Tradition and transition in English language teaching methodology

System ◽  
2000 ◽  
Vol 28 (1) ◽  
pp. 1-18 ◽  
Author(s):  
T. Pica
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals Teaching Listening Practice by Using Aplication LingQ

2019 ◽  
Author(s):  
winda alifia
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Listening Skills

REFERENCESDoff, A and Becket, C. (1991) Listening 1 , Cambridge: Cambridge UniversityPress.Harmer, J. (1991) The Practice of English Language Teaching, London:Longman.Lewis, M. and Hill, J. (1990) Practical Techniques for Language Teaching ,England: Language Teaching Publication.Mathews, A. Listening skills , in At the Chalkface , ed. Mathews, A. et al, (1991)Thomas Nelson and Sons Ltd.Nunan, D. (1995) Language Teaching Methodology , Hertfordshire: Phoenix ELTUnderwood, M. (1990) Teaching Listening , London: Longman.Ur, Penny. (2006) A Course in Language Teaching , Cambridge: CambridgeUniversity Press. Wardiman, A, et al. (2008) English in Focus for Grade VII. Jakarta: PusatPerbukuan Nasional.Wardiman, A, et al. 2008. English in Focus for Grade IX. Pusat PerbukuanNasional.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

scholarly journals Disinventing Native Speakerism in English Language Teaching

2021 ◽  
Vol 14 (11) ◽  
pp. 97
Author(s):  
Junshuan Liu
Keyword(s):  
Adverse Effects ◽  
English Language ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
English Language Teachers ◽  
And Task

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

scholarly journals Language teaching methodology and teacher education: Trends and issues—An interview with Alan Waters

2013 ◽  
Vol 37 (1) ◽  
pp. 21
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Extensive Experience ◽  
Wide Range ◽  
The World

Adopting appropriate teaching methods and designing suitable teaching materials are among the major concerns of language teachers around the world. Although many teachers are eager to find the ‘best’ or most effective ways of teaching, there are no easy answers, given the wide range of sociopolitical contexts in which teaching takes place. In this interview, Alan Waters, a leading expert in English language teaching (ELT) from Lancaster University, talks about the trends and issues surrounding language teaching methodology, materials design, as well as teacher education in ELT. With extensive experience in the field, Alan has taught English as a foreign language and taken part in teacher training projects in various parts of the world, and has published several books and numerous journal articles. He is interested in all the main aspects of the theory and practice of ELT.

INTRODUCTION OF DIGITAL TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING METHODOLOGY

2021 ◽  
pp. 35-45
Author(s):  
Lesia Serman ◽  
Oksana Nych
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Digital Technologies ◽  
Academic Discourse ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
English Channel ◽  
Definition Of

The definition of the method in academic discourse is considered; an indicative algorithm for using YouTube as an educational platform is developed and the main features of the Woodward English channel are analysed, the main advantages of its use and possible disadvantages are pointed out.

scholarly journals IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING

2021 ◽  
Vol 7 (3(37)) ◽  
pp. 30-34
Author(s):  
Fariza Nurkasheva ◽  
Murat Kakishev
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Teaching English ◽  
Main Components

The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

scholarly journals Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 611-629
Author(s):  
Javeria Jamal ◽  
Asmara Shafqat ◽  
Ehtsham Afzal
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
New Strategy ◽  
English Language Teachers ◽  
Interest And Motivation

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

scholarly journals English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh

2019 ◽  
Vol 10 (5) ◽  
pp. 43
Author(s):  
Barira Abrejo ◽  
Shabana Sartaj ◽  
Sadia Memon
Keyword(s):  
Public Sector ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Communicative Approach ◽  
Learning English ◽  
Language Teaching And Learning

Language is a complex phenomenon whether it counts in speaking or writing. Teaching and learning English language is much demanded in today’s globalization era. The increasing need of English language learning has demanded English language teaching around the globe. Therefore, the demand for language learning needs a tremendous quality in language teaching materials and resources. In current years, language learning has been perceived from a special perspective; it can be viewed as the communication between users and the learner of the language. The aim of the study is to determine the factors that deter teachers to implement communicative approach in their teaching. Researchers and practitioners have considered communicative competence as an ideal teaching approach (Berns, 1990). However, public sector colleges in Pakistan rely on Grammar Translation Method (GTM). Though students have good understanding of the language skills such as vocabulary, grammar and reading but research still have shown low proficiency when their speaking skills are tested. Therefore, in order to overcome this default in language proficiency, many teachers are supposed to adopt communicative language teaching methodology in their teaching. The study findings shed light on the factors which always deter teachers in the implementation of CLT and it is believed by the teachers that CLT should be followed at public sector colleges since it is one of the most effective methods of language teaching and learning. English language teaching and learning can be learnt meaningfully, if the aspects like phonetics, phonology, morphology, syntax and semantics will be instilled or implemented properly.

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