Relevant bibliographies by topics / Teaching English as a second language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching English as a second language'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching English as a second language.'

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

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

Journal articles on the topic "Teaching English as a second language"

1

Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Verovkina, Olena, and Iryna Vietrova. "CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 239–42. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-239-242.

Full text
Abstract:
The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.
APA, Harvard, Vancouver, ISO, and other styles
3

Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.

Full text
Abstract:
The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
APA, Harvard, Vancouver, ISO, and other styles
4

Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (December 30, 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (March 2019): e00414. http://dx.doi.org/10.1002/tesj.414.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lowe, Barry. "Teaching journalism in a second language." English Today 13, no. 3 (July 1997): 8–9. http://dx.doi.org/10.1017/s0266078400009743.

Full text
Abstract:
JOURNALISM is a craft that uses language as its tools. It involves a close embrace with the linguistic medium of its transactions. Hong Kong students studying journalism in English are doubly disadvantaged by their lack of familiarity with English and by the role of English as a prestige language in a society that mostly speaks another tongue. English is used in a narrow range of contexts in Hong Kong: in elite domains of international business; as the language of colonial government; among the expatriates who play key roles in the political, economic and cultural life of the territory; and in the classroom where hundreds of thousands of primary to tertiary students labour under archaic methods of teaching that emphasise grammatical rules and rote learning of set texts. English is not used in the street, in the media or in the home of the average Hong Konger. It is a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
7

Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.

Full text
Abstract:
With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
APA, Harvard, Vancouver, ISO, and other styles
8

DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.

Full text
Abstract:
The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
APA, Harvard, Vancouver, ISO, and other styles
9

Dias, Adailton Di Lauro. "The use of games for teaching English as a second language." Revista Científica Multidisciplinar Núcleo do Conhecimento 03, no. 07 (July 12, 2019): 69–76. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/games-for-teaching.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shinga, Sibongile, and Ansurie Pillay. "Why do teachers code-switch when teaching English as a second language?" South African Journal of Education 41, Supplement 1 (October 31, 2021): S1—S7. http://dx.doi.org/10.15700/saje.v41ns1a1934.

Full text
Abstract:
In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teaching English as a second language"

1

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

Full text
Abstract:

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

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

APA, Harvard, Vancouver, ISO, and other styles
2

Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nie, Junshan. "Teaching English as a second language, a phenomenological study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

Full text
Abstract:
This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
APA, Harvard, Vancouver, ISO, and other styles
6

Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

Full text
Abstract:
This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.
APA, Harvard, Vancouver, ISO, and other styles
7

Woolford, Victoria. "Teaching English language learners in the regular elementary classroom." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/VWoolford2007.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

Full text
Abstract:
This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.
APA, Harvard, Vancouver, ISO, and other styles
9

Valencia, Cabrera Marlon. "Learning about humor teaching second language humor in ESL /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/m_valencia_042808.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teaching English as a second language"

1

Verghese, C. Paul. Teaching English as a second language. New Delhi: Sterling, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Annabelle, Gish, ed. Teaching English as a second language. South Melbourne, Vic: Oxford University Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gao, Xuesong, ed. Second Handbook of English Language Teaching. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-58542-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vásquez, Anete. Teaching language arts to English language learners. New York: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

L, Hansen Angela, and Smith Philip C, eds. Teaching language arts to English language learners. Abingdon, Oxon, England: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vásquez, Anete. Teaching Language Arts To English Language Learners. New York: Routledge, Taylor & Francis Group, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Vásquez, Anete. Teaching language arts to English language learners. New York: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Teaching English as a foreign/second language. London: Teach Yourself, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Teaching English as a foreign/second language. [London?]: Teach Yourself Books, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Alonso, David J. English as a second language. Hauppauge, N.Y: Nova Science Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Teaching English as a second language"

1

Willis, Dave. "Conversational English: Teaching Spontaneity." In Second Language Learning and Teaching, 3–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Eslami, Zohreh R. "Enhancing Your English Language Proficiency." In Second Language Learning and Teaching, 141–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nikolov, Marianne, and Jelena Mihaljević Djigunović. "Teaching Young Language Learners." In Second Handbook of English Language Teaching, 1–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_31-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nikolov, Marianne, and Jelena Mihaljević Djigunović. "Teaching Young Language Learners." In Second Handbook of English Language Teaching, 577–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Davydova, Julia. "Language Ideologies, Language Policies, and English-Language Teaching in Russia." In Second Handbook of English Language Teaching, 135–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Klimczak-Pawlak, Agata. "Learning English for Intercultural Communication." In Second Language Learning and Teaching, 41–58. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03557-4_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rixon, Shelagh. "Developing Language Curricula for Young Language Learners." In Second Handbook of English Language Teaching, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_15-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rixon, Shelagh. "Developing Language Curricula for Young Language Learners." In Second Handbook of English Language Teaching, 277–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Podhajecka, Mirosława. "“English Self-Taught”: Self-Study Guides for Polish Learners of English (1860–1945)." In Second Language Learning and Teaching, 315–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Haig, Yvonne. "English as an Additional Language Learning." In Teaching Young Second Language Learners, 29–48. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315149813-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teaching English as a second language"

1

Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

Full text
Abstract:
Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
APA, Harvard, Vancouver, ISO, and other styles
2

Halatsyn, Kateryna, and Alla Feshchuk. "TEACHING ENGLISH AS A SECOND LANGUAGE (ESL)." In RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Atsari, Fauzan. "Learning Styles and the Role of Technology in Second Language Learning." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhao, Yanmei. "Enlightenment of Second Language Acquisition from Language Thinking in English Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sun, Yan. "Krashen's Second Language Acquisition Theory in Business English Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Relevance Analysis of Second Language Acquisition and College English Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kostelec Cvitkovič, Mojca. "E-Learning Materials in Teaching English as a Second Language." In The 4th Global Virtual Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/gv.2016.4.1.780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Relevance Analysis of Second Language Acquisition and College English Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kravchenko, Anastasia, Larissa Maiorova, Victoria Avdeeva, Alexander Bogatov, and Nadezhda Kabanova. "USING INTERNET RESOURCES IN TEACHING ENGLISH AS A SECOND LANGUAGE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

Full text
Abstract:
Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teaching English as a second language"

1

Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rosenbaum, Harvey, Susan C. Stoddart, and Clifford P. Hahn. Evaluation of the Functional Pre-Basic-Training English-as-a-Second- Language Course. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada173908.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Goldman, Susan R., and John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teaching English as a second language' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography