Teaching." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 52–56. http://dx.doi.org/10.34293/english.v8i4.3320.
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Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.
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Kiss, Tamas, and Hazelynn Rimbar. "English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials." English Teacher 50, no. 2 (August 1, 2021): 142–56. http://dx.doi.org/10.52696/dcvu6828.
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This paper explores English language teacher agency in rural Sarawak, Malaysia within the context of materials exploitation. The introduction of an international textbook series in all primary schools in Malaysia has brought about significant challenges for teachers who work in socially and economically deprived educational settings, where resources are scarce and where the textbook’s cultural references may be alien to the learners. In order for it to be meaningfully used in the classroom, language teachers need to adapt and localize the textbook for their learners. However, diverting from the officially prescribed material and scheme of work may be a risky business and it requires high levels of teacher autonomy and agency. The data show that although research participants find the materials in need of adaptation, not all make changes due to possible deficiencies in their capabilities or their lack of willingness to act. Those who make changes and thus enact their professional beliefs and values are motivated by completely different reasons. The study found that teachers’ interpretation of their work context significantly influences their agential roles and that teacher agency emerges from an interaction of individual capability, professional action, and the professional and social contexts in which the teacher operates.
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박혜옥. "Developing English Language Teaching Materials Using a Text-driven Approach." Journal of Foreign Studies ll, no. 27 (March 2014): 62–96. http://dx.doi.org/10.15755/jfs.2014..27.62.
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Cui, Jie. "Applying Communicative Language Teaching in Classroom English Language Lesson Curriculum." Journal of Contemporary Educational Research 6, no. 11 (November 29, 2022): 48–60. http://dx.doi.org/10.26689/jcer.v6i11.4531.
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This article provides us a specific classroom English language lesson curriculum designed for CLT, attached with a brief lesson plan and some relevant teaching materials. In the introduction, this article first explains the different English teaching methods coming through the last century and the conception and burgeoning of the CLT approach in language teaching, followed by its primary principles as presented by different scholars. Thereafter, the rationales for each activity and the reasons for the choices within the lesson plan are elaborated in detail. Last but not least, the article further evaluates the strengths and weaknesses of the lesson plan, including the method used, activity types, choice of text, etc.
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Krismayani, Ni Wayan, I. Made Suastra, and I. Nyoman Suparwa. "Ecolinguistic Approaches in Development of English Teaching Materials for English for Business." e-Journal of Linguistics 15, no. 1 (January 31, 2021): 19. http://dx.doi.org/10.24843/e-jl.2021.v15.i01.p03.
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This study aims at finding an English learning model using an ecolinguistic approach in the preparation of syllabus and teaching materials. Qualitative descriptive methods are applied and natural phenomena are used to develop syllabus. This phenomenon focuses on learning and teaching strategies that are applied. Data obtained through tests, questionnaires and direct observation for needs analysis. The syllabus was developed based on the results of material analysis and needs.The ecological approach in education has the aim to preserve nature and its contents by building an environmentally friendly character. From this rationale, the ecological approach in language education has a number of characters that are used to find new ways to be applied to language learning. The result of the study shows that teaching materials have met the characteristics of the ecolinguistic approach, namely: relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity. These characteristics are used as a theoretical basis for this research.
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Toppo, Neha, and Rahman Rahman. "Socio-cultural Sustainability through Study Material: English Language Teaching in India." Problemy Ekorozwoju 16, no. 2 (July 1, 2021): 245–49. http://dx.doi.org/10.35784/pe.2021.2.26.
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Teaching materials are the primary source of input in the language classroom. The potential of English language teaching (ELT) materials to preserves and transmit our culture, value, identity, and language make it significant for socio-cultural sustainability. The materials developed by the National Council of Education and Research Training (NCERT) are far and wide running study materials in primary and secondary schools in India. India exhibits a massive variety of cultures, customs, languages, and religious beliefs. The selection and development of apt materials is, therefore, a matter of serious deliberation. The centrally developed material, despite numerous benefits, often lacks in representing different groups of students, especially the backward and marginalized ones. The contents, in most cases, are representative of the mainstream. Therefore, the study suggests teachers developed supplementary materials to which learners from all the groups can relate. The researcher has taken the context of Jharkhand and illustrates self-developed supplementary materials prepared using contents from learners’ social and cultural backgrounds. The article offers various suggestions on how to develop such materials that could bring socio-cultural equity in the classroom, making a significant contribution to social sustainability.
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Mulyani, Mulyani. "PENGEMBANGAN BAHAN AJAR INOVATIF BAHASA INGGRIS PROGRAM LINTAS MINAT KELAS X SMA DENGAN PENDEKATAN PRAGMATIK." Jurnal Dimensi Pendidikan dan Pembelajaran 8, no. 1 (January 29, 2020): 1. http://dx.doi.org/10.24269/dpp.v0i0.2294.
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The quality of English learning in high schools (SMA) needs to be improved to achieve better target competencies. One effort that can be taken is to improve the quality of teaching materials. From a number of instructional materials or textbooks of English language, it seems that improvements still need to be made, especially related to the pragmatic elements contained in the textbook. Teaching materials that present a pragmatic approach are still very limited.This study aims to find out about the forms of English language teaching materials and develop them with a pragmatic approach in order to improve the quality of learning. The research method used is research and development. Data collection techniques used in this study through observation, in-depth interviews, and questionnaires. Research development procedures include information gathering, planning, developing initial product forms (product design), field testing, and product revisions. Analysis of the data used is qualitative and quantitative analysis.The results of this study in the form of findings about the form of cross-interest program teaching materials for high school students tend to use the Englis To Pathway Specialization Program written by M. Sudarwati and Eudia Grace published Erlangga Publishers. The results of the development of English teaching materials in the cross-interest class X program with the pragmatic approach emphasize on systematic: (a) basic competence, (b) social function, teaching and learning activities, (c) topic, (d) linguistic element, (e) definition, (f) exercise / assignment, and (g) pragmatics corner.Development of English language teaching materials is dynamic. Therefore, it requires further research in the field of English for specific purposes, especially teaching materials for cross-interest programs for science and social studies programs in high school.
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Irawan, Yoki. "Situating Islamic Values in English Language Teaching." Islamika : Jurnal Ilmu-Ilmu Keislaman 20, no. 01 (September 28, 2020): 95–103. http://dx.doi.org/10.32939/islamika.v20i01.617.
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Studies on the integration of moral, cultural, and religious values in language learning have recently increased. This is characterized by the number of these research topics. Indonesia as the world's largest Muslim-majority country must play a role in integrating Islamic values into learning, especially in learning English as a foreign language. However, in practice, there are many problems especially not all experts agree if topics related to religion are discussed in language learning. This article aims to discuss comprehensively the urgency and strategies in integrating Islamic values in English language learning in Indonesia. In general, the integration of Islamic values in language learning can be done through the integration of content and topics into the curriculum, teaching materials, and learning activities. Through the implementation of this, it is expected that students will be aware of the Islamic values in their daily lives in society to filter out irrelevant cultures and at the same time be able to acquire foreign language skills properly.
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ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
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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.
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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.
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Puzatykh, A. N. "ON THE DOGME METHOD OF TEACHING A FOREIGN LANGUAGE." Educational Psychology in Polycultural Space 56, no. 4 (2021): 84–89. http://dx.doi.org/10.24888/2073-8439-2021-56-4-84-89.
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English language teaching has become a global industry where the teaching materials sector is an important component. In many language learning contexts, the textbook is as much an integral part of the school environment as the teacher and students themselves. The textbook itself is usually supplemented by at least a workbook and a DVD. In addition to the textbook, the student is expected to use a variety of teacher-provided handouts in the classroom, and in the digital age will also use a laptop or interactive whiteboard. Therefore, among the professional community, questions have long been raised and continue to be raised about the extent to which educational materials should determine the content of teaching a foreign language, and about the extent to which such ready-made materials really contribute to the creation of an environment of authentic communication. In this context, Thornbury published an article in 2000 challenging the very use of teaching materials in language classes. This is how the term Dogme appeared, which began to be used in the field of teaching foreign languages. He suggested that a foreign language should be taught in the form of authentic communication with minimal reliance on such means as textbooks and the use of information and communication technologies. In such an environment, the students themselves and the teacher are the ones who create the language. Since its inception, the Dogme method has been used by many practicing English teachers around the world. However, it also drew significant criticism from many teachers. This article attempts to review Dogme's approach to teaching English, highlight its advantages and disadvantages, and provide examples of classes based on the Dogme method.