Using mock data to explore the relationship between commitment to English language teaching and student learning

2019 ◽  
Vol 53 (1) ◽  
pp. 121-123 ◽  
Author(s):  
Ian Moodie ◽  
Laurentius Antonius Meerhoff
Keyword(s):  
Student Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Relationship

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

scholarly journals A Showcase Study on ELF-oriented Classroom Practices in a General English Course

2021 ◽  
Vol 9 (5) ◽  
pp. p61
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Complexity Theory ◽  
Subject Matter ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Global Dimension ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Raising Awareness ◽  
The Relationship

The lingua franca status of English in transcultural settings questions the orthodox pedagogical principles and mainstream approaches of English language teaching. To mirror the relationship between English as a subject matter and English as a globalised sociolinguistic phenomenon, some scholars call for revisiting the conventional approaches of pedagogy. Still, the response to the call for a transition from the monocentric methods of English language teaching is slow. Teachers have multiple concerns about how to incorporate a global dimension into a general English language course for undergraduates. The present study aims to address this gap by offering a practical example of how to address English as a lingua franca phenomenon in a general English language course. The study showcases classroom practices for raising awareness of today’s complexity of English use as a worldwide lingua franca. Ten Saudi undergraduates at a Saudi university participated in the study. The study shares the participants’ critical reflections on what they have learned from the course. Analysis of the participants’ reflections reveal that approaches based on complexity theory increased their familiarity with English linguistic diversities, developed their transcultural awareness and improved their ability to cope with English functional and contextual diversities. It is hoped that this showcase study can provide some guidance for the further implementation of a global dimension in other contexts.

scholarly journals Poetry Appreciation and Paraphrasing Skills of Grade 9 Students

2020 ◽  
Vol 3 (2) ◽  
pp. 79-80
Author(s):  
Jane Catherine A. Tobis ◽  
Chona G. Mascuñana
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Poetry ◽  
Points Of View ◽  
The Relationship

Among all the literary pieces used in English language teaching, poetry has always been regarded as an interesting and challenging literature genre used in English language teaching. Researchers that explored the appreciation of poetry and the factors that affect its approach had different points of view; however, they certainly agreed on the universal concern of research on the difficulty and lack of enthusiasm in dealing with poetry. Accordingly, recent neuroscientific research commenced using poetry in paraphrasing since both complement one another in language teaching. As a literary product, poetry requires a high analysis skill for adequate comprehension, while paraphrasing involves extensively analyzing ideas and forming new borrowed personal interpretation. Hence, this study aimed to see the relationship between students' degree of poetry appreciation and paraphrasing skills.

The Effects of Two EFL (English as a Foreign Language) Teaching Approaches Studied by the Cotwin Control Method: A Comparative Study of the Communicative and the Grammatical Approaches

1992 ◽  
Vol 41 (4) ◽  
pp. 335-352 ◽  
Author(s):  
J. Ando
Keyword(s):  
English Language ◽  
Control Method ◽  
Language Teaching ◽  
Major Effect ◽  
English Language Teaching ◽  
Environment Interaction ◽  
Teaching Approaches ◽  
Interactional Pattern ◽  
Genotype Environment Interaction ◽  
The Relationship

AbstractThe present study compared two different types of English-language teaching approaches, the grammatical approach (GA) and the communicative approach (CA), by the cotwin control method. This study has two purposes: to study the effects of teaching approaches and to estimate genetic influences upon learning aptitudes. Seven pairs of identical twins (MZ) and 4 pairs of fraternal twins (DZ) participated in the experiment along with 68 other nontwin fifth graders. Each cotwin was assigned to the GA and CA respectively and received 20 hours of lessons over a 10-day period. The behavioral similarities between MZ cotwins were statistically and descriptively depicted. No major effect of either teaching approach was noted, but the genetic influence upon individual differences of learning achievement was obvious. Furthermore, an interesting interaction between the teaching approaches and intelligence was found, that is, that the GA capitalises on and CA compensates for intelligence. This interactional pattern could be interpreted as an example of genotype-environment interaction. The relationship between genetic factors and learning aptitudes is discussed.

scholarly journals An Anthropocentric Approach to Evaluate English Language Teaching Course Books

2020 ◽  
Vol 8 (3) ◽  
pp. 24-29
Author(s):  
Ahmet Erdost Yastibas
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Thick Description ◽  
The World ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The Relationship

The new geological epoch Anthropocene poses a significant problem to people because it shows how human activities have started to change and shape the world negatively to a big extent. One way to deal with this problem is education, including English language teaching. In English language teaching, course books can be used to deal with the Anthropocene. When the literature was reviewed, it was seen that English language course books were evaluated according to English language teachers’ and students’ perspectives, but not with an Anthropocentric perspective. Therefore, the present study aimed to evaluate an English language course book used in Turkey with an Anthropocentric approach. It was designed as a qualitative study. The data collected were documented analyzed. Qualifications of the researcher and thick description were used for the trustworthiness of the research. The findings have indicated that the course book has units and parts of units related to nature. They have also shown that students can understand the relationship between people and nature by studying this course book. The results were discussed, and suggestions for further research were made.

scholarly journals Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

2020 ◽  
Vol 20 ◽  
pp. 135-153 ◽  
Author(s):  
Edgar Lucero-Babativa
Keyword(s):  
Language Learning ◽  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Relationship Of ◽  
Global And Local ◽  
The Relationship ◽  
Local Perspectives

This theoretical-review paper presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities from social studies and in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into de study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.

scholarly journals Millennials, Technology, and English Language Teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
Nurul An-Nisa ◽  
Giarni Alfi Astika ◽  
Tono Suwartono
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Material ◽  
Media Technology ◽  
Teachers And Students ◽  
E Learning ◽  
Media Applications ◽  
The Relationship

At present, the development of technology has increasingly advanced. This situation requires millennial to apply technology in every area of ​​life. It makes millennial generation very dependent on technology. Technology plays an important role in education context especially in English language teaching. The presence of technology makes teachers and students easier to get learning material and develop learning instructions. They can use any media technology to support the success of teaching and learning activities. There are various media applications that can be used to help the English teaching process both in the classroom and outside the classroom. In the use of electronic media applications in the learning process called e-learning. Teachers must be able to choose activities that are creative and innovative. It can make teaching activity more interesting and not get bored. This article discusses about the relationship among millennial, technology, and English language teaching to create great teachers in the future.

scholarly journals Development of English Language Teaching Materials for the Economic Education Study Program

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 92-101
Author(s):  
Wiwit Kurniawan ◽  
Saptina Retnawati
Keyword(s):  
Student Learning ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Economic Education ◽  
English Language Teaching ◽  
Student Response ◽  
Design Development ◽  
Teaching Materials ◽  
Education Study

The purpose of this study was to produce English language teaching materials for economic education study programs with a contextual approach. This research is a research and development (R and D) which uses ADDIE development model. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were students of Economic Education in class 02 PIEE 01 consisting of 30 students. The instruments used in this study are: (1) Instruments for measuring validity, including validation sheets; (2) Instruments for measuring practicality, including observer assessment sheets, student response sheets and learning implementation observation sheets; (3) Instruments for measuring effectiveness, including motivation questionnaires and learning achievement tests. The outcome of this research was learning devices in the form of module. The validation results showed that the lesson plan and module meet valid criteria with very good category. The results of field trials showed that the lesson plan and module meet practical and effective criteria. The practicality of the learning device developed reached a very good category based on observations of the implementation of learning and observer assessment, the module reached a good category based on student responses. Effectiveness reached an effective category based on the level of motivation and completeness of student learning. The percentage of the number of students who reached the high minimum category in the motivation questionnaire was 87.57% and the percentage of achievement in classical was 75%. Thus, it can be concluded that the module is effective in terms of student learning motivation.

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