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Journal articles on the topic 'English teaching'

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

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Ramesh, S., and M. Suresh Kumar. "Teaching Spoken English." Journal of Advances and Scholarly Researches in Allied Education 15, no. 9 (October 1, 2018): 34–36. http://dx.doi.org/10.29070/15/57913.

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2

Hoekje, Barbara J., Mark Ellis, and Christine Johnson. "Teaching Business English." Modern Language Journal 80, no. 3 (1996): 412. http://dx.doi.org/10.2307/329463.

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3

BARNITZ, JOHN G. "TEACHING ENGLISH RHYTHM." World Englishes 9, no. 3 (July 1990): 391–93. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00276.x.

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4

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

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5

Yule, George. "Teaching English pronunciation." System 18, no. 1 (January 1990): 107. http://dx.doi.org/10.1016/0346-251x(90)90033-2.

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6

Kreidler, Charles W. "TEACHING ENGLISH PROSODY." World Englishes 6, no. 2 (July 1987): 170–73. http://dx.doi.org/10.1111/j.1467-971x.1987.tb00193.x.

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7

Wilson, John P. "Teaching business english." English for Specific Purposes 14, no. 2 (January 1995): 181–84. http://dx.doi.org/10.1016/0889-4906(95)90007-1.

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8

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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9

Ko, Charles. "English Language Teaching: Teaching of Hedges." Journal of Education and Learning (EduLearn) 8, no. 2 (May 1, 2014): 106. http://dx.doi.org/10.11591/edulearn.v8i2.212.

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10

Williams, Robert. "Teaching English literature / Shorties: Flash fiction in English language teaching (Review)." Training Language and Culture 1, no. 1 (February 2017): 107–10. http://dx.doi.org/10.29366/2017tlc.1.1.7.

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11

Cervantes-Quispe, Maria Del Carmen, Lenmy Stephanie Ochoa-Santos, Yuri Vanessa Conde-Beltran, Frey Elmer Chavez-Pinillos, and William Eduardo Mory Chiparra. "Educational Feedback in Teaching English." NeuroQuantology 20, no. 5 (May 18, 2022): 575–81. http://dx.doi.org/10.14704/nq.2022.20.5.nq22211.

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The research aims to analyze and reflect on the theoretical corpus of educational feedback in the teaching of English carried out through publications registered in high-impact databases. It is part of the interpretive paradigm of literature analysis in relation to educational feedback. Consequently, the study has used the qualitative method with a hermeneutical design framed in the analysis reading of the writings published in articles in relation to feedback. The documentary analysis technique was used as criteria and indicator. Feedback has changed over time, adapting to new educational approaches. For a long time, in the educational context, it has been continuous to identify the teacher by providing feedback. Feedback was used as a didactic tool in the teaching process. However, currently, the orientation of feedback in its conceptualization, in its understanding and educational expression is changing according to the documents reviewed. After analyzing what has been written about the feedback, it can be indicated that its conception is not univocal or static; that is, it does not have a single meaning and has not maintained its conceptualization over time. Which leads to suggest that feedback in education is changing since it has gone from having a unidirectional sense to being multivariate in its conception and expression. Feedback is no longer conceived only in the instructional educational process; but in any space where an error can be corrected, where you can interact, where you seek to be effective to achieve a desired result and can be done using technological supports.

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12

Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS." E-LINK JOURNAL 6, no. 1 (July 1, 2019): 117. http://dx.doi.org/10.30736/ej.v6i1.116.

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13

McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (January 21, 2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.

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14

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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15

Kamberi Spahiu, Edita. "Creative Teaching Methods in English Language Teaching." International Journal of Applied Language Studies and Culture 1, no. 1 (October 31, 2018): 149–71. http://dx.doi.org/10.34301/alsc.v1i1.11.

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16

McIver, N. "Teaching Unplugged: Dogme in English Language Teaching." ELT Journal 63, no. 4 (September 14, 2009): 419–21. http://dx.doi.org/10.1093/elt/ccp072.

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17

Hirvela, Alan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." Modern Language Journal 78, no. 3 (1994): 393. http://dx.doi.org/10.2307/330126.

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18

Ljungdahl, Lesley. "Teaching English in Samoa." International Journal of Learning: Annual Review 12, no. 4 (2007): 93–100. http://dx.doi.org/10.18848/1447-9494/cgp/v14i04/45297.

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19

Syaepul Uyun, Aip. "TEACHING ENGLISH SPEAKING STRATEGIES." Journal of English Language Learning 6, no. 1 (June 21, 2022): 14–23. http://dx.doi.org/10.31949/jell.v6i1.2475.

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One of the important aspects that need to be considered in the process of instruction is teaching strategies. Hence determining appropriate teaching strategies can improve learning outcomes well. The objective of this research is to know and to describe the strategies of teaching English speaking. It was conducted at Tunas Unggul Junior High School Bandung and used qualitative descriptive method. The data was collected through interview, questionnaire, observation, and documentation. The research found that the teaching English speaking strategies used by the school have been widely influence by communication and students-center strategies. This measure taken has given much beneficial impact to all parties, particularly teachers and students for their English speaking development. Therefore, in teaching speaking, it is important for everyone, particularly educator to develop their teaching strategies which meets to the students need.

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20

Oliveira, Larissa Xavier de, and Maria de Lourdes Rossi Remenche. "English Teaching in Cyberculture." Journal of Humanities and Education Development 2, no. 3 (2020): 233–44. http://dx.doi.org/10.22161/jhed.2.3.10.

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21

Mospan, Natalia. "TEACHING EMOTIONAL ENGLISH INTONATION." Continuing Professional Education: Theory and Practice, no. 2 (2022): 45–51. http://dx.doi.org/10.28925/1609-8595.2022.2.5.

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This experimental research focuses on teaching emotional English intonation with video at university as this issue is not presented in scientific literature. The article aims to show a practical approach to teaching English intonation with ICT tools confirmed experimentally and in practice while conducting an English Phonetics course at university. The article is based on the author’s dissertation «Teaching emotional intonation with video (2-nd year students at Linguistic University)» (2009). Reaviling linguistic and psychological features of emotional intonation the article shows that emotional intonation teaching is a complex phenomenon including a system of interdependent features – linguistic, paralinguistic and extralinguistic. This approach to teaching intonation provides equal conditions for students with the visual and auditory types of speech information perception to perceive and recognise emotional intonation patterns in communication. Educational video courses are considered beneficial to demonstrate verbal and non-verbal features of emotional intonation in a communicative environment. Besides, the article presents step-by-step teaching of emotional intonation based on carefully designed exercises: pre-communicative (receptive: recognition, differentiation and reproductive: imitation, imitation with a key, substitution, transformation, sounding) and communicative (productive: sounding and dramatisation); paused and synchronous. The examples of exercises with detailed descriptions of activities are displayed as well. Furthermore, a model of teaching emotional intonation shows stages of using video and performing communicative activities. After experimental learning, all 60 (100%) students achieved proficiency levels, primarily «proficient», and «advanced». The research has demonstrated that the proposed method of training can result in better recognition and more accurate production of emotional intonation in speaking.

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22

Bendo, Ana, and İsa Erbas. "Teaching English Through Games." European Journal of Language and Literature 5, no. 3 (December 15, 2019): 43. http://dx.doi.org/10.26417/330rsg77n.

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This paper aims to analyze the utilization of didactic games in ESL classes while teaching and managing the classroom, as well as strategies and tools for the game between the teacher and the students. Utilizing games in ESL course can fulfill the essential aim of teaching, which is to make students active participants in the learning process and keep them motivated. This paper focuses on analyzing the utilization of games while teaching English with the aim of actively engaging students in the learning process. This study relies on both research methods, the qualitative and quantitative one. There were interviews held with 2 English teachers and a questionnaire completed by the 144 participants. This survey was conducted in one of the high schools, in Tirana. The findings of this study bring out whether the teacher and students like or not game usage during their English classes.

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23

Ichim, Viorica. "Teaching english through proverbs." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (August 2020): 53–59. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p53-59.

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Maxims, proverbs and other forms of folk wisdom reveal the truth about the human nature and the physical world, and each culture expresses this truth in its own unique way. This article zeroes in on the relevance of proverbs as an effective pedagogic resource. The work tends to draw attention to the fact that the utilisation of proverbs in the process of teaching and learning a foreign language, in this instance the English language, is a pragmatic approach and a more stimulating, more thought-provoking and more effective way of instruction and comprehension of the material under study, and that diverse forms of popular wisdom can afford a basis for a multitude of classroom activities which would demonstrate their considerable didactic potential and impact.

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24

Juraboyeva, Gulmira, Odina Baxridinova, and Zarnigor Bahriddinova. "Approaches to teaching english." TRANS Asian Journal of Marketing & Management Research 10, no. 4 (2021): 74–83. http://dx.doi.org/10.5958/2279-0667.2021.00023.7.

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25

Wang, Qingli. "Teaching of English Vocabulary." Learning & Education 10, no. 2 (September 16, 2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.

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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.

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26

Makukhina, S. V. "INTERACTIVE ENGLISH LANGUAGE TEACHING." Тrаnscarpathian Philological Studies 2, no. 20 (2021): 40–43. http://dx.doi.org/10.32782/tps2663-4880/2021.20.2.7.

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27

Madsen, Alan L., and John H. Bushman. "Teaching the English Language." English Journal 78, no. 4 (April 1989): 95. http://dx.doi.org/10.2307/819352.

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28

Spangehl, Stephen D., and John H. Bushman. "Teaching the English Language." Language 65, no. 4 (December 1989): 878. http://dx.doi.org/10.2307/414954.

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29

Заневски, Ян, Наталья Николаевна Нижнева, and Надежда Леонидовна Нижнева-Ксенофонтова. "Teaching English to adults." Linguodidactica 17 (2013): 231–49. http://dx.doi.org/10.15290/lingdid.2013.17.17.

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30

Adams, Thomas W., and G. V. Rogova. "Methods of Teaching English." TESOL Quarterly 19, no. 1 (March 1985): 159. http://dx.doi.org/10.2307/3586778.

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31

Davies, Chris. "What Is English Teaching?" College Composition and Communication 48, no. 2 (May 1997): 305. http://dx.doi.org/10.2307/358681.

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32

Peck, Sabrina, Wendy A. Scott, and Lisbeth H. Ytreberg. "Teaching English to Children." TESOL Quarterly 27, no. 2 (1993): 350. http://dx.doi.org/10.2307/3587163.

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33

Morley, Joan, Peter Avery, and Susan Ehrlich. "Teaching American English Pronunciation." TESOL Quarterly 27, no. 4 (1993): 759. http://dx.doi.org/10.2307/3587415.

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34

Bambrough, Paul. "Simulations in English Teaching." College Composition and Communication 47, no. 2 (May 1996): 302. http://dx.doi.org/10.2307/358800.

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35

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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36

Johns, Ann. "TEACHING ENGLISH IN CHINA." World Englishes 10, no. 3 (November 1991): 347–49. http://dx.doi.org/10.1111/j.1467-971x.1991.tb00171.x.

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37

Schierioh, Jane McCabe. "Teaching Standard English Usage." Adult Learning 2, no. 5 (February 1991): 20–22. http://dx.doi.org/10.1177/104515959100200508.

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38

Hoffman, Ellen R. "Teaching English with Projects." Academic Therapy 20, no. 5 (May 1985): 579–82. http://dx.doi.org/10.1177/105345128502000511.

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39

Pennington, Martha C., and Barbara J. Hoekje. "Framing English language teaching." System 46 (October 2014): 163–75. http://dx.doi.org/10.1016/j.system.2014.08.005.

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40

Milton, James. "Internet for English Teaching." System 29, no. 3 (September 2001): 419–26. http://dx.doi.org/10.1016/s0346-251x(01)00021-5.

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41

Kretzschmar, William A. "Teaching American English Online." Journal of English Linguistics 30, no. 4 (December 2002): 318–27. http://dx.doi.org/10.1177/007542402237880.

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42

Adams, Michael. "Teaching “Bad” American English." Journal of English Linguistics 30, no. 4 (December 2002): 353–65. http://dx.doi.org/10.1177/007542402237883.

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43

Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.

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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.

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44

O'Keeffe, Anne. "Teaching and Irish English." English Today 27, no. 2 (June 2011): 58–64. http://dx.doi.org/10.1017/s0266078411000228.

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The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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45

Stempleski, Susan. "Teaching English with video." System 17, no. 1 (January 1989): 109. http://dx.doi.org/10.1016/0346-251x(89)90071-7.

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46

Erdmenger, Manfred. "English teaching with video." System 17, no. 1 (January 1989): 113–15. http://dx.doi.org/10.1016/0346-251x(89)90073-0.

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47

Gardner, David. "Simulations in English teaching." Computers & Education 24, no. 4 (May 1995): 319–20. http://dx.doi.org/10.1016/0360-1315(95)90069-1.

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48

Biriukova, D. V., and O. V. Tsvietaieva. "TEACHING ENGLISH: PHONETICAL DIFFICULTIES." Innovate Pedagogy 16, no. 2 (2019): 47–51. http://dx.doi.org/10.32843/2663-6085-2019-16-2-9.

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49

Bernhardt, Stephen A. "Teaching English: Workplace Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 132–33. http://dx.doi.org/10.1080/00098655.1992.10114180.

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50

Bernhardt, Stephen A. "Teaching English: Portfolio Evaluation." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 6 (August 1992): 333–34. http://dx.doi.org/10.1080/00098655.1992.10114238.

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