scholarly journals Language testing

2005 ◽  
Vol 38 (1) ◽  
pp. 38-40
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communication Competence ◽  
Language Testing ◽  
Oral Communication ◽  
Entrance Examination ◽  
Language Teacher ◽  
Individuals With Disabilities ◽  
Teaching Research ◽  
Independent Education

05–81Aguado, Karin (U of Bielefeld, Germany). Evaluation fremdsprachlicher Wortschatz-kompetenz: Funktionen, Prinzipien, Charakteristika, Desiderate [Evolution of foreign vocabulary competence: functions, principles, characteristics and deficits]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 231–250.05–82Hansen, Eric, G. (ETS, Princeton, USA; [email protected]), Mislevy, Robert, J., Steinberg, Linda, S., Lee, Moon, J. & Forer, Douglas, C. Accessibility of tests for individuals with disabilities within a validity framework. System (Oxford, UK) 33.1 (2005), 107–133.05–83Ingram, David (Melbourne U Private, Australia; [email protected]). Towards more authenticity in language testing. Babel-Journal of the AFMLTA (Queensland, Australia) 39.2(2004), 16–24.05–84Latham, Dorothy (Independent Education Consultant, UK). Speaking, listening and learning: a rationale for the Speaking and Listening Profile. English in Education (Sheffield, UK) 39.1 (2005)60–74.05–85Spratt, Mary (Cambridge, UK). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research (London, UK) 9.1 (2005), 5–29.05–86Suzuki, Manami & Daza, Carolina (OISE, Toronto, Canada; [email protected]). A review of the reading section of the TOEIC. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 16–24.05–87Weaver, Chris & Romanko. Rick (Tokyo U of Agriculture and Technology, Japan). Assessing oral communication competence in a university entrance examination. The Language Teacher (Kyoto, Japan) 29.1 (2005), 3–9.

scholarly journals Language teaching

2006 ◽  
Vol 39 (1) ◽  
pp. 15-19
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Testing ◽  
World Englishes ◽  
English Language Teaching ◽  
Language Teacher ◽  
Brunei Darussalam

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; [email protected]), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; [email protected]) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; [email protected]) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; [email protected]), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; [email protected]), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; [email protected]), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; [email protected]), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

scholarly journals Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education

2015 ◽  
Vol 31 (3) ◽  
pp. 781-800
Author(s):  
Ana Cristina Biondo SALOMÃO
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teaching ◽  
Learning Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Body Of Knowledge ◽  
Cultural Experiences ◽  
Cultural Component

ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.

scholarly journals طرق تدريس اللغة العربية للناطقين بغيرها

ALSINATUNA ◽  
2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Muhlisin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Material ◽  
Language Teacher ◽  
Professional Teacher ◽  
Teacher Needs

Becoming a professional Arabic teacher needs knowledge, skills, accuracy, strategy, and perseverance. Besides that, a professional teacher of Arabic also needs interesting methods in the teaching and learning process. There are so many teaching methods used in the foreign language teaching and learning. However, some of them are not appropriate to be used. Each of them has strengths and weaknesses, so it is better for a foreign language teacher, especially Arabic teacher not to rely on one method only, but he should choose and determine the appropriate methods which is relevant with the learning material in order to create fun learning process.

scholarly journals THEORY AND PRACTICE IN ENGLISH LANGUAGE TESTING

2021 ◽  
Vol 2 (2) ◽  
pp. 13-22
Author(s):  
Khalid Ahmed Hassan AHMED
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
Theory And Practice ◽  
The Other ◽  
Learning Context ◽  
Future Studies ◽  
Methodological Procedures ◽  
Teaching Learning

Success in language teaching and learning is a multidisciplinary process in which language testing is an important pillar of success beside the other surrounding factors which range from the teaching learning context to the learners and teachers’ personal and educational factors. The aim of the present study is to identify to what extent there is a harmony between the teaching learning context on one hand and the theories and techniques of language testing on the other, and whether there is a matching between these theories of language testing and the practicality of these theories. We believe that there is a great mismatch between theories and practice of language testing as a result of the practices and the necessary expertise and knowledge needed in testing. This situation affects, to a great extent, the experience of language teaching learning process. This paper is a qualitative historical survey on language teaching learning context and theories of testing and language testing in particular. To process the study some related studies and literature will be explored, and some instances of language testing will be used to support this theoretical framework and to confirm our hypothesis that there is a gap between what is taught and what is examined. The study will include its importance, the methodological procedures that will be followed to attain the findings, recommendations and suggestions for future studies to let discussion in this area furthered in the future.

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

PENYIMPANGAN PRINSIP KESANTUNAN BERBAHASA DALAM INTERAKSI BELAJAR-MENGAJAR BAHASA INDONESIA (THE VIOLATION OF LANGUAGE POLITENESS PRINCIPLES IN THE INTERACTION OF INDONESIAN LANGUAGE TEACHING AND LEARNING)

JALABAHASA ◽  
2017 ◽  
Vol 13 (1) ◽  
pp. 39
Author(s):  
Shintia Dwi Alika
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Future Generation ◽  
Pragmatic Approach ◽  
Research Focus ◽  
Language Teacher ◽  
Formal Institution ◽  
Class Interaction ◽  
Bahasa Indonesia

Studi kasus ini bertujuan untuk mendeskripsikan jenis-jenis penyimpangan prinsip kesantunan berbahasa dan penyebab penyimpangannya. Sumber data dari studi kasus ini adalah beberapa tuturan siswa dalam kelas dan guru bahasa Indonesia dalam interaksi belajar mengajar bahasa Indonesia. Metode yang digunakan dalam studi kasus ini adalah deskriptif kualitatif. Studi kasus ini difokuskan pada permasalahan prinsip kesantunan berbahasa di dalam kelas yang dikaji secara pragmatik. Hasilnya menunjukkan beberapa hal berikut. (1) Jenis penyimpangan prinsip kesantunan berbahasa terdiri dari penyimpangan tunggal dan penyimpangan ganda. Penyimpangan tunggal meliputi penyimpangan maksim kearifan, penyimpangan maksim kedermawanan, penyimpangan maksim pujian, penyimpangan maksim kerendahhatian, penyimpangan maksim kesepakatan, dan penyimpangan maksim kesimpatian. Penyimpangan ganda meliputi penyimpangan maksim kearifan dan maksim kedermawanan, penyimpangan maksim kearifan dan maksim pujian, penyimpangan maksim kedermawanan dan maksim pujian, penyimpangan maksim pujian dan maksim kesepakatan, penyimpangan maksim kerendahhatian dan maksim simpati, penyimpangan maksim kesepakatan dan maksim simpati, penyimpangan maksim kearifan, maksim kedermawanan, dan maksim pujian, dan penyimpangan maksim pujian, maksim kerendahhatian, dan maksim kesepakatan. (2) Penyebab penyimpangan prinsip kesantunan berbahasa dalam interaksi belajar mengajar bahasa Indonesia siswa di dalam kelas meliputi penyimpangan disebabkan penutur sengaja menuduh lawan tutur, sengaja berbicara tidak sesuai konteks, protektif terhadap pendapat, dorongan rasa emosi penutur, kritik secara langsung dengan kata-kata kasar, dan mengejek. ABSTRACTSchool is a formal institution that has a strategic function to educate the future generation in using Indonesian language profi ciently, correctly, and politely. However, there are many students found not applying the politeness principles eventhough the teachers have taught it in the class. Based on that background, this research is conducted to fi nd out the types of the politeness principles in the teaching and learning interaction. Source of the data is the students and the Indonesian language teacher speeches in the class. The research uses descriptive qualitative research. Focus of this research is the language politeness using the pragmatic approach. The result indicates that (1) the violation of politeness principles in the teaching and learning interaction are happened in tact,generositiy, approbation, modesty, agreement, and symphaty maxims, (2) the cause of the violation of the politeness principles in the class interaction are the speaker accused the hearer in purpose,giving no sympathy, protective to assumption, direct critics using harsh words, and mocking.

scholarly journals An Empirical Review of English Language Teaching in Congo

2016 ◽  
Vol 4 (4) ◽  
pp. 400
Author(s):  
Yvon-Pierre Ndongo Ibara
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Oral Communication ◽  
English Language Teaching ◽  
English Speaking ◽  
Teachers Training ◽  
Poor Relation

<p><em>This contribution examines the pro and cons on the English language teaching practice in a non-English speaking country, Congo. It appears that English language is solely taught for examination purposes what is best summarized in terms of eye to read, think to write when the mouth remains shut</em>.<em> Oral communication is in a poor relation in language teaching and learning in Congo. One of the reasons is the inefficiency of the course of English phonetics and phonology at the Teachers Training College coupled with the lack of English linguistic background to prospective teachers.</em><em></em></p>

TESTING LANGUAGE KNOWLEDGE AND SKILLS AT UNIVERSITY

2021 ◽  
Author(s):  
Liliya Makovskaya
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Testing ◽  
Significant Part ◽  
Teaching Process ◽  
Knowledge And Skills ◽  
University Teachers ◽  
Language Knowledge

Testing students’ knowledge and skills is a significant part of any language teaching process in academia. The article discusses the main purposes and features of language testing that should be considered by university teachers in the classroom. The paper also demonstrates what test types can be used for assessing learners’ language skills, and provides some suggestions on their use in the teaching and learning process.

scholarly journals The Role of Native and Learner Corpora in Vocabulary Test Design

2016 ◽  
Vol 9 (7) ◽  
pp. 10
Author(s):  
Eman Saleh Akeel
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Testing ◽  
Test Design ◽  
Vocabulary Test ◽  
Language Pedagogy ◽  
Learner Corpora ◽  
Corpus Data

<p>The growing field of corpus linguistics has been engaged heavily in language pedagogy during the last two decades. This has encouraged researchers to look for more applications that corpora have on language teaching and learning and led to the emersion of using corpora in language testing. The aim of this article is to provide an overview of using corpus data for the purpose of vocabulary test designing. It presents some native and learner corpora which are available for item writers to use. It covers the benefits and limitations of using corpora in language testing and argues for the importance and usefulness of using native as well as learner corpora as tools for designing a vocabulary test. The article aims to illustrate how both native and learner corpora can be used in language testing in general and in the development of vocabulary tests in particular.</p>

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