scholarly journals Keeping it practical and keeping it simple

2017 ◽  
Vol 51 (1) ◽  
pp. 138-146 ◽  
Author(s):  
Paul Nation
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Teaching English ◽  
Basic Principles ◽  
Rule Based ◽  
Look Back ◽  
Teacher Trainer ◽  
The Way

When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I think underlying this concern is the desire to see the principles governing the way the parts go together, and underlying this is a tendency to want to see what is simple and rule-based. Knowledge needs to be communicated to others and this is best done if we are aware of the important basic principles and components, and can present them as simply as possible.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals Contemporary methodology of teaching English punctuation: problems and new vistas

2021 ◽  
Vol 27 (1) ◽  
pp. 95-102
Author(s):  
E. V. Mikhailovskaia ◽  
O. V. Sapunova
Keyword(s):  
Foreign Language ◽  
Web Sites ◽  
Popular Science ◽  
Teaching English ◽  
Research And Practice ◽  
Wide Range ◽  
English System ◽  
Syntactic Function ◽  
The Way

The article outlines the way the English system of punctuation marks is presented in contemporary ELT research and practice. The following types of sources are considered and analyzed in the article: grammar books for teaching English as the first, second or foreign language; reference books and web-sites aimed at preparing students for IELTS and TOEFL; books belonging to the genre known as popular science; purely scientific works on punctuation in general and the semicolon in particular. The main goals of the research are to reveal the central tendencies in teaching English punctuation on the example of the so-called weighty stops of vertical segmentation, namely the semicolon, and to see whether they manage to present a certain norm of using the stop. Thus, the present paper focuses on the semicolon one of the most controversial stops in the system, which has been proved to function both at the syntactic and stylistic levels. It is shown that a formal / grammatical approach is the most common way to treat punctuation in ELT literature; however, it does not take into account stylistic and prosodic peculiarities of the stops and thus fails to show the whole spectrum of its usage, as well as its phonetic and stylistic potential. Consequently, such an approach should not be applied to English one of the languages exhibiting a semantic-stylistic type of punctuation. It is proposed that the approach to be used in teaching English punctuation most effectively is pragmalinguistics, since it exploits a wide range of methods and means of analyzing a text, and also considers and highlights all the aspects of using the stops (their syntactic function, stylistic capacities and prosodic characteristics). Moreover, the article poses the question that the current methodology of the approach has to be further developed.

Stylistics

1984 ◽  
Vol 5 ◽  
pp. 91-100 ◽  
Author(s):  
Ronald A. Carter
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Language Learner ◽  
Literary Studies ◽  
Teaching English ◽  
Foreign Language Learner

An essentially interdisciplinary activity, like many areas of applied linguistics, the most immediately contingent area to stylistics remains that of literary studies, although recent years have witnessed extension into other domains such as lexicography and teaching English as a Foreign Language. This survey is divided into five main sections but, given the interrelatedness of the areas, there will be inevitable overlaps as well as potential cases for sub-categorization. The sections are: 1) Linguistic stylistics 2) Literary stylistics 3) Style and discourse A) Pedagogical stylistics 5) Stylistics and the foreign language learner.

scholarly journals Applying CLIL approach in Higher Edication

2020 ◽  
Author(s):  
Kerly Jazmín Feijoó Rojas ◽  
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Teaching Approach ◽  
Teaching English ◽  
Technical University ◽  
Scaffolding Strategies ◽  
The Way

The realization of this work has been developed with the objective of analyzing the application of the CLIL approach for teaching English with a specific purpose and scaffolding strategies with students from a third level in bilingual secretarial school at the technical university of Babahoyo. This is the main reason that Bilingual secretarial school needs a change in the way to teach a foreign language through CLIL approach which is an exceptional alternative to integrate language and real-life contexts effectively in order to teach a foreign language in a spontaneous way. The main purpose of this volume is to design an intervention proposal based on the CLIL approach with the support of scaffolding strategies in the seventh semester of Bilingual Secretarial School in order to provide teachers a guide to make easier the application of this new teaching approach.

scholarly journals CONSTRUCTIVIST APPROACH: CREATING A MEANING TO LEARNING

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 18-25
Author(s):  
Prabha S. Chiniwar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Direct Method ◽  
Direct Approach ◽  
Translation Method ◽  
Constructivist Approach ◽  
Teaching English ◽  
Learning Language ◽  
The Way

The author is wholly concerned with the unstressed learning of the students for which he wants to revolutionize the way of teaching English. A foreign language is learnt specially with the translation method is the practical side of the language learning. The author has experienced the various learning criteria of learning language as he has been working in the Tribal Institution. For the infants the most practical and fruitful method we have gone through is the Direct Method of language learning. The Direct Method refers to the ‘Direct approach in the language application’ The words, ‘This’, ‘That’, envisage to the appetite of understanding the information of the object. These words are to be regarded as the model words of the ‘Direct Method.’ In language learning, the presentation of the objects or the things put a sort of stress on the views of the students that is accompanied with the experience. The author is feasibly concerned with the – 1. Actual understanding of the language by the student, 2.Throughout application of the language by the student, 3. The proper information and stress on the words by the students and 4. Beneficence of the learnt language to the student. We look in for the various methodologies in making language learning easy.

scholarly journals Integrating open educational resources in general english courses to strengthen speaking skill

2015 ◽  
Vol 15 (17) ◽  
pp. 83-94
Author(s):  
Angélica María Moya Pachón
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Private University ◽  
Primary Objective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching English ◽  
Digital Skills ◽  
Speaking Skill ◽  
The Way

The current research integrated Open educational resources —OER— in a general english course at Uniminuto, a private university located in Bogotá. The primary objective was to innovate the process of teaching English as a foreign language through the use of Open educational resources to develop speaking skills in students with a B1.1 level. As a result, it was possible to identify that the OER allowed students to improve the way they speak and communicate with others in English. Moreover, the resources helped the students to develop an autono­mous learning style and improve their digital skills.

scholarly journals Sharing Photographs on Instagram Boosts Students’ Self-Confidence in Speaking English

2018 ◽  
Vol 6 (2) ◽  
pp. 148 ◽  
Author(s):  
Rayinda Eva Rahmah
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Data Collection ◽  
Foreign Language ◽  
Communication Skills ◽  
English Education ◽  
Teaching English ◽  
Self Confidence ◽  
Positive Results ◽  
The Way

This paper reports on the way in which posting photographs in a social media, Instagram, used as a strategy to boost confidence in speaking English among students majoring English education in IAIN Pekalongan. Confidence is seen to influence learners’ achievement in communication skills. The qualitative outcomes deriving from five participants revealed positive impacts of the Instagram usage on their confidence in speaking English. Therefore, this study uses qualitative research with the instruments of data collection using interview. The finding shows that sharing photographs on Instagram can contribute to the students’ confidence to speak in a foreign language. The positive results offered some insightful suggestions and implications for teaching English as a foreign language.

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

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