Gotowe bibliografie tematyczne / English teaching

Gotowa bibliografia na temat „English teaching”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "English teaching"

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Ramesh, S., i M. Suresh Kumar. "Teaching Spoken English". Journal of Advances and Scholarly Researches in Allied Education 15, nr 9 (1.10.2018): 34–36. http://dx.doi.org/10.29070/15/57913.

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Hoekje, Barbara J., Mark Ellis i Christine Johnson. "Teaching Business English". Modern Language Journal 80, nr 3 (1996): 412. http://dx.doi.org/10.2307/329463.

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BARNITZ, JOHN G. "TEACHING ENGLISH RHYTHM". World Englishes 9, nr 3 (lipiec 1990): 391–93. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00276.x.

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Spiro, Jane. "Teaching English Worldwide". ELT Journal 70, nr 3 (12.04.2016): 360–62. http://dx.doi.org/10.1093/elt/ccw038.

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Yule, George. "Teaching English pronunciation". System 18, nr 1 (styczeń 1990): 107. http://dx.doi.org/10.1016/0346-251x(90)90033-2.

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Kreidler, Charles W. "TEACHING ENGLISH PROSODY". World Englishes 6, nr 2 (lipiec 1987): 170–73. http://dx.doi.org/10.1111/j.1467-971x.1987.tb00193.x.

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Wilson, John P. "Teaching business english". English for Specific Purposes 14, nr 2 (styczeń 1995): 181–84. http://dx.doi.org/10.1016/0889-4906(95)90007-1.

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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, nr 1 (31.03.2022): 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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Ko, Charles. "English Language Teaching: Teaching of Hedges". Journal of Education and Learning (EduLearn) 8, nr 2 (1.05.2014): 106. http://dx.doi.org/10.11591/edulearn.v8i2.212.

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Williams, Robert. "Teaching English literature / Shorties: Flash fiction in English language teaching (Review)". Training Language and Culture 1, nr 1 (luty 2017): 107–10. http://dx.doi.org/10.29366/2017tlc.1.1.7.

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Rozprawy doktorskie na temat "English teaching"

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Bondarchuk, Julia. "Differentiated teaching English". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15188.

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Morozova, I. A. "Teaching english using video". Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18435.

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Denysenko, V. "Teaching methods for teaching English for specific purposes". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Alvring, Simon. "Laptops in English language teaching". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.
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Ткаленко, А. М. "Teaching English using interactive technologies". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15216.

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Мальована, Нiна Володимирiвна, Нина Владимировна Малеванная i Nina Volodymyrivna Malovana. "Various approaches in teaching English". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40187.

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In the first term of teaching, every teacher probably be full of enthusiasm and energy, rising happily to the challenge of any problems that crop up. However, towards the end of this term teachers may well find themselves feeling both physically and emotionally drained. At this point I would like to offer a few suggestions for lessons that will give variety to teaching and give a rest at the same time. Although these are not lessons that it would be used every day of the week, there is no need to feel guilty when a bit of a break is needed.
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English". Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.

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The article looks at different kinds of interaction in the classroom such as student-teacher interection, student-student interaction. Some recommendations are given for organizing work in pairs and groups.
Розглядаються різні види взаємодії: студент-викладач, студент-студент. Надаються практичні рекомендації щодо організації роботи в парах та групах.
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Анпілогова, Тетяна Володимірівна. "POPULAR METHODS OF TEACHING ENGLISH". Thesis, Національний авіаційний університет, 2019 //Лінгвістичні та методологічні аспекти викладання іноземних мов професійного спрямування України: Матеріали І Міжнародної науково- практичної конференції 20 березня 2019 р. / За заг. ред. О.М. Акмалдінової. – К. : НАУ, 2019. с 13-15, 2019. http://er.nau.edu.ua/handle/NAU/38409.

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Success in learning a language depends on the quality of the chosen method. Each technique has its pros and cons. 4 methods ( suggestopedic method , traditional technique, communicative technique , intensive teaching methods) of teaching English are described in the article.
Успех в изучении языка зависит от качества выбранного метода. У каждой методики есть свои плюсы и минусы. В статье описаны 4 метода (сугестивный метод, традиционная техника, коммуникативная методика, интенсивный метод обучения) преподавания английского языка.
Успіх у вивченні мови залежить від якості обраного методу. Кожна техніка має свої плюси і мінуси. У статті описано 4 методики (сугестивний метод, традиційна методика, комунікативна техніка, інтенсивні методи навчання) висвітлені у статті.
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Björnsson, Julia, i Sigrid Andersson. "Using Movies in English Teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.

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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.
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Kehlmeier, Maria, i Pernilla Svensson. "Current Affairs and English Teaching". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28452.

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This degree project investigates how and why current affairs materials are incorporated in English language learning at two Swedish upper secondary schools. The question of what current affairs learning materials are is also answered. We look at current affairs materials from the viewpoint of two teachers and 7 students. We investigate how and why the teachers use current affairs in the ELT classroom through the use of qualitative interviews. Using the same method, we also investigate the students’ experiences of working with current affairs materials in the ELT classroom. We found that both the teachers and the students are positive towards working with current affairs materials in their ELT classrooms. Nevertheless, one cannot ignore the importance of selecting the appropriate materials. The materials should be authentic, connect to the students’ experiences and also match the teacher’s interests and personality. If fulfilling these criteria, current affairs materials function as a suitable learning material for language learning.Keywords: current affairs materials, English, learning materials, ELT classroom, authentic texts.
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Książki na temat "English teaching"

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Griffith, Susan. Teaching English abroad. Oxford: Vacation-Work, 1991.

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Henrietta, Dombey, Lewis Maureen i Bearne Eve 1943-, red. Teaching English creatively. Abingdon, Oxon: Routledge, 2009.

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Guy, Hobbs, red. Teaching English abroad. Wyd. 7. Oxford: Vacation Work, 2005.

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David, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.

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Teaching English creatively. Wyd. 3. Springfield, Ill: C.C. Thomas, 2001.

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O'Sullivan, Jerry. Teaching English: Japan. Wyd. 2. Lincolnwood, Ill: Passport Books, 1996.

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Teaching secondary English. London: P. Chapman Pub., 2004.

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Griffith, Susan. Teaching English abroad. Wyd. 2. Oxford: Vacation Work, 1994.

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Bushman, John H. Teaching English creatively. Wyd. 2. Springfield, Ill: C.C. Thomas, 1994.

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Kenworthy, Joanne. Teaching English pronunciation. London: Longman, 1987.

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Części książek na temat "English teaching"

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Bernardo, Alejandro S. "Language Teaching". W Philippine English, 283–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-29.

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Cremin, Teresa. "Teaching English Creatively". W Teaching English Creatively, 1–11. Wyd. 3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003055372-1.

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Bozoğlan, Hilal, i Derya Yılmaz. "English Language Teaching". W Instructional Process and Concepts in Theory and Practice, 283–304. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_7.

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Ke, I.-Chung. "Teaching global English". W Globalization and English Education in Taiwan, 127–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-6.

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Goh, Christine C. M. "Teaching Speaking". W English Language Teaching Today, 143–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_11.

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Cheung, Yin Ling. "Teaching Writing". W English Language Teaching Today, 179–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_13.

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Surkamp, Carola. "Teaching Literature". W English and American Studies, 488–95. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.

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Peng, Long. "Teaching English through English Language Arts". W Teaching English Through ELA, Mathematics, Science, and Social Studies, 101–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003081005-4.

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Miles, Rosie. "The Shame of Teaching (English)". W Teaching Literature, 51–66. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_4.

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Dalisay, Jose. "Another English". W Teaching Creative Writing in Asia, 131–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003133018-11.

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Streszczenia konferencji na temat "English teaching"

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Baranovskaya, Tatiana, i Valentrina Shaforostova. "TEACHING IN ENGLISH". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0366.

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Vancova, Hana. "TEACHING ENGLISH HOMONYMY". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0758.

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"Application of Communicative English teaching model in College English Teaching". W 2017 International Conference on Frontiers in Educational Technologies and Management Sciences. Francis Academic Press, 2017. http://dx.doi.org/10.25236/fetms.2017.020.

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Arum, Diaz Innova Citra. "English Club for Students of Non-English Department". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.13.

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

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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.
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Dewi, Finita, Nenden Lengkanawati i Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Akhunzyanova, Raisa. "TEACHING ENGLISH EPISTEMIC MODALS". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1112.

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Dvalidze, Nino. "TEACHING ENGLISH THROUGH STORYTELLING". W ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202226.

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Kou Bingjun. "Linguistics and English teaching". W 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485748.

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Sukirmiyadi, Mr. "Teaching English Through Games". W Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.336.

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Raporty organizacyjne na temat "English teaching"

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher i 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.

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Lin, Li-ching. Teaching English Grapheme-Phoneme Correspondences to Chinese Students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6903.

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Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7202.

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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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

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Volodina, D. V., i T. V. Sorokina. English for Engineering Students (English for Engineers), a teaching aid for the "Interpreter in Professional Communication" further vocational training area. OFERNIO, czerwiec 2021. http://dx.doi.org/10.12731/ofernio.2021.24871.

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

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo i Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, wrzesień 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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